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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Include persons with disabilities in sport, recreation or fitness activities 
SAQA US ID UNIT STANDARD TITLE
10220  Include persons with disabilities in sport, recreation or fitness activities 
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 implement strategies to maximise the inclusion of persons with disabilities in a sport.

In addition the learner will be well-positioned to extend their learning and practice to other areas where strategies to include persons with disabilities is a priority, or to strive toward unit standards and practice at higher levels.

Competent qualifying learners will be able to find practical ways to support the inclusion of persons with various disabilities into sport, thus improving the delivery of more democratic and socially responsible sport programmes in general. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that a learner attempting this unit standard will show competence in communication and numeracy equivalent to NQF level 5. 

UNIT STANDARD RANGE 
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in examples for each outcome. 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 the scope and complexity of what is required. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Become familiar with the variety of conditions associated with disabilities. 
OUTCOME NOTES 
Become familiar with the variety of conditions associated with disabilities and the general guidelines for inclusion in sport, recreation or fitness activities.
  • Describe methods of communication with performers with sensory impairments, e.g. visual impairments and deaf as well as performers with intellectual impairments.
  • Describe methods for assisting performers with ambulatory problems or who use wheelchairs to gain access to sport, recreation and fitness facilities and transportation, 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 that 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.
    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 full inclusion of persons with disabilities in physical activity sessions is achieved.
    2. A "parallel programme" for persons with disabilities is provided when appropriate.
    3. Conditioning programmes are implemented to improve the sport-specific or health-related fitness of persons with disabilities.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. The learning environment is adapted when needed to maximise the participation of persons with disabilities.
    5. Skill techniques are adapted when needed to maximise the performance of persons with disabilities.
    6. Equipment is adapted when needed to maximise the performance of persons with disabilities.
    4. Disabilities.

    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 - collects a portfolio of evidence from suitable people, e.g. report 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 that are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 2 
    Examine the principle of inclusion to determine the types of participation. 
    OUTCOME NOTES 
    Examine the principle of inclusion to determine the types of participation appropriate for persons with disabilities
  • Discuss the applicability of separate, parallel and integrated participation in relation to selected types of disabilities.
  • Describe the different kinds of impairments that affect performance in physical activities.. 

  • 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 that 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.
    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 full inclusion of persons with disabilities in physical activity sessions is achieved.
    2. A "parallel programme" for persons with disabilities is provided when appropriate.
    3. Conditioning programmes are implemented to improve the sport-specific or health-related fitness of persons with disabilities.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. The learning environment is adapted when needed to maximise the participation of persons with disabilities.
    5. Skill techniques are adapted when needed to maximise the performance of persons with disabilities.
    6. Equipment is adapted when needed to maximise the performance of persons with disabilities.
    4. Disabilities.

    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 - collects a portfolio of evidence from suitable people, e.g. report 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 that are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 3 
    Examine the similarities between sport, fitness or recreation. 
    OUTCOME NOTES 
    Examine the similarities between sport, fitness or recreation for persons with and without disabilities.
  • Identify what - if any - rule changes are enforced when working with persons with disabilities in selected sports or other physical activities.
  • Identify which activities are offered only for persons with disabilities.
  • Examine the benefits of participation for persons with disabilities. 

  • 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 that 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.
    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 full inclusion of persons with disabilities in physical activity sessions is achieved.
    2. A "parallel programme" for persons with disabilities is provided when appropriate.
    3. Conditioning programmes are implemented to improve the sport-specific or health-related fitness of persons with disabilities.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. The learning environment is adapted when needed to maximise the participation of persons with disabilities.
    5. Skill techniques are adapted when needed to maximise the performance of persons with disabilities.
    6. Equipment is adapted when needed to maximise the performance of persons with disabilities.
    4. Disabilities.

