SAQA 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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Utilise wellness concepts for lifestyle change 
SAQA US ID UNIT STANDARD TITLE
10219  Utilise wellness concepts for lifestyle change 
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 
Learners credited with this Unit Standard are able to give educated advice on the components of wellness and lifestyle management.

Learners competent in this Unit Standard will be able to assist the exercise participant with guidance on improved lifestyle habits and how to make educated choices, which enhance wellness. 

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 
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 
Give educated advice on the principles of wellness as it relates to the multi-faceted components. 
OUTCOME NOTES 
Give educated advice on the principles of wellness as it relates to the multi-faceted components of health promotion e.g. physical, mental, social, emotional, vocational well-being. 

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. Wellness principles are explained and advised on
    2. Examples of heath promoting activities and habits are provided for advice
    3. Positive lifestyle habits are encouraged that promote wellness
    4. Examples of practitioners in medical/curative treatment, rehabilitation, health promotion and wellness are provided.
    5. Records of professionals are kept for referral

    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 lifestyle management and how it relates to successful participation. 
    OUTCOME NOTES 
    Advise on lifestyle management and how it relates to successful participation in an exercise programme and how it promotes wellness. 

    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. Wellness principles are explained and advised on
    2. Examples of heath promoting activities and habits are provided for advice
    3. Positive lifestyle habits are encouraged that promote wellness
    4. Examples of practitioners in medical/curative treatment, rehabilitation, health promotion and wellness are provided.
    5. Records of professionals are kept for referral

    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 
    Develop a comprehensieve referral base to enhance their profressional relationship. 
    OUTCOME NOTES 
    Develop a comprehensieve referral base to enhance their profressional relationship with the various professionals working in the fields of health care and health promotion e.g. Physicians, Naturopaths, Homeopaths, Massage Therapists, Physiotherapists, Biokineticists, Health Psychologists etc. 

    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. Wellness principles are explained and advised on
    2. Examples of heath promoting activities and habits are provided for advice
    3. Positive lifestyle habits are encouraged that promote wellness
    4. Examples of practitioners in medical/curative treatment, rehabilitation, health promotion and wellness are provided.
    5. Records of professionals are kept for referral

    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 
    Be able to refer to the Health & Allied Professionals as part of a multi-disciplinary team. 
    OUTCOME NOTES 
    Be able to refer to the Health & Allied Professionals as part of a multi-disciplinary team promoting health and wellness. 

    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. Wellness principles are explained and advised on
    2. Examples of heath promoting activities and habits are provided for advice
    3. Positive lifestyle habits are encouraged that promote wellness
    4. Examples of practitioners in medical/curative treatment, rehabilitation, health promotion and wellness are provided.
    5. Records of professionals are kept for referral

    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. The principles and components of wellness
    2. Lifestyle factors and habits that promote wellness for example: the benefits of exercise, balanced nutrition and eating habits and a balanced lifestyle or the disadvantage of a stressful lifestyle, poor time management, substance abuse, poor sleeping and relaxation habits.
    3. Negative lifestyle choices and habits that bring about poor health and reduced wellness
    4. Various health and wellness professionals working in the fields of wellness and how to refer appropriately
    5. Strategies for stress management and modifying unhealthy behaviour.
    6. Prevention and management of exercise-related injuries
    7. Symptoms of over training, management and prevention of over training.
    8. Prevention of cardiovascular disease, cancer, sexually transmitted diseases and drug abuse.
    9. Exercise and the environment, i.e. heat, cold, altitude and air pollution.
    10. The role of exercise, nutrition, behavioural modification and social support in weight management.
    11. The role of motivation and goal setting in health-related fitness and wellness. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to:
  • Advise on lifestyle management and how it relates to successful participation in an exercise programme and how it promotes wellness.
  • Develop a comprehensieve referral base to enhance their profressional relationship with the various professionals working in the fields of health care and health promotion e.g. Physicians, Naturopaths, Homeopaths, Massage Therapists, Physiotherapists, Biokineticists, Health Psychologists etc. 

  • UNIT STANDARD CCFO WORKING 
    Teamwork relates to:
  • Give educated advice on the principles of wellness as it relates to the multi-faceted components of health promotion e.g. physical, mental, social, emotional, vocational well-being.
  • Advise on lifestyle management and how it relates to successful participation in an exercise programme and how it promotes wellness.
  • Develop a comprehensieve referral base to enhance their profressional relationship with the various professionals working in the fields of health care and health promotion e.g. Physicians, Naturopaths, Homeopaths, Massage Therapists, Physiotherapists, Biokineticists, Health Psychologists etc.,
  • Be able to refer to the Health & Allied Professionals as part of a multi-disciplinary team promoting health and wellness. 

  • UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to:
  • Give educated advice on the principles of wellness as it relates to the multi-faceted components of health promotion e.g. physical, mental, social, emotional, vocational well-being.
  • Advise on lifestyle management and how it relates to successful participation in an exercise programme and how it promotes wellness.
  • Develop a comprehensieve referral base to enhance their profressional relationship with the various professionals working in the fields of health care and health promotion e.g. Physicians, Naturopaths, Homeopaths, Massage Therapists, Physiotherapists, Biokineticists, Health Psychologists etc.,
  • Be able to refer to the Health & Allied Professionals as part of a multi-disciplinary team promoting health and wellness. 

  • UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to:
  • Give educated advice on the principles of wellness as it relates to the multi-faceted components of health promotion e.g. physical, mental, social, emotional, vocational well-being.
  • Advise on lifestyle management and how it relates to successful participation in an exercise programme and how it promotes wellness.
  • Develop a comprehensieve referral base to enhance their profressional relationship with the various professionals working in the fields of health care and health promotion e.g. Physicians, Naturopaths, Homeopaths, Massage Therapists, Physiotherapists, Biokineticists, Health Psychologists etc.,
  • Be able to refer to the Health & Allied Professionals as part of a multi-disciplinary team promoting health and wellness. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to:
  • Give educated advice on the principles of wellness as it relates to the multi-faceted components of health promotion e.g. physical, mental, social, emotional, vocational well-being.
  • Advise on lifestyle management and how it relates to successful participation in an exercise programme and how it promotes wellness.
  • Develop a comprehensieve referral base to enhance their profressional relationship with the various professionals working in the fields of health care and health promotion e.g. Physicians, Naturopaths, Homeopaths, Massage Therapists, Physiotherapists, Biokineticists, Health Psychologists etc.,
  • Be able to refer to the Health & Allied Professionals as part of a multi-disciplinary team promoting health and wellness. 

  • UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to:
  • Give educated advice on the principles of wellness as it relates to the multi-faceted components of health promotion e.g. physical, mental, social, emotional, vocational well-being.
  • Advise on lifestyle management and how it relates to successful participation in an exercise programme and how it promotes wellness.
  • Develop a comprehensieve referral base to enhance their profressional relationship with the various professionals working in the fields of health care and health promotion e.g. Physicians, Naturopaths, Homeopaths, Massage Therapists, Physiotherapists, Biokineticists, Health Psychologists etc.,
  • Be able to refer to the Health & Allied Professionals as part of a multi-disciplinary team promoting health and wellness. 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to:
  • Give educated advice on the principles of wellness as it relates to the multi-faceted components of health promotion e.g. physical, mental, social, emotional, vocational well-being.
  • Advise on lifestyle management and how it relates to successful participation in an exercise programme and how it promotes wellness.
  • Develop a comprehensieve referral base to enhance their profressional relationship with the various professionals working in the fields of health care and health promotion e.g. Physicians, Naturopaths, Homeopaths, Massage Therapists, Physiotherapists, Biokineticists, Health Psychologists etc.,
  • Be able to refer to the Health & Allied Professionals as part of a multi-disciplinary team promoting health and wellness. 

  • UNIT STANDARD CCFO CONTRIBUTING 
    Professional development relates to:
  • Give educated advice on the principles of wellness as it relates to the multi-faceted components of health promotion e.g. physical, mental, social, emotional, vocational well-being.
  • Advise on lifestyle management and how it relates to successful participation in an exercise programme and how it promotes wellness.
  • Develop a comprehensieve referral base to enhance their profressional relationship with the various professionals working in the fields of health care and health promotion e.g. Physicians, Naturopaths, Homeopaths, Massage Therapists, Physiotherapists, Biokineticists, Health Psychologists etc.,
  • Be able to refer to the Health & Allied Professionals as part of a multi-disciplinary team promoting health and wellness. 

  • 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.

    NOTES (3): SUPPLEMENTARY INFORMATION

    The Learner credited with this Unit standard, at this level, is expected to have an understanding of wellness so that advice can be given with regard to the factors that contribute to a healthy lifestyle that lead to wellness. Learners at this level are not expected to be able to assess components of lifestyle other than the fitness and nutritional aspects related to this qualification. 

    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 
    Elective  73209   National Diploma: Club Professional Golfing  Level 5  NQF Level 05  Reregistered  2023-06-30  CATHSSETA 


    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. New Hope Revival Organisation 
    2. Sports Science Institute Of SA 
    3. Trifocus Fitness Academy cc 
    4. 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.