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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Promote an awareness of nutritional principles 
SAQA US ID UNIT STANDARD TITLE
10214  Promote an awareness of nutritional principles 
ORIGINATOR
SGB Recreation & Fitness 
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 5  Level TBA: Pre-2009 was L5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
The qualifying learner achieving this unit standard in combination with context expertise standard(s) will be able to use and apply nutritional principles in order to recommend nutritional guidelines for healthy eating associated with physical activity. 

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, Numeracy NQF level 2 

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 
Use nutritional principles to advise participants on how to optimize health and enhance performance. 
OUTCOME NOTES 
Use nutritional principles to advise participants on how to optimize health and enhance performance in physical fitness activities.
For example:
Appropriate proportions of the food groups
Use of different food pyramids
Energy needs and expenditure 

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 numbers of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure that specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed:

    1. Read and interprets food labels on a variety of food products
    2. Define various nutrition terms, e.g. micro and macronutrients, metabolism, energy, food guide pyramid etc.
    3. Develop and explain an eating plan which may include health enhancing supplements
    4. Explain own scope of practice and clarify in relation to appropriate practitioner referral
    5. Provide practical guidelines on how to keep a personal nutrition diary and be able to interpret and advise on the information gathered.

    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 
    Identify and correct common myths, fallacies associated with nutrition 
    OUTCOME NOTES 
    Identify and correct common myths, fallacies associated with nutrition
    For example:
    Use of "slimming aids"
    Weight gain and weight loss and supplementation
    Performance aids 

    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 numbers of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure that specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed:

    1. Read and interprets food labels on a variety of food products
    2. Define various nutrition terms, e.g. micro and macronutrients, metabolism, energy, food guide pyramid etc.
    3. Develop and explain an eating plan which may include health enhancing supplements
    4. Explain own scope of practice and clarify in relation to appropriate practitioner referral
    5. Provide practical guidelines on how to keep a personal nutrition diary and be able to interpret and advise on the information gathered.

    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 
    Read and interpret food labels: 
    OUTCOME NOTES 
    Read and interpret food labels
    For example:
    Compilation of food
    Identify chemical additives
    Identify fat content of food
    Order of ingredients and their values 

    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 numbers of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure that specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed:

    1. Read and interprets food labels on a variety of food products
    2. Define various nutrition terms, e.g. micro and macronutrients, metabolism, energy, food guide pyramid etc.
    3. Develop and explain an eating plan which may include health enhancing supplements
    4. Explain own scope of practice and clarify in relation to appropriate practitioner referral
    5. Provide practical guidelines on how to keep a personal nutrition diary and be able to interpret and advise on the information gathered.

    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 
    Design an action plan to optimize nutritional requirements for healthy eating 
    OUTCOME NOTES 
    Design an action plan to optimize nutritional requirements for healthy eating
    For example:
    Encourage drinking of water
    Encourage eating breakfast
    Encourage eating frequency
    Encourage appropriate food choices 

    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 numbers of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure that specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed:

    1. Read and interprets food labels on a variety of food products
    2. Define various nutrition terms, e.g. micro and macronutrients, metabolism, energy, food guide pyramid etc.
    3. Develop and explain an eating plan which may include health enhancing supplements
    4. Explain own scope of practice and clarify in relation to appropriate practitioner referral
    5. Provide practical guidelines on how to keep a personal nutrition diary and be able to interpret and advise on the information gathered.

    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 5 
    Refer special needs appropriate practitioner 
    OUTCOME NOTES 
    Refer special needs appropriate practitioner
    For example:
    Identify eating problems and refer to Psychologist or Dietician
    Stress management
    Chronic health conditions and recommendation to e.g. Dietician, Physician, Naturopath 

    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 numbers of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure that specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed:

    1. Read and interprets food labels on a variety of food products
    2. Define various nutrition terms, e.g. micro and macronutrients, metabolism, energy, food guide pyramid etc.
    3. Develop and explain an eating plan which may include health enhancing supplements
    4. Explain own scope of practice and clarify in relation to appropriate practitioner referral
    5. Provide practical guidelines on how to keep a personal nutrition diary and be able to interpret and advise on the information gathered.

    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. 

