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: 

Apply the principles and methods of sport fitness conditioning 
SAQA US ID UNIT STANDARD TITLE
14466  Apply the principles and methods of sport fitness conditioning 
ORIGINATOR
SGB Sport 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 02 - Culture and Arts Sport 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  20 
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 apply knowledge about sport conditioning to the design and implementation of physical fitness programmes to enhance sport performance.

In addition the learner will be well-positioned to extend their learning and practice to other areas where sport science is applied to sport and fitness programmes, or to strive toward unit standards and practice at higher levels.

Competent qualifying learners will be able to design and implement physical fitness training protocols that comply with the relevant physiological principles of training, thus improving the delivery of effective sport and fitness conditioning 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 numeric equivalent to NQF level 5. Learners also must have successfully completed the National Certificate in Coaching Science NQF level 5 as prerequisite learning. 

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 
Describe the programming principles that guide conditioning for sport 
OUTCOME NOTES 
Describe the programming principles that guide conditioning for sport, e.g. overload, recovery, specificity, recovery, reversibility and individuality.

For example:
  • Explain how a coach can apply these principles to design a fitness programme that develops the different energy systems required for a specific sport 

  • 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.
    The following should serve as guidelines for assessing specific outcomes, essential embedded knowledge and critical-cross-field outcomes:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. A sport-specific fitness programme is provided for intermediate level performers.
    2. A sport-specific fitness programme is provided for advanced level performers.
    3. The content of a fitness conditioning programme is implemented according to the energy demands of a particular sport.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Teaching/coaching methods for presenting fitness conditioning sessions are varied according to the demands of a particular sport and training environment.
    5. Learning progressions are modified and appropriate feedback is given according to the performance characteristics of beginning level performers.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or throuistic, out-of-classroom simulation.
    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. 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 are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 2 
    Develop training programmes within a single sport for performers 
    OUTCOME NOTES 
    Develop training programmes within a single sport for performers on the intermediate, advanced and elite levels.

    For example:
  • Explain how these training programmes incorporate the programming principles into their design.
  • Describe and analyse the effects of different levels of physical fitness on 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.
    The following should serve as guidelines for assessing specific outcomes, essential embedded knowledge and critical-cross-field outcomes:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. A sport-specific fitness programme is provided for intermediate level performers.
    2. A sport-specific fitness programme is provided for advanced level performers.
    3. The content of a fitness conditioning programme is implemented according to the energy demands of a particular sport.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Teaching/coaching methods for presenting fitness conditioning sessions are varied according to the demands of a particular sport and training environment.
    5. Learning progressions are modified and appropriate feedback is given according to the performance characteristics of beginning level performers.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or throuistic, out-of-classroom simulation.
    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. 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 are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 3 
    Identify and teach the appropriate exercise techniques 
    OUTCOME NOTES 
    Identify and teach the appropriate exercise techniques to develop endurance, strength, flexibility speed and power for a specific sport.

    For example:
  • Identify and apply a variety of dynamic and static stretching techniques and explain their relevance to a specific sport.
  • Identify different types of resistance training programmes and outline the relative importance of each in terms of conditioning for selected sports.
  • Present a series of resistance training sessions appropriate for a specific sport.
  • Present a series of speed and power training sessions appropriate for a specific sport. 

  • 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.
    The following should serve as guidelines for assessing specific outcomes, essential embedded knowledge and critical-cross-field outcomes:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. A sport-specific fitness programme is provided for intermediate level performers.
    2. A sport-specific fitness programme is provided for advanced level performers.
    3. The content of a fitness conditioning programme is implemented according to the energy demands of a particular sport.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Teaching/coaching methods for presenting fitness conditioning sessions are varied according to the demands of a particular sport and training environment.
    5. Learning progressions are modified and appropriate feedback is given according to the performance characteristics of beginning level performers.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or throuistic, out-of-classroom simulation.
    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. 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 are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 4 
    Design and implement challenging conditioning programmes 
    OUTCOME NOTES 
    Design and implement challenging conditioning programmes that respond to the sport-specific profiles and the conditioning needs of sport performers at the elite level.

    For example:
  • Conduct fitness conditioning sessions for performers in a selected sport.
  • Outline and discuss the fitness requirements of specific sports and specific playing positions within specific sports. 