    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 - collects a portfolio of evidence from suitable people, e.g. report 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 that are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 4 
    Develop a coaching or training plan for persons with physical disabilities. 
    OUTCOME NOTES 
    Develop a coaching or training plan for persons with physical disabilities in a selected sport or physical activity, which incorporates skill instruction, conditioning and tactical learning aspects.
  • Identify what - if any - modifications in skill techniques or physical conditioning aspects of the programme should be made in relation to the characteristics of the physical disability.
  • Identify what - if any - special rules modify the tactical elements of sport performance. 

  • 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 that 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.
    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 full inclusion of persons with disabilities in physical activity sessions is achieved.
    2. A "parallel programme" for persons with disabilities is provided when appropriate.
    3. Conditioning programmes are implemented to improve the sport-specific or health-related fitness of persons with disabilities.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. The learning environment is adapted when needed to maximise the participation of persons with disabilities.
    5. Skill techniques are adapted when needed to maximise the performance of persons with disabilities.
    6. Equipment is adapted when needed to maximise the performance of persons with disabilities.
    4. Disabilities.

    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 - collects a portfolio of evidence from suitable people, e.g. report 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 that are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 5 
    Develop a coaching or training plan for persons with intellectual impairments. 
    OUTCOME NOTES 
    Develop a coaching or training plan for persons with intellectual impairments in a selected activity, which incorporates skill instruction, conditioning and tactical learning aspects.
  • Identify what - if any - special rules modify the tactical elements of sport performance.
  • Identify how the pattern of instruction may change according to the nature of intellectual impairment. 

  • 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 that 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.
    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 full inclusion of persons with disabilities in physical activity sessions is achieved.
    2. A "parallel programme" for persons with disabilities is provided when appropriate.
    3. Conditioning programmes are implemented to improve the sport-specific or health-related fitness of persons with disabilities.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. The learning environment is adapted when needed to maximise the participation of persons with disabilities.
    5. Skill techniques are adapted when needed to maximise the performance of persons with disabilities.
    6. Equipment is adapted when needed to maximise the performance of persons with disabilities.
    4. Disabilities.

    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 - collects a portfolio of evidence from suitable people, e.g. report 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 that are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 6 
    Demonstrate knowledge of the system that supports sport for persons with disabilities. 
    OUTCOME NOTES 
  • Describe the relationships between Disability Sport South Africa (DISSA) and the sport structures in South Africa.
  • Describe the policy of inclusion for a sporting code.
    Explain the relationship between special schools, "mainstream" schools, the United Schools Sports Association of South Africa (USSASA) and provincial and national organisations that support sport for persons with disabilities. 

  • 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 that 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.
    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 full inclusion of persons with disabilities in physical activity sessions is achieved.
    2. A "parallel programme" for persons with disabilities is provided when appropriate.
    3. Conditioning programmes are implemented to improve the sport-specific or health-related fitness of persons with disabilities.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. The learning environment is adapted when needed to maximise the participation of persons with disabilities.
    5. Skill techniques are adapted when needed to maximise the performance of persons with disabilities.
    6. Equipment is adapted when needed to maximise the performance of persons with disabilities.
    4. Disabilities.

    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 - collects a portfolio of evidence from suitable people, e.g. report 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 that are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 7 
    Develop a coaching or training plan for persons with sensory disabilities. 
    OUTCOME NOTES 
    Develop a coaching or training plan for persons with sensory disabilities, e.g. visual impairments or deaf, in a selected physical activity, that incorporates skill instruction, conditioning and tactical learning aspects.
  • Identify what - if any - modifications in skill techniques should be made in relation to the characteristics of the sensory disability.
  • Identify what - if any - special rules modify the tactical elements of sport performance. 

  • 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 that 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.
    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 full inclusion of persons with disabilities in physical activity sessions is achieved.
    2. A "parallel programme" for persons with disabilities is provided when appropriate.
    3. Conditioning programmes are implemented to improve the sport-specific or health-related fitness of persons with disabilities.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. The learning environment is adapted when needed to maximise the participation of persons with disabilities.
    5. Skill techniques are adapted when needed to maximise the performance of persons with disabilities.
    6. Equipment is adapted when needed to maximise the performance of persons with disabilities.
    4. Disabilities.

