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

Lead and instruct exercise programmes for individuals and groups 
SAQA US ID UNIT STANDARD TITLE
10221  Lead and instruct exercise programmes for individuals and groups 
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  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2006-08-01  2008-11-26  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2009-11-26   2012-11-26  

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

This unit standard is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
258725  Instruct exercise to individuals and groups  Level 4  NQF Level 04  10  Complete 

PURPOSE OF THE UNIT STANDARD 
The qualifying learner achieving this unit standard in combination with context expertise standard(s) will be able to lead and instruct exercise sessions or classes. They will be able to utilize their knowledge of various training methods and adapt their teaching methods and styles to the requirements of the individual or group. 

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 
Assist fitness participant/s to successfully implement an exercise programme that will help. 
OUTCOME NOTES 
Assist fitness participant/s to successfully implement an exercise programme that will help to enhance their general health status. 

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. Professional appearance, dress code, behaviour, personality and confidence displayed.
    2. Planning and preparation is done before exercise session or class is implemented and appropriate class design and format is used.
    3. Creates conducive environment for exercise participation
    4. Exercise performance is evaluated and discussed for modification or improvement
    5. Relevant teaching and instruction techniques, styles and methods are considered in planning the session or class and effectively utilised when implemented.
    6. Safety guidelines, complexity of content, scientific principles of exercise and organisation of activities are considered.
    7. Goals and content of the session or class are explained to participant/s.
    8. Exercises and movements are explained clearly, demonstrated safely and effectively, performed correctly and executed according to scientific principles and safety guidelines.
    9. Stages of learning are understood and considered to assists participant/s in successfully implementing exercises or movements.
    10. Intensity levels are constantly monitored, effective modifications or alternatives supplied and safety guidelines provided.
    11. Verbal and non-verbal communication skills are effectively utilised and implemented.
    12. Verbal and non-verbal cueing (instruction) techniques are effectively utilised and implemented.
    13. Motivational skills are effectively utilised and implemented.
    14. Voice projection techniques are effectively utilised and adheres to safety guidelines.
    15. Provides feedback and knowledge of results to participant/s to promote adherence and enhance performance.
    16. Evaluation by and feedback from participant/s and peers is encouraged and utilised to maintain or improve quality of instruction and leadership.
    17. Reflect on, measure and evaluate performance in order to improve future practice and learning. 

  • SPECIFIC OUTCOME 2 
    Lead an individual or a group of people through a safe and effective exercise 
    OUTCOME NOTES 
    2. Lead an individual or a group of people through a safe and effective exercise routine
    For example:
  • Lead a Stretch class to a group of people
  • Take an individual through a resistance training session on weights in the gym
  • Take an individual through a private Pilates Mat exercise session 

  • 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. Professional appearance, dress code, behaviour, personality and confidence displayed.
    2. Planning and preparation is done before exercise session or class is implemented and appropriate class design and format is used.
    3. Creates conducive environment for exercise participation
    4. Exercise performance is evaluated and discussed for modification or improvement
    5. Relevant teaching and instruction techniques, styles and methods are considered in planning the session or class and effectively utilised when implemented.
    6. Safety guidelines, complexity of content, scientific principles of exercise and organisation of activities are considered.
    7. Goals and content of the session or class are explained to participant/s.
    8. Exercises and movements are explained clearly, demonstrated safely and effectively, performed correctly and executed according to scientific principles and safety guidelines.
    9. Stages of learning are understood and considered to assists participant/s in successfully implementing exercises or movements.
    10. Intensity levels are constantly monitored, effective modifications or alternatives supplied and safety guidelines provided.
    11. Verbal and non-verbal communication skills are effectively utilised and implemented.
    12. Verbal and non-verbal cueing (instruction) techniques are effectively utilised and implemented.
    13. Motivational skills are effectively utilised and implemented.
    14. Voice projection techniques are effectively utilised and adheres to safety guidelines.
    15. Provides feedback and knowledge of results to participant/s to promote adherence and enhance performance.
    16. Evaluation by and feedback from participant/s and peers is encouraged and utilised to maintain or improve quality of instruction and leadership.
    17. Reflect on, measure and evaluate performance in order to improve future practice and learning. 

