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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Develop and organise sport or fitness programmes 
SAQA US ID UNIT STANDARD TITLE
10203  Develop and organise sport or fitness programmes 
ORIGINATOR
SGB Sport 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 02 - Culture and Arts Sport 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 
2002-06-12  2005-06-12  SAQA 0742/02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2006-06-12   2009-06-12  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
243302  Develop and organise sport programmes  Level 4  NQF Level 04  Complete 

PURPOSE OF THE UNIT STANDARD 
The learner achieving this unit standard in combination with other content-related standards will be able to design and facilitate a Sport or Fitness programme. They will do this through choosing appropriate Sport or Fitness activities to suit the needs and expectations of a specific community and stakeholders. They will demonstrate a basic understanding of the concept of Sport or Fitness programmes and the related factors, which might influence the results of such a programme.

This unit standard, combined with other core and elective Sport or Fitness standards in a national certificate in Sport or Fitness Leadership (NQF 4) will provide the learner with the competence to practice as a Sport or Fitness leader. In addition they will be well positioned to extend their learning and practice into other areas of Sport or Fitness disciplines, or to strive towards professional standards and practices at higher levels.

Competent leaders in Sport or Fitness will provide quality experiences to participants and thus strengthen the profession in general. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that a learner entering a program leading to this unit standard has communication equivalent to NQF 3. 

UNIT STANDARD RANGE 
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Demonstrate an understanding of the concept of Sport. 
OUTCOME NOTES 
1. Demonstrate an understanding of the concept of Sport or Fitness programmes as it relates to:
For Example:
  • Indoor/outdoor.
  • Out/in season.
  • Special programmes such as holidays, youth day.
  • Specific target groups. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the context in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:
    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. The influence of the environment, participant needs and abilities, seasons, the facility, etc. on the composition of the programme is explained.
    2. Appropriate activities are identified.
    3. An action plan for the programme, showing due dates, responsible persons, proof of progress and evaluation is compiled.
    4. A contingency plan is compiled.
    5. Database of equipment, volunteers, participants, etc. is established and maintained.
    6. Participants, volunteers, coaches, officials, etc. are divided into groups appropriate to the activity.
    7. Evaluation sheets are completed and collected from participants, volunteers, coaches, stakeholders, etc.
    8. A report is compiled and submitted to the stakeholders, facility manager and/or coach.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    9. Feedback is interpreted and suggestions to improve the service are submitted to the relevant person.
    10. A needs analysis is conducted, interpreted and the programme is adapted to reflect the results of the needs analysis.
    11. Reflect on, measure and evaluate performance in order to improve future practice and learning. 

  • SPECIFIC OUTCOME 2 
    Design a programme suitable to a Sport or Fitness context. 
    OUTCOME NOTES 
    2. Design a programme suitable to a Sport or Fitness context taking into account:
    For Example:
  • Needs and interests of the target group.
  • Abilities and disabilities of the target group.
  • Facility/venue.
  • Event, tournament, league, festival. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the context in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:
    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. The influence of the environment, participant needs and abilities, seasons, the facility, etc. on the composition of the programme is explained.
    2. Appropriate activities are identified.
    3. An action plan for the programme, showing due dates, responsible persons, proof of progress and evaluation is compiled.
    4. A contingency plan is compiled.
    5. Database of equipment, volunteers, participants, etc. is established and maintained.
    6. Participants, volunteers, coaches, officials, etc. are divided into groups appropriate to the activity.
    7. Evaluation sheets are completed and collected from participants, volunteers, coaches, stakeholders, etc.
    8. A report is compiled and submitted to the stakeholders, facility manager and/or coach.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    9. Feedback is interpreted and suggestions to improve the service are submitted to the relevant person.
    10. A needs analysis is conducted, interpreted and the programme is adapted to reflect the results of the needs analysis.
    11. Reflect on, measure and evaluate performance in order to improve future practice and learning. 