    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 - collects a portfolio of evidence from suitable people, e.g. report 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 that are captured in a way that makes sense for assessment. 


  • 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 ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (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 knowledge and understanding of:

    The characteristics of sensory impairments
    The characteristics of physical disabilities
    The characteristics of intellectual impairments
    Disability sport, recreation or fitness
    Principles of adapted physical activity.
    Methods of instruction or coaching 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to:

    Develop a coaching or training plan for persons with physical disabilities in a selected sport or physical activity, which incorporates skill instruction, conditioning and tactical learning aspects.
  • Identify what - if any - modifications in skill techniques or physical conditioning aspects of the programme should be made in relation to the characteristics of the physical disability.
  • Identify what - if any - special rules modify the tactical elements of sport performance.

    Develop a coaching or training plan for persons with sensory disabilities, e.g. visual impairments or deaf, in a selected physical activity, that incorporates skill instruction, conditioning and tactical learning aspects.
    Range:
  • Identify what - if any - modifications in skill techniques should be made in relation to the characteristics of the sensory disability.
  • Identify what - if any - special rules modify the tactical elements of sport performance.

    Develop a coaching or training plan for persons with intellectual impairments in a selected activity, which incorporates skill instruction, conditioning and tactical learning aspects.
    Range:
  • Identify what - if any - special rules modify the tactical elements of sport performance.
  • Identify how the pattern of instruction may change according to the nature of intellectual impairment. 

  • UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to:

    Become familiar with the variety of conditions associated with disabilities and the general guidelines for inclusion in sport, recreation or fitness activities.
    Range:
  • Describe methods of communication with performers with sensory impairments, e.g. visual impairments and deaf as well as performers with intellectual impairments.
  • Describe methods for assisting performers with ambulatory problems or who use wheelchairs to gain access to sport, recreation and fitness facilities and transportation, etc.

    Examine the principle of inclusion to determine the types of participation appropriate for persons with disabilities.
    Range:
  • Discuss the applicability of separate, parallel and integrated participation in relation to selected types of disabilities.
  • Describe the different kinds of impairments that affect performance in physical activities.

    Examine the similarities between sport, fitness or recreation for persons with and without disabilities.
    Range:
  • Identify what - if any - rule changes are enforced when working with persons with disabilities in selected sports or other physical activities.
  • Identify which activities are offered only for persons with disabilities.
  • Examine the benefits of participation for persons with disabilities. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to:

    Demonstrate knowledge of the system that supports sport for persons with disabilities.
    Range:
  • Describe the relationships between Disability Sport South Africa (DISSA) and the sport structures in South Africa.
  • Describe the policy of inclusion for a sporting code.
    Explain the relationship between special schools, "mainstream" schools, the United Schools Sports Association of South Africa (USSASA) and provincial and national organisations that support sport for persons with disabilities. 

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

    Examine the similarities between sport, fitness or recreation for persons with and without disabilities.
    Range:
  • Identify what - if any - rule changes are enforced when working with persons with disabilities in selected sports or other physical activities.
  • Identify which activities are offered only for persons with disabilities.
  • Examine the benefits of participation for persons with disabilities.

    Develop a coaching or training plan for persons with physical disabilities in a selected sport or physical activity, which incorporates skill instruction, conditioning and tactical learning aspects.
  • Identify what - if any - modifications in skill techniques or physical conditioning aspects of the programme should be made in relation to the characteristics of the physical disability.
  • Identify what - if any - special rules modify the tactical elements of sport performance.

    Develop a coaching or training plan for persons with sensory disabilities, e.g. visual impairments or deaf, in a selected physical activity, that incorporates skill instruction, conditioning and tactical learning aspects.
    Range:
  • Identify what - if any - modifications in skill techniques should be made in relation to the characteristics of the sensory disability.
  • Identify what - if any - special rules modify the tactical elements of sport performance.