  • SPECIFIC OUTCOME 3 
    Demonstrate the verbal and non verbal communication skills. 
    OUTCOME NOTES 
    3. Demonstrate the verbal and non verbal communication skills required to effectively teach exercise to individuals or groups
    For example:
  • Eye contact to the individual being taught
  • Signs, indicators, visual previews of the exercises to the group
  • Correcting the individual or group
  • Voice projected 

  • 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. Professional appearance, dress code, behaviour, personality and confidence displayed.
    2. Planning and preparation is done before exercise session or class is implemented and appropriate class design and format is used.
    3. Creates conducive environment for exercise participation
    4. Exercise performance is evaluated and discussed for modification or improvement
    5. Relevant teaching and instruction techniques, styles and methods are considered in planning the session or class and effectively utilised when implemented.
    6. Safety guidelines, complexity of content, scientific principles of exercise and organisation of activities are considered.
    7. Goals and content of the session or class are explained to participant/s.
    8. Exercises and movements are explained clearly, demonstrated safely and effectively, performed correctly and executed according to scientific principles and safety guidelines.
    9. Stages of learning are understood and considered to assists participant/s in successfully implementing exercises or movements.
    10. Intensity levels are constantly monitored, effective modifications or alternatives supplied and safety guidelines provided.
    11. Verbal and non-verbal communication skills are effectively utilised and implemented.
    12. Verbal and non-verbal cueing (instruction) techniques are effectively utilised and implemented.
    13. Motivational skills are effectively utilised and implemented.
    14. Voice projection techniques are effectively utilised and adheres to safety guidelines.
    15. Provides feedback and knowledge of results to participant/s to promote adherence and enhance performance.
    16. Evaluation by and feedback from participant/s and peers is encouraged and utilised to maintain or improve quality of instruction and leadership.
    17. Reflect on, measure and evaluate performance in order to improve future practice and learning. 

  • SPECIFIC OUTCOME 4 
    Demonstrate the ability to utilise various communication and teaching methods 
    OUTCOME NOTES 
    4. Demonstrate the ability to utilise various communication and teaching methods, techniques and styles, given the needs and aims of the participant/s
    For example:
  • Command style of teaching with telling a group what to do
  • Practice style in a small group of differing abilities 

  • 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. Professional appearance, dress code, behaviour, personality and confidence displayed.
    2. Planning and preparation is done before exercise session or class is implemented and appropriate class design and format is used.
    3. Creates conducive environment for exercise participation
    4. Exercise performance is evaluated and discussed for modification or improvement
    5. Relevant teaching and instruction techniques, styles and methods are considered in planning the session or class and effectively utilised when implemented.
    6. Safety guidelines, complexity of content, scientific principles of exercise and organisation of activities are considered.
    7. Goals and content of the session or class are explained to participant/s.
    8. Exercises and movements are explained clearly, demonstrated safely and effectively, performed correctly and executed according to scientific principles and safety guidelines.
    9. Stages of learning are understood and considered to assists participant/s in successfully implementing exercises or movements.
    10. Intensity levels are constantly monitored, effective modifications or alternatives supplied and safety guidelines provided.
    11. Verbal and non-verbal communication skills are effectively utilised and implemented.
    12. Verbal and non-verbal cueing (instruction) techniques are effectively utilised and implemented.
    13. Motivational skills are effectively utilised and implemented.
    14. Voice projection techniques are effectively utilised and adheres to safety guidelines.
    15. Provides feedback and knowledge of results to participant/s to promote adherence and enhance performance.
    16. Evaluation by and feedback from participant/s and peers is encouraged and utilised to maintain or improve quality of instruction and leadership.
    17. Reflect on, measure and evaluate performance in order to improve future practice and learning. 

  • SPECIFIC OUTCOME 5 
    Present themselves in a professional and confident manner whilst leading an exercise 
    OUTCOME NOTES 
    5. Present themselves in a professional and confident manner whilst leading an exercise session
    For example:
    Treating participants respectfully and with empathy 

    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. Professional appearance, dress code, behaviour, personality and confidence displayed.
    2. Planning and preparation is done before exercise session or class is implemented and appropriate class design and format is used.
    3. Creates conducive environment for exercise participation
    4. Exercise performance is evaluated and discussed for modification or improvement
    5. Relevant teaching and instruction techniques, styles and methods are considered in planning the session or class and effectively utilised when implemented.
    6. Safety guidelines, complexity of content, scientific principles of exercise and organisation of activities are considered.
    7. Goals and content of the session or class are explained to participant/s.
    8. Exercises and movements are explained clearly, demonstrated safely and effectively, performed correctly and executed according to scientific principles and safety guidelines.
    9. Stages of learning are understood and considered to assists participant/s in successfully implementing exercises or movements.
    10. Intensity levels are constantly monitored, effective modifications or alternatives supplied and safety guidelines provided.
    11. Verbal and non-verbal communication skills are effectively utilised and implemented.
    12. Verbal and non-verbal cueing (instruction) techniques are effectively utilised and implemented.
    13. Motivational skills are effectively utilised and implemented.
    14. Voice projection techniques are effectively utilised and adheres to safety guidelines.
    15. Provides feedback and knowledge of results to participant/s to promote adherence and enhance performance.
    16. Evaluation by and feedback from participant/s and peers is encouraged and utilised to maintain or improve quality of instruction and leadership.
    17. 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 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 qualifications.

