SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Apply sport and fitness values and ethics

SAQA US ID	UNIT STANDARD TITLE
10206	Apply sport and fitness values and ethics
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 4	NQF Level 04	2
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2006-08-01	2007-08-16	SAQA 0160/05
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2008-08-16		2011-08-16

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

This unit standard is replaced by:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
243296	Apply values and ethics to a sport organisation	Level 4	NQF Level 04	3

PURPOSE OF THE UNIT STANDARD

The learner achieving this unit standard will be able to apply acquired values, ethics and attitudes that form the basis of the different Sport and Fitness disciplines. The learner will do this through implementation of the rules and guidelines of the Sport and Fitness activity.

This unit standard, combined with other core and elective Sport and Fitness standards in a national certificate in Sport and Fitness Leadership (NQF 4) will provide the learner with the competence to practice as a Sport and Fitness leader. In addition they will be well positioned to extend their learning and practice into other areas of Sport or Fitness disciplines, or to strive towards professional standards and practices at higher levels.

Competent leaders in Sport and Fitness will provide quality experiences to participants and thus strengthen the profession 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 numeracy equivalent to NQF level 3.

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

Demonstrate an understanding of the meaning of values and attitudes of different disciplines.

OUTCOME NOTES

Demonstrate an understanding of the meaning of values and attitudes of different disciplines.
For Example:

Appropriate participant behaviour.

Self-governance.

Respect for the competitors.

Participation versus winning at all costs.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

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

A range of assessment methods should be used, including:

Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
Product sample - examine the outcomes previously produced by the practitioner
Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
Questioning (verbal or written) - ask relevant questions linked to the unit standard
Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

Integrated assessment
It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

Assessing the following will ensure 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. Values and norms are being displayed during and outside taking part in activities.
2. A good balance between achieving success and avoiding failure is kept.
3. Play according to the rules of the activities is actively promoted and enforced.
4. Modification of behaviour in a variety of scenarios is discussed and promoted.
5. Appropriate values and norms are actively promoted.
6. Non-adherence to fair play principles are identified and acted upon.

Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
7. Recognise behaviour, which do not support norms and values of the activity and take necessary measures to adapt such behaviour.
8. Reflect on, measure and evaluate performance in order to improve future practice and learning.

SPECIFIC OUTCOME 2

Express own individuality and uniqueness through Sport and Fitness programmes.

OUTCOME NOTES

Express own individuality and uniqueness through Sport and Fitness programmes.
For Example:

Self-control, self-discipline.

Self worth, self-esteem, acceptance of self.

Support to team members.

Awareness of self and background in relation to activity.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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.

SPECIFIC OUTCOME 3

Play according to the rules and guidelines of the Sport, Recreation and Fitness activity.

OUTCOME NOTES

Play according to the rules and guidelines of the Sport, Recreation and Fitness activity.
For Example:

Fair play.

Honesty.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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.

SPECIFIC OUTCOME 4

Implement acquired values, norms and attitudes into the Sport, Recreation and Fitness programmes.

OUTCOME NOTES

Implement acquired values, norms and attitudes into the Sport, Recreation and Fitness programmes.
For Example:

Be a role model.

Good sporting behaviour.

Ability to follow and lead.

Deal constructively with defeat and victory.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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.

SPECIFIC OUTCOME 5

Identify the psychological build up to events and take necessary precautions.

OUTCOME NOTES

Identify the psychological build up to events and take necessary precautions to facilitate positive attitudes.
For Example:

Stress, emotional control, aggression, arousal, anxiety and frustration.

Motivation and self-motivation.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The qualifying learner is able to demonstrate a basic knowledge and understanding of:

1. Attitudes of fair play.
2. Norms and values related to SRF.
3. Importance of being a role model.
4. Self-control techniques.
5. Respect for other role players.
6. Acceptance of other players` limitations.
7. Deal with frustrations, defeat and disappointment.
8. Appreciation for talent.
9. Appropriate victory behaviour such as humility.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO WORKING

Teamwork relates to:

Demonstrate an understanding of the meaning of values and attitudes of different disciplines.
For Example:

Appropriate participant behaviour.

Self-governance.

Respect for the competitors.

Participation versus winning at all costs.

Express own individuality and uniqueness through Sport, Recreation and Fitness programmes.
For Example:

Self-control, self-discipline.

Self worth, self-esteem, acceptance of self.

Support to team members.

Awareness of self and background in relation to activity.

Play according to the rules and guidelines of the Sport, Recreation and Fitness activity.
For Example:

Fair play.

Honesty.

Implement acquired values, norms and attitudes into the Sport, Recreation and Fitness programmes.
For Example:

Be a role model.

Good sporting behaviour.

Ability to follow and lead.

Deal constructively with defeat and victory.

Identify the psychological build up to events and take necessary precautions to facilitate positive attitudes.
For Example:

Stress, emotional control, aggression, arousal, anxiety and frustration.

Motivation and self-motivation.

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to:

Demonstrate an understanding of the meaning of values and attitudes of different disciplines.
For Example:

Appropriate participant behaviour.

Self-governance.

Respect for the competitors.

Participation versus winning at all costs.

Express own individuality and uniqueness through Sport, Recreation and Fitness programmes.
For Example:

Self-control, self-discipline.

Self worth, self-esteem, acceptance of self.

Support to team members.

Awareness of self and background in relation to activity.

Play according to the rules and guidelines of the Sport, Recreation and Fitness activity.
For Example:

Fair play.

Honesty.

Implement acquired values, norms and attitudes into the Sport, Recreation and Fitness programmes.
For Example:

Be a role model.

Good sporting behaviour.

Ability to follow and lead.

Deal constructively with defeat and victory.

Identify the psychological build up to events and take necessary precautions to facilitate positive attitudes.
For Example:

Stress, emotional control, aggression, arousal, anxiety and frustration.

Motivation and self-motivation.

UNIT STANDARD CCFO COMMUNICATING

Communication relates to:

Demonstrate an understanding of the meaning of values and attitudes of different disciplines.
For Example:

Appropriate participant behaviour.

Self-governance.

Respect for the competitors.

Participation versus winning at all costs.

Express own individuality and uniqueness through Sport, Recreation and Fitness programmes.
For Example:

Self-control, self-discipline.

Self worth, self-esteem, acceptance of self.

Support to team members.

Awareness of self and background in relation to activity.

Play according to the rules and guidelines of the Sport, Recreation and Fitness activity.
For Example:

Fair play.

Honesty.

Implement acquired values, norms and attitudes into the Sport, Recreation and Fitness programmes.
For Example:

Be a role model.

Good sporting behaviour.

Ability to follow and lead.

Deal constructively with defeat and victory.

Identify the psychological build up to events and take necessary precautions to facilitate positive attitudes.
For Example:

Stress, emotional control, aggression, arousal, anxiety and frustration.

Motivation and self-motivation

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 243296, which is " Apply sports values and ethics ", Level 4, 3 credits.

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	21500	National Certificate: Sport and Fitness Leadership	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2005-06-12	Was CATHSSETA until Last Date for Achievement
Fundamental	67695	National Certificate: Coaching Science	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	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.

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