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: 

Periodise training and the training year 
SAQA US ID UNIT STANDARD TITLE
14475  Periodise training and the training year 
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 integrate fitness, skill, tactics, nutrition and mental skills training into a planned programme that spans a training year in a selected sport.

In addition the learner will be well positioned to extend their learning and practice to other areas where integrated planning is needed to enhance performance, or to strive toward unit standards and practice at higher levels.

Competent qualifying learners will be able to plan year programmes for intermediate and advanced level performers that will help them intensify their training and optimise their development, and thus raise the general level of sport competition in their selected sport. 

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. 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 
Compare and contrast the range of schedules for the periodisation of training 
OUTCOME NOTES 
For example:
  • Define the different phases of the training year, e.g. general preparation, specific preparation, competition, etc.
  • Define the key concepts of micro cycle, meso cycle and macro cycle.
  • Explain how the concepts of intensity, duration, frequency, recovery and taper affect the content and scheduling of cycles in the training year.
  • Identify the different ages as which talent identification is best conducted for different 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.
    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Microcycles, mesocycles and macrocycles are used to organise the training year.
    2. The training of intermediate level performers is periodised to balance physical, mental, skill, tactical and nutritional aspects of training (train to train phase).
    3. The training of advanced level performers is periodised to balance physical, mental, skill, tactical and nutritional aspects of training (train to compete and train to win phases).
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Adaptations in the training year are made according to changes in competition schedule, injuries, and changes in performance objectives.
    5. Adaptation in the training year are made according to the unique needs of individual performers or teams.

    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. 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 
    Compare the advantages and disadvantages of different kinds of training for optimising performance 
    OUTCOME NOTES 
    For example:
  • Identify the objectives of each type of training.
  • Discuss the range of training programmes that meet the needs of elite athletes in a selected sport.
  • Identify appropriate recovery activities for a 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.
    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Microcycles, mesocycles and macrocycles are used to organise the training year.
    2. The training of intermediate level performers is periodised to balance physical, mental, skill, tactical and nutritional aspects of training (train to train phase).
    3. The training of advanced level performers is periodised to balance physical, mental, skill, tactical and nutritional aspects of training (train to compete and train to win phases).
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Adaptations in the training year are made according to changes in competition schedule, injuries, and changes in performance objectives.
    5. Adaptation in the training year are made according to the unique needs of individual performers or teams.

    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. 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 
    Describe the differences in the periodisation of training 
    OUTCOME NOTES 
    Describe the differences in the periodisation of training according to the level of performers' expertise and training age.

    For example:
  • Describe the characteristics of the "train to train" stage, the "train to compete" stage, and the "train to win" stage.
  • Discuss the different patterns recommended for the development of expertise in different 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.
    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Microcycles, mesocycles and macrocycles are used to organise the training year.
    2. The training of intermediate level performers is periodised to balance physical, mental, skill, tactical and nutritional aspects of training (train to train phase).
    3. The training of advanced level performers is periodised to balance physical, mental, skill, tactical and nutritional aspects of training (train to compete and train to win phases).
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Adaptations in the training year are made according to changes in competition schedule, injuries, and changes in performance objectives.
    5. Adaptation in the training year are made according to the unique needs of individual performers or teams.

    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. 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 
    Draft a periodised year plan including all aspects of training and preparation in a selected sport 
    OUTCOME NOTES 
    For example:
  • Outline the methods of achieving optimum preparation through appropriate training methods in the sport.
  • Justify the identification of competition phases and the potential for "peaking" in the plan.
  • Explain the pattern for integrating fitness, skill, tactical, nutritional and mental skills training in the sport.
  • Integrate appropriate recovery activities in the training plan throughout the year.
  • Present the methods for evaluation of the progress and ultimate success of the plan. 

  • 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.
    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Microcycles, mesocycles and macrocycles are used to organise the training year.
    2. The training of intermediate level performers is periodised to balance physical, mental, skill, tactical and nutritional aspects of training (train to train phase).
    3. The training of advanced level performers is periodised to balance physical, mental, skill, tactical and nutritional aspects of training (train to compete and train to win phases).
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Adaptations in the training year are made according to changes in competition schedule, injuries, and changes in performance objectives.
    5. Adaptation in the training year are made according to the unique needs of individual performers or teams.

    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. 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:

    Compare and contrast the range of schedules for the periodisation of training.
    Compare the advantages and disadvantages of different kinds of training for optimising performance
    Draft a periodised year plan including all aspects of training and preparation in a selected sport. 

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

    Draft a periodised year plan including all aspects of training and preparation in a selected sport. 

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to specific outcomes:

    Compare and contrast the range of schedules for the periodisation of training
    Compare the advantages and disadvantages of different kinds of training for optimising performance
    Describe the differences in the periodisation of training according to the level of performers` expertise and training age
    Draft a periodised year plan including all aspects of training and preparation in a selected sport. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to specific outcomes:

    Compare and contrast the range of schedules for the periodisation of training
    Compare the advantages and disadvantages of different kinds of training for optimising performance
    Describe the differences in the periodisation of training according to the level of performers` expertise and training age... 

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

    Draft a periodised year plan including all aspects of training and preparation in a selected sport. 

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

    Compare and contrast the range of schedules for the periodisation of training
    Compare the advantages and disadvantages of different kinds of training for optimising performance.
    Describe the differences in the periodisation of training according to the level of performers` expertise and training age.
    Draft a periodised year plan including all aspects of training and preparation in a selected sport. 

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

    Compare and contrast the range of schedules for the periodisation of training
    Compare the advantages and disadvantages of different kinds of training for optimising performance.
    Describe the differences in the periodisation of training according to the level of performers` expertise and training age.
    Draft a periodised year plan including all aspects of training and preparation in a selected sport. 

    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:

    Theory of periodisation of training.
    Programme planning.
    Measurement and evaluation of skills and fitness.
    Computer literacy.
    Growth and development.
    Advanced skills and tactical learning.
    Mental skills training.
    Sport nutrition.
    Technical knowledge of the fitness requirements of at least one sport.
    Technical knowledge of the skill and tactical requirements of at least one sport.


    NOTES (2): VALUES
    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:
    1. Accepting and maintaining a non-discriminatory attitude toward diversity.
    For example,
    Differences in gender, race, religion, physical ability and culture. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  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. Oxigym Fitness Academy cc 



    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.