  • ASSESSMENT CRITERION 2 
    Advise on the use of health enhancing supplements
    For example:
    Vitamins and minerals 

    SPECIFIC OUTCOME 6 
    Advise on the use of health enhancing supplements 

    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 numbers of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure that specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed:

    1. Read and interprets food labels on a variety of food products
    2. Define various nutrition terms, e.g. micro and macronutrients, metabolism, energy, food guide pyramid etc.
    3. Develop and explain an eating plan which may include health enhancing supplements
    4. Explain own scope of practice and clarify in relation to appropriate practitioner referral
    5. Provide practical guidelines on how to keep a personal nutrition diary and be able to interpret and advise on the information gathered.

    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 ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
  • Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.

    Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution, which is accredited by the relevant ETQA. 

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

    1. Macro nutrients (protein, carbohydrates, fats)
    2. Micro nutrients (vitamins, minerals
    3. Hydration, fiber in the diet
    4. Diet evaluation
    5. Food label reading
    6. Nutrition and the digestive system
    7. Food intolerances and allergies
    8. Anti nutrients
    9. Ergogenic aids and assimilation
    10. Nutrition for weight loss and weight gain
    11. Glycaemic index
    12. Metabolism
    13. Common nutritional myths and misinformation
    14. Dangerous and ineffective weight loss methods
    15. Eating disorders and body image
    16. Current dietary guidelines for physical activity and healthy living 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to:

    Use nutritional principles to advise participants on how to optimize health and enhance performance in physical fitness activities.
    For example:
    Appropriate proportions of the food groups
    Use of different food pyramids
    Energy needs and expenditure

    Identify and correct common myths, fallacies associated with nutrition
    For example:
    Use of "slimming aids"
    Weight gain and weight loss and supplementation
    Performance aids

    Design an action plan to optimize nutritional requirements for healthy eating
    For example:
    Encourage drinking of water
    Encourage eating breakfast
    Encourage eating frequency
    Encourage appropriate food choices

    Refer special needs appropriate practitioner
    For example:
    Identify eating problems and refer to Psychologist or Dietician
    Stress management
    Chronic health conditions and recommendation to e.g. Dietician, Physician, Naturopath

    Advise on the use of health enhancing supplements
    For example:
    Vitamins and minerals 

    UNIT STANDARD CCFO WORKING 
    Teamwork relates to:

    Identify and correct common myths, fallacies associated with nutrition
    For example:
    Use of "slimming aids"
    Weight gain and weight loss and supplementation
    Performance aids

    Design an action plan to optimize nutritional requirements for healthy eating
    For example:
    Encourage drinking of water
    Encourage eating breakfast
    Encourage eating frequency
    Encourage appropriate food choices

    Refer special needs appropriate practitioner
    For example:
    Identify eating problems and refer to Psychologist or Dietician
    Stress management
    Chronic health conditions and recommendation to e.g. Dietician, Physician, Naturopath

    Advise on the use of health enhancing supplements
    For example:
    Vitamins and minerals 

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

    Use nutritional principles to advise participants on how to optimize health and enhance performance in physical fitness activities.
    For example:
    Appropriate proportions of the food groups
    Use of different food pyramids
    Energy needs and expenditure

    Identify and correct common myths, fallacies associated with nutrition
    For example:
    Use of "slimming aids"
    Weight gain and weight loss and supplementation
    Performance aids

    Read and interpret food labels
    For example:
    Compilation of food
    Identify chemical additives
    Identify fat content of food
    Order of ingredients and their values

    Design an action plan to optimize nutritional requirements for healthy eating
    For example:
    Encourage drinking of water
    Encourage eating breakfast
    Encourage eating frequency
    Encourage appropriate food choices

    Refer special needs appropriate practitioner
    For example:
    Identify eating problems and refer to Psychologist or Dietician
    Stress management
    Chronic health conditions and recommendation to e.g. Dietician, Physician, Naturopath

    Advise on the use of health enhancing supplements
    For example:
    Vitamins and minerals 

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to:

    Use nutritional principles to advise participants on how to optimize health and enhance performance in physical fitness activities.
    For example:
    Appropriate proportions of the food groups
    Use of different food pyramids
    Energy needs and expenditure

    Identify and correct common myths, fallacies associated with nutrition
    For example:
    Use of "slimming aids"
    Weight gain and weight loss and supplementation
    Performance aids

    Read and interpret food labels
    For example:
    Compilation of food
    Identify chemical additives
    Identify fat content of food
    Order of ingredients and their values 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to:

