SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Operate Professionally in a Fitness Environment

SAQA US ID	UNIT STANDARD TITLE
10211	Operate Professionally in a Fitness Environment
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	4
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2006-08-01	2008-11-26	SAQA 0160/05
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2009-11-26		2012-11-26

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
258724	Operate professionally in a sport, recreation or fitness environment	Level 5	Level TBA: Pre-2009 was L5	3

PURPOSE OF THE UNIT STANDARD

The qualifying learner achieving this unit standard in combination with context expertise standards, will be able to familiarize themselves with and conduct themselves professionally within the fitness workplace through a knowledge and understanding of the origins, scope of practice, stakeholders and future developments of the fitness industry

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

A learner aspiring to complete this unit standard must have been assessed competent against the following unit standards:

Communication NQF level 4, Literacy NQF level 4 and Numeracy NQF level 2

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 concept of fitness and its role in society

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:

Career opportunities in fitness are explained and types of work demonstrated
Current trends in fitness programming and employment are outlined and examples given.

Demonstrated ability to make DECISIONS about practice and to ACT accordingly:

1. Members of a multi disciplinary team are listed
2. Referrals are demonstrated and lists drawn up of at least five examples
3. Legal and ethical practices are explained along with professional codes of conduct
4. Professional appearance, dress code and professional behaviour is displayed

Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
4. Fitness employee responsibilities are explained and adapted according to needs of the fitness environment
5. A Fitness facility's purpose, structure and function is explained and given context to the sports, recreation and fitness industry

SPECIFIC OUTCOME 2

Discuss the fitness industry in both a national and international context

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

Give details on fitness as a career and be able to make informed career choices

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

Explain the concept of the health related multi disciplinary team.

OUTCOME NOTES

Explain the concept of the health related multi disciplinary team, the role of each of its members and be able to refer appropriately

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

Describe the purpose, structure and operations of a fitness facility

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 6

Comply with legal and ethical business practices.

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 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.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

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

1. The history and sociology of fitness industry
2. Fitness as a concept and how it plays a role in disease prevention and health promotion
3. The different types of health and performance related fitness
4. Careers in fitness and current trends in fitness programming and employment
5. Referrals, working with a team of health and fitness colleagues
6. The various professionals in health and fitness and what they do
7. Fitness facilities, their history, function in the community
8. Legal and ethical practices in fitness
9. Codes of conduct in fitness

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving relates to:

Explain the concept of fitness and its role in society

Discuss the fitness industry in both a national and international context

Give details on fitness as a career and be able to make informed career choices

Explain the concept of the health related multi disciplinary team, the role of each of its members and be able to refer appropriately

Describe the purpose, structure and operations of a fitness facility

UNIT STANDARD CCFO WORKING

Teamwork relates to:

Explain the concept of the health related multi disciplinary team, the role of each of its members and be able to refer appropriately

Describe the purpose, structure and operations of a fitness facility

Comply with legal and ethical business practices and adhere to professional codes of conduct

UNIT STANDARD CCFO ORGANISING

Self-organisation and management relates to:

Discuss the fitness industry in both a national and international context

Give details on fitness as a career and be able to make informed career choices

Explain the concept of the health related multi disciplinary team, the role of each of its members and be able to refer appropriately

Comply with legal and ethical business practices and adhere to professional codes of conduct

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to:

Explain the concept of fitness and its role in society

Discuss the fitness industry in both a national and international context

Give details on fitness as a career and be able to make informed career choices

Explain the concept of the health related multi disciplinary team, the role of each of its members and be able to refer appropriately

Describe the purpose, structure and operations of a fitness facility

Comply with legal and ethical business practices and adhere to professional codes of conduct

UNIT STANDARD CCFO COMMUNICATING

Communication relates to:

Explain the concept of fitness and its role in society

Discuss the fitness industry in both a national and international context

Explain the concept of the health related multi disciplinary team, the role of each of its members and be able to refer appropriately

Comply with legal and ethical business practices and adhere to professional codes of conduct

UNIT STANDARD CCFO SCIENCE

Use of science and technology relates to:

Explain the concept of the health related multi disciplinary team, the role of each of its members and be able to refer appropriately

Describe the purpose, structure and operations of a fitness facility

Comply with legal and ethical business practices and adhere to professional codes of conduct

UNIT STANDARD CCFO DEMONSTRATING

Inter-relatedness of systems relates to specific outcomes:

Explain the concept of fitness and its role in society

Discuss the fitness industry in both a national and international context

Give details on fitness as a career and be able to make informed career choices

Explain the concept of the health related multi disciplinary team, the role of each of its members and be able to refer appropriately

Describe the purpose, structure and operations of a fitness facility

Comply with legal and ethical business practices and adhere to professional codes of conduct

UNIT STANDARD CCFO CONTRIBUTING

Professional development relates to:

Explain the concept of fitness and its role in society

Discuss the fitness industry in both a national and international context

Give details on fitness as a career and be able to make informed career choices

Explain the concept of the health related multi disciplinary team, the role of each of its members and be able to refer appropriately

Describe the purpose, structure and operations of a fitness facility

Comply with legal and ethical business practices and adhere to professional codes of conduct

UNIT STANDARD ASSESSOR CRITERIA

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 (eg: 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.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 258724, which is "Operate professionally in a sport, recreation or fitness environment", Level 5, 3 credits.

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, 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	67693	National Certificate: Fitness	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual
Core	67691	National Diploma: Fitness	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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