|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|
|National Diploma: Fitness|
|SAQA QUAL ID||QUALIFICATION TITLE|
|67691||National Diploma: Fitness|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.||SFAP - Sub-framework Assignment Pending|
|National Diploma||Field 02 - Culture and Arts||Sport|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||247||Level 5||NQF Level 05||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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 qualification does not replace any other qualification and is not replaced by any other qualification.
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
|A qualifying learner who has achieved this qualification will be able to:
Further, a qualifying learner will be positioned to further their own learning, practice and career within the fitness and/or associated industries and through their own personal growth.
To date, there is no legislative framework that regulates the fitness industry in South Africa, as a result it has poised difficulties to maintain and monitor standards of qualifications being offered by education providers. The SAQA Act, 1995 through the National Qualification Framework, has given this industry an opportunity to develop acceptable fitness industry training standards.
This fitness diploma aims to achieve the following:
|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 qualification will have NQF Level 5 Certificate or the equivalent thereof, together with a valid First Aid
Recognition of prior learning:
This qualification may be achieved in part, through the recognition of prior learning. Any learner who believes he or she has all the competencies identified above should apply for recognition of prior learning from an accredited assessor of this diploma in fitness.
|RECOGNISE PREVIOUS LEARNING?|
A minimum of 41 should be achieved in fundamentals.
A minimum of 166 credits should be achieved in core.
A minimum of 40 credits should be achieved in the elective learning rules of combination.
|EXIT LEVEL OUTCOMES|
|On achieving this qualification, the learner will be able to demonstrate the following outcomes as applicable to apparently healthy* individuals:
1. Demonstrate knowledge of the fitness environment and the context in which physical activity takes place. **
2. Conduct and interpret pre-participation screening for physical activity readiness.
3. Assess, evaluate and monitor health related fitness components, and/or, components related to sports performance.
4. Feedback and refer as it relates to physical activity and/or to athletic performance.
5. Design and demonstrate exercise and/or sports conditioning programmes.
6. Implement, monitor and modify exercise programmes.
7. Motivate and support participants in making activity related and or wellness decisions and or sports performance related decisions.
8. Demonstrate entrepreneurial, administration and business skills as well as the ability to incorporate IT technology.
9. Demonstrate ability to discern the quality and validity of research information
10. Manage, project and conduct oneself in a professional manner.
1. * Apparently healthy:
This risk stratification relates to individuals who are asymptomatic, with no more than one coronary risk factor (as defined in the American College of Sports Medicine (ACSM) risk stratification guidelines).
2. ** Apparently healthy Special Populations
As defined by ACSM guidelines for Special Populations such as Pregnant, Children, Youth and Older Adult, and in addition, athletes.
3. *** Fitness Environment:
Relates to, but is not limited to exercise training for physically challenged, HIV and exercise training in any environment (e.g. community health club, church hall, commercial fitness facility etc.)
|ASSOCIATED ASSESSMENT CRITERIA|
|In particular assessors should:
A. Generally ensure that:
1. An understanding of all the elements of fitness, their inter-relatedness and their connection to the external environment is demonstrated.
2. Participant/s risks, needs, and goals are considered and provided for through screening and assessment.
3. Critical reviews of assessments are used to monitor and improve performance.
4. Information is researched and used in planning an exercise programme.
5. Modifications are provided taking into account the needs and abilities of the participant/s.
6. The success of programmes is evaluated through ongoing monitoring of progress against stated objectives.
7. Various elements appropriate to participants needs and goals are considered and used to develop an exercise programme and specific exercise prescription.
8. Various leadership techniques are used which are appropriate for leading or instructing exercise session/s.
9. Various communication techniques are used which are appropriate for interviews, advising or individual exercise instruction.
10. A business and administration system is maintained which meets the expectations of the participant/s and preserves the integrity of records.