    Develop a coaching or training plan for persons with intellectual impairments in a selected activity, which incorporates skill instruction, conditioning and tactical learning aspects.
    Range:
  • Identify what - if any - special rules modify the tactical elements of sport performance.
  • Identify how the pattern of instruction may change according to the nature of intellectual impairment.

    Demonstrate knowledge of the system that supports sport for persons with disabilities.
    Range:
  • Describe the relationships between Disability Sport South Africa (DISSA) and the sport structures in South Africa.
  • Describe the policy of inclusion for a sporting code.
    Explain the relationship between special schools, "mainstream" schools, the United Schools Sports Association of South Africa (USSASA) and provincial and national organisations that support sport for persons with disabilities. 

  • UNIT STANDARD CCFO CONTRIBUTING 
    Learner and societal development relates to:

    Become familiar with the variety of conditions associated with disabilities and the general guidelines for inclusion in sport, recreation or fitness activities.
    Range:
  • Describe methods of communication with performers with sensory impairments, e.g. visual impairments and deaf as well as performers with intellectual impairments.
  • Describe methods for assisting performers with ambulatory problems or who use wheelchairs to gain access to sport, recreation and fitness facilities and transportation, etc.

    Examine the principle of inclusion to determine the types of participation appropriate for persons with disabilities.
    Range:
  • Discuss the applicability of separate, parallel and integrated participation in relation to selected types of disabilities.
  • Describe the different kinds of impairments that affect performance in physical activities.


    Examine the similarities between sport, fitness or recreation for persons with and without disabilities.
    Range:
  • Identify what - if any - rule changes are enforced when working with persons with disabilities in selected sports or other physical activities.
  • Identify which activities are offered only for persons with disabilities.
  • Examine the benefits of participation for persons with disabilities.

    Develop a coaching or training plan for persons with physical disabilities in a selected sport or physical activity, which incorporates skill instruction, conditioning and tactical learning aspects.
  • Identify what - if any - modifications in skill techniques or physical conditioning aspects of the programme should be made in relation to the characteristics of the physical disability.
  • Identify what - if any - special rules modify the tactical elements of sport performance.

    Develop a coaching or training plan for persons with sensory disabilities, e.g. visual impairments or deaf, in a selected physical activity, that incorporates skill instruction, conditioning and tactical learning aspects.
    Range:
  • Identify what - if any - modifications in skill techniques should be made in relation to the characteristics of the sensory disability.
  • Identify what - if any - special rules modify the tactical elements of sport performance.

    Develop a coaching or training plan for persons with intellectual impairments in a selected activity, which incorporates skill instruction, conditioning and tactical learning aspects.
    Range:
  • Identify what - if any - special rules modify the tactical elements of sport performance.
  • Identify how the pattern of instruction may change according to the nature of intellectual impairment. 

  • 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, 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  67695   National Certificate: Coaching Science  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    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  59429   National Certificate: Inclusive Education  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  ETDP SETA 
    Core  67691   National Diploma: Fitness  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Elective  79986   Further Education and Training Certificate: Dance Instruction  Level 4  NQF Level 04  Reregistered  2023-06-30  CATHSSETA 
    Elective  73209   National Diploma: Club Professional Golfing  Level 5  NQF Level 05  Reregistered  2023-06-30  CATHSSETA 
    Elective  67373   National Diploma: Orientation and Mobility Practice  Level 5  NQF Level 05  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. Dance Academy of South Africa 
    2. Exercise and wellness Trading Enterprise 
    3. Kula Institute 
    4. New Hope Revival Organisation 
    5. Nsovo Learning Academy 
    6. South African Guide-Dogs Association for the Blind 
    7. Sports Science Institute Of SA 
    8. TMG Quality Services 
    9. Trifocus Fitness Academy cc 
    10. Xtyle Fitness and Entertainment Academy NPC 
    11. Yellow Media Publishers (Pty) Ltd 



    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.