  • SPECIFIC OUTCOME 3 
    Implement a programme as related to a Sport or Fitness context. 
    OUTCOME NOTES 
    3. Implement a programme as related to a Sport or Fitness context:
    For Example:
  • Organise volunteers, equipment, participants and activities.
  • Communicate to stakeholders such as local government, NGOs, local authorities, federation as appropriate. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the context in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:
    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. The influence of the environment, participant needs and abilities, seasons, the facility, etc. on the composition of the programme is explained.
    2. Appropriate activities are identified.
    3. An action plan for the programme, showing due dates, responsible persons, proof of progress and evaluation is compiled.
    4. A contingency plan is compiled.
    5. Database of equipment, volunteers, participants, etc. is established and maintained.
    6. Participants, volunteers, coaches, officials, etc. are divided into groups appropriate to the activity.
    7. Evaluation sheets are completed and collected from participants, volunteers, coaches, stakeholders, etc.
    8. A report is compiled and submitted to the stakeholders, facility manager and/or coach.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    9. Feedback is interpreted and suggestions to improve the service are submitted to the relevant person.
    10. A needs analysis is conducted, interpreted and the programme is adapted to reflect the results of the needs analysis.
    11. Reflect on, measure and evaluate performance in order to improve future practice and learning. 

  • SPECIFIC OUTCOME 4 
    Co-ordinate a Sport or Fitness programme. 
    OUTCOME NOTES 
    4. Co-ordinate a Sport or Fitness programme.
    For Example:
  • Co-ordinate volunteers.
  • Facilitate participants.
  • Schedule activities.
  • Manage spectators. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the context in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:
    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. The influence of the environment, participant needs and abilities, seasons, the facility, etc. on the composition of the programme is explained.
    2. Appropriate activities are identified.
    3. An action plan for the programme, showing due dates, responsible persons, proof of progress and evaluation is compiled.
    4. A contingency plan is compiled.
    5. Database of equipment, volunteers, participants, etc. is established and maintained.
    6. Participants, volunteers, coaches, officials, etc. are divided into groups appropriate to the activity.
    7. Evaluation sheets are completed and collected from participants, volunteers, coaches, stakeholders, etc.
    8. A report is compiled and submitted to the stakeholders, facility manager and/or coach.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    9. Feedback is interpreted and suggestions to improve the service are submitted to the relevant person.
    10. A needs analysis is conducted, interpreted and the programme is adapted to reflect the results of the needs analysis.
    11. Reflect on, measure and evaluate performance in order to improve future practice and learning. 

  • SPECIFIC OUTCOME 5 
    Evaluate the programme in terms of the quality and standard of the programme. 
    OUTCOME NOTES 
    5. Evaluate the programme in terms of the quality and standard of the programme.
    For Example:
  • Collect feedback from participants, volunteers, and stakeholders on the programme.
  • Evaluate own performance using feedback received from participants and a self-evaluation.
  • Interpret the feedback and improve service, if necessary. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the context in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:
    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. The influence of the environment, participant needs and abilities, seasons, the facility, etc. on the composition of the programme is explained.
    2. Appropriate activities are identified.
    3. An action plan for the programme, showing due dates, responsible persons, proof of progress and evaluation is compiled.
    4. A contingency plan is compiled.
    5. Database of equipment, volunteers, participants, etc. is established and maintained.
    6. Participants, volunteers, coaches, officials, etc. are divided into groups appropriate to the activity.
    7. Evaluation sheets are completed and collected from participants, volunteers, coaches, stakeholders, etc.
    8. A report is compiled and submitted to the stakeholders, facility manager and/or coach.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    9. Feedback is interpreted and suggestions to improve the service are submitted to the relevant person.
    10. A needs analysis is conducted, interpreted and the programme is adapted to reflect the results of the needs analysis.
    11. Reflect on, measure and evaluate performance in order to improve future practice and learning. 


  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The qualifying learner is able to demonstrate a basic knowledge and understanding of:

    1. Needs analysis.
    2. Requirements of the activities.
    3. Setting up a venue/facility.
    4. Equipment related to the activity.
    5. Evaluation techniques.
    6. Planning schedules and checklists.
    7. Categories of activities such as indoor/outdoor, tournament.
    8. Networking techniques.
    9. Communication techniques.
    10. Organising techniques.
    11. Interpersonal skills.
    12. Dealing with conflict.
    13. Group dynamics.
    14. Group formation (dividing into groups).
    15. Facilitation skills.
    16. Participant behavior.
    17. Spectator behavior.
    18. Intra-personal skills. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to:

    Demonstrate an understanding of the concept of Sport or Fitness programmes as it relates to:
    For Example:
  • Indoor/outdoor.
  • Out/in season.
  • Special programmes such as holidays, youth day.
  • Specific target groups.

    Design a programme suitable to a Sport or Fitness context taking into account:
    For Example:
  • Needs and interests of the target group.
  • Abilities and disabilities of the target group.
  • Facility/venue.
  • Event, tournament, league, festival.

    Implement a programme as related to a Sport or Fitness context:
    For Example:
  • Organise volunteers, equipment, participants and activities.
  • Communicate to stakeholders such as local government, NGOs, local authorities, federation as appropriate.