    Use nutritional principles to advise participants on how to optimize health and enhance performance in physical fitness activities.
    For example:
    Appropriate proportions of the food groups
    Use of different food pyramids
    Energy needs and expenditure

    Identify and correct common myths, fallacies associated with nutrition
    For example:
    Use of "slimming aids"
    Weight gain and weight loss and supplementation
    Performance aids

    Design an action plan to optimize nutritional requirements for healthy eating
    For example:
    Encourage drinking of water
    Encourage eating breakfast
    Encourage eating frequency
    Encourage appropriate food choices

    Refer special needs appropriate practitioner
    For example:
    Identify eating problems and refer to Psychologist or Dietician
    Stress management
    Chronic health conditions and recommendation to e.g. Dietician, Physician, Naturopath

    Advise on the use of health enhancing supplements
    For example:
    Vitamins and minerals 

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to:

    Use nutritional principles to advise participants on how to optimize health and enhance performance in physical fitness activities.
    For example:
    Appropriate proportions of the food groups
    Use of different food pyramids
    Energy needs and expenditure

    Identify and correct common myths, fallacies associated with nutrition
    For example:
    Use of "slimming aids"
    Weight gain and weight loss and supplementation
    Performance aids

    Read and interpret food labels
    For example:
    Compilation of food
    Identify chemical additives
    Identify fat content of food
    Order of ingredients and their values

    Design an action plan to optimize nutritional requirements for healthy eating
    For example:
    Encourage drinking of water
    Encourage eating breakfast
    Encourage eating frequency
    Encourage appropriate food choices

    Refer special needs appropriate practitioner
    For example:
    Identify eating problems and refer to Psychologist or Dietician
    Stress management
    Chronic health conditions and recommendation to e.g. Dietician, Physician, Naturopath

    Advise on the use of health enhancing supplements
    For example:
    Vitamins and minerals 

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

    Use nutritional principles to advise participants on how to optimize health and enhance performance in physical fitness activities.
    For example:
    Appropriate proportions of the food groups
    Use of different food pyramids
    Energy needs and expenditure

    Identify and correct common myths, fallacies associated with nutrition
    For example:
    Use of "slimming aids"
    Weight gain and weight loss and supplementation
    Performance aids

    Read and interpret food labels
    For example:
    Compilation of food
    Identify chemical additives
    Identify fat content of food
    Order of ingredients and their values

    Design an action plan to optimize nutritional requirements for healthy eating
    For example:
    Encourage drinking of water
    Encourage eating breakfast
    Encourage eating frequency
    Encourage appropriate food choices

    Refer special needs appropriate practitioner
    For example:
    Identify eating problems and refer to Psychologist or Dietician
    Stress management
    Chronic health conditions and recommendation to e.g. Dietician, Physician, Naturopath

    Advise on the use of health enhancing supplements
    For example:
    Vitamins and minerals 

    UNIT STANDARD CCFO CONTRIBUTING 
    Professional development relates to:

    Use nutritional principles to advise participants on how to optimize health and enhance performance in physical fitness activities.
    For example:
    Appropriate proportions of the food groups
    Use of different food pyramids
    Energy needs and expenditure

    Design an action plan to optimize nutritional requirements for healthy eating
    For example:
    Encourage drinking of water
    Encourage eating breakfast
    Encourage eating frequency
    Encourage appropriate food choices

    Refer special needs appropriate practitioner
    For example:
    Identify eating problems and refer to Psychologist or Dietician
    Stress management
    Chronic health conditions and recommendation to e.g. Dietician, Physician, Naturopath

    Advise on the use of health enhancing supplements
    For example:
    Vitamins and minerals 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    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  58396   Further Education and Training Certificate: Community Development: HIV/AIDS Support  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2009-11-07  Was HW SETA until Last Date for Achievement 
    Core  48665   National Certificate: Community Development: HIV/AIDS support  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2006-11-07  Was HW SETA until Last Date for Achievement 
    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 
    Elective  49531   Further Education and Training Certificate: Inclusive Education  Level 4  NQF Level 04  Reregistered  2023-06-30  ETDP SETA 
    Elective  59429   National Certificate: Inclusive Education  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  ETDP SETA 


    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. Health and Fitness Professionals Academy (Pty) Ltd 
    2. Institute of Fitness Professionals 
    3. Kula Institute 
    4. New Hope Revival Organisation 
    5. Sports Science Institute Of SA 
    6. Trifocus Fitness Academy cc 
    7. 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.