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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Design, implement and instruct exercise programmes for children and youth 
SAQA US ID UNIT STANDARD TITLE
14501  Design, implement and instruct exercise programmes for children and youth 
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 design, implement and instruct exercise programmes for children and youth, taking into consideration the modifications, risks and benefits associated with exercise training for this special population. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that a learner wishing to enter a programme leading to this unit standard has workplace literacy and communication equivalent to NQF Level 4 and numeracy equivalent to NQF Level 3
plus
National Certificate in Fitness NQF level 5 

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 
Explain the benefits and risks associated with physical activity for children and youth 

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, which 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:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Exercise programme is adapted developed according to the needs and fitness level of the child
    2. Benefits and risks are considered and explained with appropriate
    3. Exercise technique is considered and correctly demonstrated by Practitioner

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Communication style is adapted according to the group, age, gender and type of class
    5. Exercise modifications are made in consideration of environment, ability of the individuals or group
    6. Participants' exercise technique is monitored and affirmed or corrected by the Practitioner. 

  • SPECIFIC OUTCOME 2 
    Design the appropriate exercise programme based on information obtained 
    OUTCOME NOTES 
    Design the appropriate exercise programme based on information obtained during the screening and exercise test data including intensity, duration, frequency, progression, precautions and type of physical activity. 

    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, which 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:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Exercise programme is adapted developed according to the needs and fitness level of the child
    2. Benefits and risks are considered and explained with appropriate
    3. Exercise technique is considered and correctly demonstrated by Practitioner

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Communication style is adapted according to the group, age, gender and type of class
    5. Exercise modifications are made in consideration of environment, ability of the individuals or group
    6. Participants' exercise technique is monitored and affirmed or corrected by the Practitioner. 

  • SPECIFIC OUTCOME 3 
    Plan and modify exercise programmes, according to the health and fitness status 
    OUTCOME NOTES 
    Plan and modify exercise programmes, according to the health and fitness status and based on the specific needs of children and youth and considering potential needs of disabled children. 

    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, which 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:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Exercise programme is adapted developed according to the needs and fitness level of the child
    2. Benefits and risks are considered and explained with appropriate
    3. Exercise technique is considered and correctly demonstrated by Practitioner

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Communication style is adapted according to the group, age, gender and type of class
    5. Exercise modifications are made in consideration of environment, ability of the individuals or group
    6. Participants' exercise technique is monitored and affirmed or corrected by the Practitioner. 

  • SPECIFIC OUTCOME 4 
    Demonstrate and lead exercise programmes, utilising correct execution techniques 
    OUTCOME NOTES 
    Demonstrate and lead exercise programmes, utilising correct execution techniques and effective communication skills.
    For example:
  • Leading an activity session for children with accessories
  • Teaching a youth appropriate body weight exercises for strength conditioning 

  • 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, which 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:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Exercise programme is adapted developed according to the needs and fitness level of the child
    2. Benefits and risks are considered and explained with appropriate
    3. Exercise technique is considered and correctly demonstrated by Practitioner

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Communication style is adapted according to the group, age, gender and type of class
    5. Exercise modifications are made in consideration of environment, ability of the individuals or group
    6. Participants' exercise technique is monitored and affirmed or corrected by the Practitioner. 

  • SPECIFIC OUTCOME 5 
    Display the level of supervision and appropriate monitoring recommended for this special group 
    OUTCOME NOTES 
    Display the level of supervision and appropriate monitoring recommended for this special population group in exercise programmes. 

    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, which 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:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Exercise programme is adapted developed according to the needs and fitness level of the child
    2. Benefits and risks are considered and explained with appropriate
    3. Exercise technique is considered and correctly demonstrated by Practitioner

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Communication style is adapted according to the group, age, gender and type of class
    5. Exercise modifications are made in consideration of environment, ability of the individuals or group
    6. Participants' exercise technique is monitored and affirmed or corrected by the Practitioner. 

  • SPECIFIC OUTCOME 6 
    Ensure safe utilization of fitness accessories 
    OUTCOME NOTES 
    For example:
  • Use of "chin-up" apparatus for youth
  • Use of various hoops, ropes, climbing equipment for children 

  • 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, which 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:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Exercise programme is adapted developed according to the needs and fitness level of the child
    2. Benefits and risks are considered and explained with appropriate
    3. Exercise technique is considered and correctly demonstrated by Practitioner

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Communication style is adapted according to the group, age, gender and type of class
    5. Exercise modifications are made in consideration of environment, ability of the individuals or group
    6. Participants' exercise technique is monitored and affirmed or corrected by the Practitioner. 


  • 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:

    Explain the benefits and risks associated with physical activity for children and youth

    Design the appropriate exercise programme based on information obtained during the screening and exercise test data including intensity, duration, frequency, progression, precautions and type of physical activity.

    Plan and modify exercise programmes, according to the health and fitness status and based on the specific needs of children and youth and considering potential needs of disabled children.