B. Check that the learner demonstrates an ability to consider a range of options and make decisions about:
1. The fitness and health needs of participants
2. The type of exercise/s to be recommended and taught
3. Appropriate follow up, adjustments and or modifications to exercise programme/s
4. The specific needs and aims of special populations in relation to their health, fitness and wellness.
5. Appropriate options, skills and techniques for enhancing the various components of a healthy lifestyle
6. Appropriate communication and lay counseling skills which will help participants to lead a healthier and more balanced lifestyle
C. Check that the learner demonstrates an understanding of:
1. The principles of exercise science and how they are applied
2. The various factors which contribute to healthy lifestyle
3. Basic principles and methods of exercise training
4. Various methods of motivation with the relevant leadership and communication skills
5. Clear and empathetic principles of communication, including lay counseling skills
D. Check that the learner demonstrates the ability to:
1. Critically evaluate the use of, and explore alternatives to methods of exercise taught in any given situation or range of situations.
2. Justify decisions on any aspect of exercise programming, lifestyle management or wellness promotion
3. Reflect on the appropriateness of decisions made in exercise programming and on modifications that have been recommended from time to time.
4. Critically reflect on any feedback given during or after supervision.
5. Monitor and improve their own performance based on critical reviews and evaluation of their exercise programming, instruction or leadership
6. Monitor and improve their own performance based on critical reviews and evaluation of their organizational methods, administration or business planning
Integrated assessment at the level of qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions across unit standards to achieve competence that is grounded and coherent in relation to the purpose of the qualification.
Integrated assessment must judge the quality of the observable performance, but also the quality of the thinking that lies behind it. Assessment tools must encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. Some assessment practices will be of a more practical nature while others will be of a more theoretical nature. The ratio between action and interpretation is not fixed, but varies according to the type and level of qualification.
A broad range of task-orientated and theoretical assessment tools may be used, with the distinction between practical knowledge and disciplinary knowledge maintained so that each takes its rightful place.
|This qualification has been benchmarked against fitness qualification frameworks from New Zealand, Australia and United Kingdom, and it has shown a substantial degree of similarity. This qualification is therefore comparable to those mentioned and in some cases exceeds those standards. The scope of practice of the learners that complete this qualification has been determined in part with referencing from the American College of Sport Medicine and American Heart Association`s joint position statement.
The standards have been specifically benchmarked against the Australian and New Zealand fitness qualifications and consideration has also been given to the fact that they also create portability for Unit Standards between fitness, sport and recreation qualifications. This similarity allows for easier recognition of the SA qualifications and Unit Standards and for an internationally comparable qualification.
|This qualification has been developed for professional fitness practitioners and consultants in the fitness industry, and it is intended to uplift the standards of fitness in South Africa.
This qualification will provide articulation with a range of qualifications, in sport coaching, sport science, and sport management.
Therefore 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.
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|For an application to register as an assessor, the applicant needs:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|As per the SAQA decision to re-register all provider-based qualifications on the National Qualifications Framework that meet the criteria for re-registration, this qualification has been re-registered from 1 July 2018. As per the SAQA decision to re-register all provider-based qualifications on the National Qualifications Framework that meet the criteria for re-registration, this qualification has been re-registered from 1 July 2018. Scope of practice:
The above qualifying learner is defined by specific electives within this qualification e.g.
Fitness Specialist, Athletic Conditioning Trainer or Coach, Lifestyle Consultant or Lay Counsellor,
The scope of practice is also determined by the guidelines referenced in, American College of Sports Medicine and American Heart Association`s joint Position Statement: Cardiovascular Screening, Staffing and Emergency Policies at Health/Fitness Facilities. Official Journal of the American College of Sport Medicine, 1998:1009-1018. (Attached Appendix - Risk Stratifications).
