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

Maintain Fitness Environment and Equipment 
SAQA US ID UNIT STANDARD TITLE
10212  Maintain Fitness Environment and Equipment 
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 "Reregistered" 
2006-08-01  2008-03-12  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2009-03-12   2012-03-12  

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
254462  Maintain a sport or fitness environment and equipment  Level 4  NQF Level 04  Complete 

PURPOSE OF THE UNIT STANDARD 
Learners credited with this Unit Standard are able to maintain the hygiene and safety of a fitness facility including preventative maintenance of fitness equipment. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
A learner aspiring to complete this unit standard must have been assessed competent against the following unit standards:

Communication NQF level 4, Literacy NQF level 4 and Numeracy NQF level 2. 

UNIT STANDARD RANGE 
A learner aspiring to complete this unit standard must have been assessed competent against the following unit standards:

Communication NQF level 4, Literacy NQF level 4 and Numeracy NQF level 2. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Maintain the safety, hygiene and efficiency of a fitness facility 

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 contexts 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 that the specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed:

    1. Fitness environment is kept hygienic, tidy and wellmaintained
    2. Weights are stacked in correct stacks, according to weight and size
    3. Machines are kept well maintained and lubricated with cams working .
    4. Machines are calibrated according to specifications
    5. Machine service records are maintained and kept in an accessible place for record checking


    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    1. Reflect on, measure and evaluate performance in order to improve future practice and learning. 

  • SPECIFIC OUTCOME 2 
    Advise on the principles of fitness equipment servicing and preventative maintainance. 
    OUTCOME NOTES 
    Advise on the principles of fitness equipment servicing and preventative maintainance of fitness equipment 

    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 contexts 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 that the specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed:

    1. Fitness environment is kept hygienic, tidy and wellmaintained
    2. Weights are stacked in correct stacks, according to weight and size
    3. Machines are kept well maintained and lubricated with cams working .
    4. Machines are calibrated according to specifications
    5. Machine service records are maintained and kept in an accessible place for record checking


    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    1. Reflect on, measure and evaluate performance in order to improve future practice and learning. 

  • SPECIFIC OUTCOME 3 
    Keep records of fitness equipment servicing and maintenance 

    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 contexts 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 that the specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed:

    1. Fitness environment is kept hygienic, tidy and wellmaintained
    2. Weights are stacked in correct stacks, according to weight and size
    3. Machines are kept well maintained and lubricated with cams working .
    4. Machines are calibrated according to specifications
    5. Machine service records are maintained and kept in an accessible place for record checking


    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    1. Reflect on, measure and evaluate performance in order to improve future practice and learning. 

  • SPECIFIC OUTCOME 4 
    Refer to the relevant service organisation for back up, equipment maintenance and/or service. 

    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 contexts 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 that the specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed:

    1. Fitness environment is kept hygienic, tidy and wellmaintained
    2. Weights are stacked in correct stacks, according to weight and size
    3. Machines are kept well maintained and lubricated with cams working .
    4. Machines are calibrated according to specifications
    5. Machine service records are maintained and kept in an accessible place for record checking


    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    1. 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. Resistance equipment; their names, purposes and functions
    2. Cardio vascular equipment, purposes and functions
    3. Machine calibration
    4. Machine maintenance and preventative maintenance
    5. Safety of the fitness environment
    6. Hygienic factors
    7. Record keeping
    8. Service records 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to:
  • Advise on the principles of fitness equipment servicing and preventative maintainance of fitness equipment
  • Refer to the relevant service organisation for back up, equipment maintenance and/or service 

  • UNIT STANDARD CCFO WORKING 
    Teamwork relates to:
  • Advise on the principles of fitness equipment servicing and preventative maintainance of fitness equipment
  • Keep records of fitness equipment servicing and maintenance
  • Refer to the relevant service organisation for back up, equipment maintenance and/or service 

  • UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to:
  • Maintain the safety, hygiene and efficiency of a fitness facility
  • Advise on the principles of fitness equipment servicing and preventative maintainance of fitness equipment
  • Keep records of fitness equipment servicing and maintenance
  • Refer to the relevant service organisation for back up, equipment maintenance and/or service 

  • UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to:
  • Maintain the safety, hygiene and efficiency of a fitness facility
  • Advise on the principles of fitness equipment servicing and preventative maintainance of fitness equipment
  • Keep records of fitness equipment servicing and maintenance
  • Refer to the relevant service organisation for back up, equipment maintenance and/or service 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to:
  • Maintain the safety, hygiene and efficiency of a fitness facility
  • Advise on the principles of fitness equipment servicing and preventative maintainance of fitness equipment
  • Keep records of fitness equipment servicing and maintenance
  • Refer to the relevant service organisation for back up, equipment maintenance and/or service 

  • UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to:
  • Maintain the safety, hygiene and efficiency of a fitness facility
  • Advise on the principles of fitness equipment servicing and preventative maintainance of fitness equipment
  • Keep records of fitness equipment servicing and maintenance
  • Refer to the relevant service organisation for back up, equipment maintenance and/or service 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to:
  • Maintain the safety, hygiene and efficiency of a fitness facility
  • Advise on the principles of fitness equipment servicing and preventative maintainance of fitness equipment
  • Keep records of fitness equipment servicing and maintenance
  • Refer to the relevant service organisation for back up, equipment maintenance and/or service 

  • UNIT STANDARD CCFO CONTRIBUTING 
    Professional development relates to:
  • Maintain the safety, hygiene and efficiency of a fitness facility
  • Advise on the principles of fitness equipment servicing and preventative maintainance of fitness equipment
  • Keep records of fitness equipment servicing and maintenance
  • Refer to the relevant service organisation for back up, equipment maintenance and/or service 

  • UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 254462, which is "Maintain a sport or fitness environment and equipment", Level 4, 3 credits.

    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:

    1. Respecting the natural and cultural environment.
    2. Accepting and maintaining a non-discriminatory attitude towards diversity including, For example: differences in gender, race, religion, physical 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  67693   National Certificate: Fitness  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Core  67691   National Diploma: Fitness  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 


    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.
     
    1. Institute of Fitness Professionals 
    2. New Hope Revival Organisation 
    3. Sports Science Institute Of SA 
    4. Trifocus Fitness Academy cc 
    5. Xtyle Fitness and Entertainment Academy NPC 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.