    Ensure safe utilization of fitness accessories 

    UNIT STANDARD CCFO WORKING 
    Team work relates to specific outcomes:

    Explain the benefits and risks associated with physical activity for children and youth

    Design the appropriate exercise programme based on information obtained during the screening and exercise test data including intensity, duration, frequency, progression, precautions and type of physical activity.

    Demonstrate and lead exercise programmes, utilising correct execution techniques and effective communication skills.

    Display the level of supervision and appropriate monitoring recommended for this special population group in exercise programmes.

    Ensure safe utilization of fitness accessories 

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

    Design the appropriate exercise programme based on information obtained during the screening and exercise test data including intensity, duration, frequency, progression, precautions and type of physical activity.

    Plan and modify exercise programmes, according to the health and fitness status and based on the specific needs of children and youth and considering potential needs of disabled children.

    Demonstrate and lead exercise programmes, utilising correct execution techniques and effective communication skills.

    Display the level of supervision and appropriate monitoring recommended for this special population group in exercise programmes.

    Ensure safe utilization of fitness accessories 

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to specific outcomes:

    Explain the benefits and risks associated with physical activity for children and youth

    Design the appropriate exercise programme based on information obtained during the screening and exercise test data including intensity, duration, frequency, progression, precautions and type of physical activity.

    Plan and modify exercise programmes, according to the health and fitness status and based on the specific needs of children and youth and considering potential needs of disabled children.

    Ensure safe utilization of fitness accessories 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to specific outcomes:

    Explain the benefits and risks associated with physical activity for children and youth

    Design the appropriate exercise programme based on information obtained during the screening and exercise test data including intensity, duration, frequency, progression, precautions and type of physical activity.

    Plan and modify exercise programmes, according to the health and fitness status and based on the specific needs of children and youth and considering potential needs of disabled children.

    Demonstrate and lead exercise programmes, utilising correct execution techniques and effective communication skills.

    Display the level of supervision and appropriate monitoring recommended for this special population group in exercise programmes.

    Ensure safe utilization of fitness accessories 

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

    Explain the benefits and risks associated with physical activity for children and youth

    Design the appropriate exercise programme based on information obtained during the screening and exercise test data including intensity, duration, frequency, progression, precautions and type of physical activity.

    Plan and modify exercise programmes, according to the health and fitness status and based on the specific needs of children and youth and considering potential needs of disabled children.

    Demonstrate and lead exercise programmes, utilising correct execution techniques and effective communication skills.
    ength conditioning

    Display the level of supervision and appropriate monitoring recommended for this special population group in exercise programmes.

    Ensure safe utilization of fitness accessories 

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

    Explain the benefits and risks associated with physical activity for children and youth

    Design the appropriate exercise programme based on information obtained during the screening and exercise test data including intensity, duration, frequency, progression, precautions and type of physical activity.

    Plan and modify exercise programmes, according to the health and fitness status and based on the specific needs of children and youth and considering potential needs of disabled children.

    Demonstrate and lead exercise programmes, utilising correct execution techniques and effective communication skills.

    Display the level of supervision and appropriate monitoring recommended for this special population group in exercise programmes.

    Ensure safe utilization of fitness accessories 

    UNIT STANDARD CCFO CONTRIBUTING 
    Professional development relates to specific outcomes:

    Explain the benefits and risks associated with physical activity for children and youth

    Design the appropriate exercise programme based on information obtained during the screening and exercise test data including intensity, duration, frequency, progression, precautions and type of physical activity.

    Plan and modify exercise programmes, according to the health and fitness status and based on the specific needs of children and youth and considering potential needs of disabled children.

    Demonstrate and lead exercise programmes, utilising correct execution techniques and effective communication skills.

    Display the level of supervision and appropriate monitoring recommended for this special population group in exercise programmes.

    Ensure safe utilization of fitness accessories 

    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 a basic knowledge and understanding of:

    1. Exercise physiology of children and youth
    2. The stages of growth and development
    3. The scientific criteria underlying exercise prescription for this group
    4. Applied kinesiology and biomechanics
    5. The role of other health care practitioners and the appropriateness of referrals, when necessary.
    6. Effects, benefits, disbenefits of medication in relation to physical activity
    7. The relationship between screening and exercise programme inter-relatedness of this to the needs of the exercise programme for children and youth
    8. Exercise training principles as they relate to the identified needs, abilities and goals of the fitness participant/s from this special population group. These would include cardiovascular, muscular strength and endurance, and flexibility training principles, together with body composition knowledge
    9. Exercise training methods as they relate to the functional fitness level and goals
    10. Environmental considerations as they relate to the exercise programme
    11. Nutritional principles as they apply to individual exercising nutritional needs to sustain designed exercise programme.
    12. Effective communication skills as they apply to teaching safe and effective exercise for children and youth
    13. How to minimise the risk of injury and recognise the sign of distress, fatigue of over-training
    14. Safe use of equipment and accessories 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    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. Trifocus Fitness Academy cc 
    3. 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.