    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. Exercise training methods and how to adapt exercises for different goals, needs and abilities
    2. The learning processes and stages of learning, as it applies to physical activity
    3. Teaching approaches and strategies
    4. How to evaluate participant/s skill level and performance, modify exercise session if required and give appropriate feedback
    5. Teaching styles and how and when to utilise a teaching style given the needs and aims of the participant/s
    6. Teaching methods and how and when to utilise a teaching method given the needs and aims of the participant/s
    7. Verbal, visual and non-verbal communication skills
    8. Voice projection, preventing voice injury and microphone use
    9. Stages of the Fitness Practitioner/participant relationship as it relates to teaching exercise and gaining the confidence of participant/s
    10. Inputs and pathways that help participants to learn
    11. Professional responsibilities and leadership skills required of the Fitness Practitioner as role-model
    12. Refer participants to appropriate health care professionals where necessary.
    13. Implementing correct posture and body alignment during movement.
    14. Methods to monitor and modify intensity of exercise/s or movement/s.
    15. Motivational skills and the promotion of exercise adherence.
    16. Popular exercise session formats and class designs. e.g. super set training, outdoor walking, positions-of-flexion workout, stability ball training, Pilates mat, water running, etc. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to:
  • Assist fitness participant/s to successfully implement an exercise programme that will help to enhance their general health status.
  • Demonstrate the verbal and non verbal communication skills required to effectively teach exercise to individuals or groups
    For example:
  • Eye contact to the individual being taught
  • Signs, indicators, visual previews of the exercises to the group
  • Correcting the individual or group
  • Voice projected
  • Demonstrate the ability to utilise various communication and teaching methods, techniques and styles, given the needs and aims of the participant/s
    For example:
  • Command style of teaching with telling a group what to do
  • Practice style in a small group of differing abilities 

  • UNIT STANDARD CCFO WORKING 
    Teamwork relates to:
  • Assist fitness participant/s to successfully implement an exercise programme that will help to enhance their general health status.
  • Lead an individual or a group of people through a safe and effective exercise routine
    For example:
    Lead a Stretch class to a group of people
    Take an individual through a resistance training session on weights in the gym
    Take an individual through a private Pilates Mat exercise session
  • Demonstrate the verbal and non verbal communication skills required to effectively teach exercise to individuals or groups
    For example:
    Eye contact to the individual being taught
    Signs, indicators, visual previews of the exercises to the group
    Correcting the individual or group
    Voice projected
  • Demonstrate the ability to utilise various communication and teaching methods, techniques and styles, given the needs and aims of the participant/s
    For example:
    Command style of teaching with telling a group what to do
    Practice style in a small group of differing abilities
  • Present themselves in a professional and confident manner whilst leading an exercise session
    For example:
    Treating participants respectfully and with empathy 

  • UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to:
  • Assist fitness participant/s to successfully implement an exercise programme that will help to enhance their general health status.
  • Lead an individual or a group of people through a safe and effective exercise routine
    For example:
    Lead a Stretch class to a group of people
    Take an individual through a resistance training session on weights in the gym
    Take an individual through a private Pilates Mat exercise session
  • Demonstrate the verbal and non verbal communication skills required to effectively teach exercise to individuals or groups
    For example:
    Eye contact to the individual being taught
    Signs, indicators, visual previews of the exercises to the group
    Correcting the individual or group
    Voice projected
  • Demonstrate the ability to utilise various communication and teaching methods, techniques and styles, given the needs and aims of the participant/s
    For example:
    Command style of teaching with telling a group what to do
    Practice style in a small group of differing abilities
  • Present themselves in a professional and confident manner whilst leading an exercise session
    For example:
    Treating participants respectfully and with empathy 

  • UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to:
  • Assist fitness participant/s to successfully implement an exercise programme that will help to enhance their general health status.
  • Lead an individual or a group of people through a safe and effective exercise routine
    For example:
    Lead a Stretch class to a group of people
    Take an individual through a resistance training session on weights in the gym
    Take an individual through a private Pilates Mat exercise session
  • Demonstrate the verbal and non verbal communication skills required to effectively teach exercise to individuals or groups
    For example:
    Eye contact to the individual being taught
    Signs, indicators, visual previews of the exercises to the group
    Correcting the individual or group
    Voice projected
  • Demonstrate the ability to utilise various communication and teaching methods, techniques and styles, given the needs and aims of the participant/s
    For example:
    Command style of teaching with telling a group what to do
    Practice style in a small group of differing abilities
  • Present themselves in a professional and confident manner whilst leading an exercise session
    For example:
    Treating participants respectfully and with empathy 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to:
  • Assist fitness participant/s to successfully implement an exercise programme that will help to enhance their general health status.
  • Lead an individual or a group of people through a safe and effective exercise routine
    For example:
    Lead a Stretch class to a group of people
    Take an individual through a resistance training session on weights in the gym
    Take an individual through a private Pilates Mat exercise session
  • Demonstrate the verbal and non verbal communication skills required to effectively teach exercise to individuals or groups
    For example:
    Eye contact to the individual being taught
    Signs, indicators, visual previews of the exercises to the group
    Correcting the individual or group
    Voice projected
  • Demonstrate the ability to utilise various communication and teaching methods, techniques and styles, given the needs and aims of the participant/s
    For example:
    Command style of teaching with telling a group what to do
    Practice style in a small group of differing abilities
  • Present themselves in a professional and confident manner whilst leading an exercise session
    For example:
    Treating participants respectfully and with empathy 

  • UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to:
  • Assist fitness participant/s to successfully implement an exercise programme that will help to enhance their general health status.
  • Lead an individual or a group of people through a safe and effective exercise routine
    For example:
    Lead a Stretch class to a group of people
    Take an individual through a resistance training session on weights in the gym
    Take an individual through a private Pilates Mat exercise session
  • Demonstrate the verbal and non verbal communication skills required to effectively teach exercise to individuals or groups
    For example:
    Eye contact to the individual being taught
    Signs, indicators, visual previews of the exercises to the group
    Correcting the individual or group
    Voice projected
  • Demonstrate the ability to utilise various communication and teaching methods, techniques and styles, given the needs and aims of the participant/s
    For example:
    Command style of teaching with telling a group what to do
    Practice style in a small group of differing abilities 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to:
  • Assist fitness participant/s to successfully implement an exercise programme that will help to enhance their general health status.
  • Lead an individual or a group of people through a safe and effective exercise routine
    For example:
    Lead a Stretch class to a group of people
    Take an individual through a resistance training session on weights in the gym
    Take an individual through a private Pilates Mat exercise session
  • Demonstrate the verbal and non verbal communication skills required to effectively teach exercise to individuals or groups
    For example:
    Eye contact to the individual being taught
    Signs, indicators, visual previews of the exercises to the group
    Correcting the individual or group
    Voice projected
  • Demonstrate the ability to utilise various communication and teaching methods, techniques and styles, given the needs and aims of the participant/s
    For example:
    Command style of teaching with telling a group what to do
    Practice style in a small group of differing abilities
  • Present themselves in a professional and confident manner whilst leading an exercise session
    For example:
    Treating participants respectfully and with empathy 

  • UNIT STANDARD CCFO CONTRIBUTING 
    Professional development relates to:
  • Assist fitness participant/s to successfully implement an exercise programme that will help to enhance their general health status.
  • Lead an individual or a group of people through a safe and effective exercise routine
    For example:
    Lead a Stretch class to a group of people
    Take an individual through a resistance training session on weights in the gym
    Take an individual through a private Pilates Mat exercise session
  • Demonstrate the verbal and non verbal communication skills required to effectively teach exercise to individuals or groups
    For example:
    Eye contact to the individual being taught
    Signs, indicators, visual previews of the exercises to the group
    Correcting the individual or group
    Voice projected
  • Demonstrate the ability to utilise various communication and teaching methods, techniques and styles, given the needs and aims of the participant/s
    For example:
    Command style of teaching with telling a group what to do
    Practice style in a small group of differing abilities
  • Present themselves in a professional and confident manner whilst leading an exercise session
    For example:
    Treating participants respectfully and with empathy 

  • UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 258725, which is "Instruct exercise to individuals and groups", Level 4, 10 credits.

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

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  67693   National Certificate: Fitness  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Elective  67691   National Diploma: Fitness  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. New Hope Revival Organisation 
    2. Sports Science Institute Of SA 
    3. Trifocus Fitness Academy cc 
    4. Xtyle Fitness and Entertainment Academy NPC 



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