  • 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.
    The following should serve as guidelines for assessing specific outcomes, essential embedded knowledge and critical-cross-field outcomes:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. A sport-specific fitness programme is provided for intermediate level performers.
    2. A sport-specific fitness programme is provided for advanced level performers.
    3. The content of a fitness conditioning programme is implemented according to the energy demands of a particular sport.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Teaching/coaching methods for presenting fitness conditioning sessions are varied according to the demands of a particular sport and training environment.
    5. Learning progressions are modified and appropriate feedback is given according to the performance characteristics of beginning level performers.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or throuistic, out-of-classroom simulation.
    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. 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 are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 5 
    Compare and contrast various approaches to sport fitness conditioning in a range of situations 
    OUTCOME NOTES 
    For example:
  • Describe the various teaching/coaching methods for presenting sport fitness conditioning sessions.
  • Present training sessions using the various teaching/coaching methods for presenting sport fitness conditioning sessions.
  • Recommend methods of evaluating the success of a fitness-conditioning programme.
  • Evaluate the content of a fitness-conditioning programme in relation to the energy system requirements of a specific sport. 

  • 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.
    The following should serve as guidelines for assessing specific outcomes, essential embedded knowledge and critical-cross-field outcomes:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. A sport-specific fitness programme is provided for intermediate level performers.
    2. A sport-specific fitness programme is provided for advanced level performers.
    3. The content of a fitness conditioning programme is implemented according to the energy demands of a particular sport.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Teaching/coaching methods for presenting fitness conditioning sessions are varied according to the demands of a particular sport and training environment.
    5. Learning progressions are modified and appropriate feedback is given according to the performance characteristics of beginning level performers.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or throuistic, out-of-classroom simulation.
    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. 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 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. 


  • Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to specific outcomes:

    Develop training programmes within a single sport for performers on the intermediate, advanced and elite levels.
    Identify and teach the appropriate exercise techniques to develop endurance, strength, flexibility speed and power for a specific sport.
    Design and implement challenging conditioning programmes that respond to the sport-specific profiles and the conditioning needs of sport performers at the elite level.
    Compare and contrast various approaches to sport fitness conditioning in a range of situations. 

    UNIT STANDARD CCFO WORKING 
    Teamwork relates to specific outcomes:

    Identify and teach the appropriate exercise techniques to develop endurance, strength, flexibility speed and power for a specific sport.
    Design and implement challenging conditioning programmes that respond to the sport-specific profiles and the conditioning needs of sport performers at the elite level. 

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

    Identify and teach the appropriate exercise techniques to develop endurance, strength, flexibility speed and power for a specific sport.
    Design and implement challenging conditioning programmes that respond to the sport-specific profiles and the conditioning needs of sport performers at the elite level.
    Compare and contrast various approaches to sport fitness conditioning in a range of situations. 

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to specific outcome:

    Identify and teach the appropriate exercise techniques to develop endurance, strength, flexibility speed and power for a specific sport.
    Design and implement challenging conditioning programmes that respond to the sport-specific profiles and the conditioning needs of sport performers at the elite level.
    Compare and contrast various approaches to sport fitness conditioning in a range of situations. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to specific outcomes:

    Identify and teach the appropriate exercise techniques to develop endurance, strength, flexibility speed and power for a specific sport.
    Design and implement challenging conditioning programmes that respond to the sport-specific profiles and the conditioning needs of sport performers at the elite level. 

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

    Develop training programmes within a single sport for performers on the intermediate, advanced and elite levels. 

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

    Develop training programmes within a single sport for performers on the intermediate, advanced and elite levels
    Design and implement challenging conditioning programmes that respond to the sport-specific profiles and the conditioning needs of sport performers at the elite level.
    Compare and contrast various approaches to sport fitness conditioning in a range of situations. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Learner and societal development relates to specific outcomes:

    Identify and teach the appropriate exercise techniques to develop endurance, strength, flexibility speed and power for a specific sport.
    Design and implement challenging conditioning programmes that respond to the sport-specific profiles and the conditioning needs of sport performers at the elite level. 

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

    UNIT STANDARD NOTES 
    NOTES (1): ESSENTIAL EMBEDDED KNOWLEDGE
    The qualifying learner is able to demonstrate knowledge and understanding of:

    1. Principles of sport conditioning.
    2. Physiology of sport conditioning.
    3. Biomechanics of sport.
    4. Biomechanics of fitness exercises.
    5. Principles of effective teaching/coaching.
    6. Principles of fitness programme design.
    7. Performance profiling.

    NOTES (2): VALUES
    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  67692   National Diploma: Coaching Science  Level 5  NQF Level 05  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. Health and Fitness Professionals Academy (Pty) Ltd 
    2. New Hope Revival Organisation 
    3. Oxigym 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.