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||10212||Maintain Fitness Environment and Equipment||Level 4||NQF Level 04||2|
|Core||10211||Operate Professionally in a Fitness Environment||Level 4||NQF Level 04||4|
|Core||13923||Advise special populations on nutritional requirements and ergogenic aids||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||10213||Apply anatomical and biomechanical principles to physical activity||Level 5||Level TBA: Pre-2009 was L5||15|
|Core||14483||Apply entrepreneurship to the administration of a sport or fitness business||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||10210||Apply principles of sport and exercise physiology||Level 5||Level TBA: Pre-2009 was L5||15|
|Core||10215||Conduct a screening procedure||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||13924||Deal with common injuries, illnesses and special considerations in the context of physical activity||Level 5||Level TBA: Pre-2009 was L5||10|
|Core||10217||Design exercise programmes||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||13921||Identify and describe the anatomical & bio-mechanical differences unique to each special population||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||13920||Identify and describe the physiological characteristics unique to special populations||Level 5||Level TBA: Pre-2009 was L5||10|
|Core||9224||Implement policies regarding HIV/AIDS in the workplace||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||10223||Implement strategies for behaviour change and lifestyle coaching||Level 5||Level TBA: Pre-2009 was L5||20|
|Core||10220||Include persons with disabilities in sport, recreation or fitness activities||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||7868||Monitor and maintain health, safety and security||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||10218||Motivate and encourage participation in physical activity||Level 5||Level TBA: Pre-2009 was L5||3|
|Core||13922||Perform assessments and fitness tests for special populations||Level 5||Level TBA: Pre-2009 was L5||20|
|Core||13925||Present information in a public setting||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||10214||Promote an awareness of nutritional principles||Level 5||Level TBA: Pre-2009 was L5||6|
|Core||10208||Provide for safety and risk management in sport and fitness||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||10216||Test and evaluate health related fitness components||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||13927||Utilise personal development training for personal growth||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||10219||Utilise wellness concepts for lifestyle change||Level 5||Level TBA: Pre-2009 was L5||4|
|Fundamental||7547||Operate a personal computer system||Level 2||NQF Level 02||6|
|Fundamental||8618||Organise oneself in the workplace||Level 2||NQF Level 02||3|
|Fundamental||8561||Function in a Team||Level 4||NQF Level 04||4|
|Fundamental||14503||Plan and conduct a research project||Level 4||NQF Level 04||6|
|Fundamental||9242||Analyse external factors influencing people who have special needs||Level 5||Level TBA: Pre-2009 was L5||4|
|Fundamental||8647||Apply workplace communication skills||Level 5||Level TBA: Pre-2009 was L5||10|
|Fundamental||8648||Demonstrate an understanding of professional values and ethics||Level 5||Level TBA: Pre-2009 was L5||4|
|Fundamental||8664||Examine social features as pertaining to the workplace||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||14466||Apply the principles and methods of sport fitness conditioning||Level 5||Level TBA: Pre-2009 was L5||20|
|Elective||14484||Design implement and instruct exercise programmes for older adults and increased risk||Level 5||Level TBA: Pre-2009 was L5||20|
|Elective||14501||Design, implement and instruct exercise programmes for children and youth||Level 5||Level TBA: Pre-2009 was L5||20|
|Elective||14487||Design, implement and instruct exercise programmes for pregnancy||Level 5||Level TBA: Pre-2009 was L5||20|
|Elective||10221||Lead and instruct exercise programmes for individuals and groups||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||10222||Lead and instruct exercise programmes for individuals and groups to music||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||14475||Periodise training and the training year||Level 5||Level TBA: Pre-2009 was L5||20|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|LP ID||Learning Programme Title||Originator||Pre-2009
|NQF Level||Min Credits||Learning Prog End Date||Quality
|67706||National Diploma: Fitness||Exercise Teachers Academy - Cape Town||Level 5||Level N/A: Pre-2009 was L5||247||2018-12-31||CHE||HEQSF|
|21890||National Diploma: Fitness||Generic Provider - Field 02||Level 5||Level N/A: Pre-2009 was L5||247||CATHSSETA||OQSF|
|PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES:|
|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.
|LP ID||Learning Programme Title||Accredited Provider|
|67706||National Diploma: Fitness||Exercise Teachers Academy - Cape Town|
|21890||National Diploma: Fitness||Northlink College|