    Co-ordinate a Sport or Fitness programme.
    For Example:
  • Co-ordinate volunteers.
  • Facilitate participants.
  • Schedule activities.
  • Manage spectators.

    Evaluate the programme in terms of the quality and standard of the programme.
    For Example:
  • Collect feedback from participants, volunteers, and stakeholders on the programme.
  • Evaluate own performance using feedback received from participants and a self-evaluation.
  • Interpret the feedback and improve service, if necessary. 

  • UNIT STANDARD CCFO WORKING 
    Teamwork relates to:

    4. Co-ordinate a Sport or Fitness programme.
    For Example:
  • Co-ordinate volunteers.
  • Facilitate participants.
  • Schedule activities.
  • Manage spectators. 

  • UNIT STANDARD CCFO ORGANISING 
    Self-organisation and -management relates to:

    Design a programme suitable to a Sport or Fitness context taking into account:
    For Example:
  • Needs and interests of the target group.
  • Abilities and disabilities of the target group.
  • Facility/venue.
  • Event, tournament, league, festival.

    Implement a programme as related to a Sport or Fitness context:
    For Example:
  • Organise volunteers, equipment, participants and activities.
  • Communicate to stakeholders such as local government, NGOs, local authorities, federation as appropriate.

    Co-ordinate a Sport or Fitness programme.
    For Example:
  • Co-ordinate volunteers.
  • Facilitate participants.
  • Schedule activities.
  • Manage spectators.

    Evaluate the programme in terms of the quality and standard of the programme.
    For Example:
  • Collect feedback from participants, volunteers, and stakeholders on the programme.
  • Evaluate own performance using feedback received from participants and a self-evaluation.
  • Interpret the feedback and improve service, if necessary. 

  • UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to:

    Demonstrate an understanding of the concept of Sport or Fitness programmes as it relates to:
    For Example:
  • Indoor/outdoor.
  • Out/in season.
  • Special programmes such as holidays, youth day.
  • Specific target groups.

    Design a programme suitable to a Sport or Fitness context taking into account:
    For Example:
  • Needs and interests of the target group.
  • Abilities and disabilities of the target group.
  • Facility/venue.
  • Event, tournament, league, festival.

    Evaluate the programme in terms of the quality and standard of the programme.
    For Example:
  • Collect feedback from participants, volunteers, and stakeholders on the programme.
  • Evaluate own performance using feedback received from participants and a self-evaluation.
  • Interpret the feedback and improve service, if necessary. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to:

    Demonstrate an understanding of the concept of Sport or Fitness programmes as it relates to:
    For Example:
  • Indoor/outdoor.
  • Out/in season.
  • Special programmes such as holidays, youth day.
  • Specific target groups.

    Design a programme suitable to a Sport or Fitness context taking into account:
    For Example:
  • Needs and interests of the target group.
  • Abilities and disabilities of the target group.
  • Facility/venue.
  • Event, tournament, league, festival.

    Implement a programme as related to a Sport or Fitness context:
    For Example:
  • Organise volunteers, equipment, participants and activities.
  • Communicate to stakeholders such as local government, NGOs, local authorities, federation as appropriate.

    Co-ordinate a Sport or Fitness programme.
    For Example:
  • Co-ordinate volunteers.
  • Facilitate participants.
  • Schedule activities.
  • Manage spectators.

    Evaluate the programme in terms of the quality and standard of the programme.
    For Example:
  • Collect feedback from participants, volunteers, and stakeholders on the programme.
  • Evaluate own performance using feedback received from participants and a self-evaluation.
  • Interpret the feedback and improve service, if necessary. 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to:

    Demonstrate an understanding of the concept of Sport or Fitness programmes as it relates to:
    For Example:
  • Indoor/outdoor.
  • Out/in season.
  • Special programmes such as holidays, youth day.
  • Specific target groups.

    Design a programme suitable to a Sport or Fitness context taking into account:
    For Example:
  • Needs and interests of the target group.
  • Abilities and disabilities of the target group.
  • Facility/venue.
  • Event, tournament, league, festival. 

  • UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 243302, which is " Develop and organise Sport programmes ", Level 4, 6 credits.

    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:
  • Respecting the natural and cultural environment.
  • Accepting and maintaining a non-discriminatory attitude towards diversity including, For example: differences in gender, race, religion, ability and culture. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  21500   National Certificate: Sport and Fitness Leadership  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2005-06-12  Was CATHSSETA until Last Date for Achievement 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 



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