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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Design exercise programmes 
SAQA US ID UNIT STANDARD TITLE
10217  Design exercise programmes 
ORIGINATOR
SGB Recreation & Fitness 
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  5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "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 
A learner achieving this unit standard will be able to design and implement exercise programmes for apparently healthy individual/s. This will be achieved by taking into consideration the individual and/or groups` identified needs, limitations and realistic goals, together with the relevant exercise programming knowledge and skills. Following on from this, the learner will be able to monitor and modify the exercise programmes that have been given. 

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 
Design a safe and effective cardio-respiratory exercise programme. 
OUTCOME NOTES 
Design a safe and effective cardio-respiratory exercise programme in a scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s. 

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 that the specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed:

    1. Programme design is organized, concise and user-friendly
    2. Adheres to scientific principles of exercise and current guidelines when designing exercise programme/s, e.g. duration, frequency, specificity, intensity, progression, variation, muscular balance, ROM, etc
    3. Includes safe and effective pre-exercise (warm up), recovery and post-exercise (cool-down) components in programme/s design
    4. Explains the relevant body type/s, mode/s and method/s of exercise used in the programme design
    5. Explains the fitness requirements and abilities of the participant/s and designs exercise programme/s to meet these needs, goals and expectations
    6. Makes informed exercise selections and equipment choices, while avoiding contra-indicated exercises and movements
    7. Anatomy, physiology, biomechanics and muscle application in human movement is applied when designing exercise programme/s
    8. Modifies selected exercise/s and equipment choices to meet same goals
    9. Effectively communicates design of exercise programme to the participant
    10. Displays listening skills
    11. Displays non-judgmental, culturally sensitive and supportive behaviour.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    1. Reflect on, measure and evaluate performance in order to improve future practice and learning. 
    		•

    SPECIFIC OUTCOME 2 
    Design a safe and effective resistance training programme. 
    OUTCOME NOTES 
    Design a safe and effective resistance training programme in a scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s. 

    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 that the specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed:

    1. Programme design is organized, concise and user-friendly
    2. Adheres to scientific principles of exercise and current guidelines when designing exercise programme/s, e.g. duration, frequency, specificity, intensity, progression, variation, muscular balance, ROM, etc
    3. Includes safe and effective pre-exercise (warm up), recovery and post-exercise (cool-down) components in programme/s design
    4. Explains the relevant body type/s, mode/s and method/s of exercise used in the programme design
    5. Explains the fitness requirements and abilities of the participant/s and designs exercise programme/s to meet these needs, goals and expectations
    6. Makes informed exercise selections and equipment choices, while avoiding contra-indicated exercises and movements
    7. Anatomy, physiology, biomechanics and muscle application in human movement is applied when designing exercise programme/s
    8. Modifies selected exercise/s and equipment choices to meet same goals
    9. Effectively communicates design of exercise programme to the participant
    10. Displays listening skills
    11. Displays non-judgmental, culturally sensitive and supportive behaviour.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    1. Reflect on, measure and evaluate performance in order to improve future practice and learning. 
    		•

    SPECIFIC OUTCOME 3 
    Design a safe and effective flexibility training programme. 
    OUTCOME NOTES 
    Design a safe and effective flexibility training programme in scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s. 

    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 that the specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed:

    1. Programme design is organized, concise and user-friendly
    2. Adheres to scientific principles of exercise and current guidelines when designing exercise programme/s, e.g. duration, frequency, specificity, intensity, progression, variation, muscular balance, ROM, etc
    3. Includes safe and effective pre-exercise (warm up), recovery and post-exercise (cool-down) components in programme/s design
    4. Explains the relevant body type/s, mode/s and method/s of exercise used in the programme design
    5. Explains the fitness requirements and abilities of the participant/s and designs exercise programme/s to meet these needs, goals and expectations
    6. Makes informed exercise selections and equipment choices, while avoiding contra-indicated exercises and movements
    7. Anatomy, physiology, biomechanics and muscle application in human movement is applied when designing exercise programme/s
    8. Modifies selected exercise/s and equipment choices to meet same goals
    9. Effectively communicates design of exercise programme to the participant
    10. Displays listening skills
    11. Displays non-judgmental, culturally sensitive and supportive behaviour.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    1. Reflect on, measure and evaluate performance in order to improve future practice and learning. 
    		•

    SPECIFIC OUTCOME 4 
    Design a safe and effective weight management and body composition programme. 

    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 that the specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed:

    1. Programme design is organized, concise and user-friendly
    2. Adheres to scientific principles of exercise and current guidelines when designing exercise programme/s, e.g. duration, frequency, specificity, intensity, progression, variation, muscular balance, ROM, etc
    3. Includes safe and effective pre-exercise (warm up), recovery and post-exercise (cool-down) components in programme/s design
    4. Explains the relevant body type/s, mode/s and method/s of exercise used in the programme design
    5. Explains the fitness requirements and abilities of the participant/s and designs exercise programme/s to meet these needs, goals and expectations
    6. Makes informed exercise selections and equipment choices, while avoiding contra-indicated exercises and movements
    7. Anatomy, physiology, biomechanics and muscle application in human movement is applied when designing exercise programme/s
    8. Modifies selected exercise/s and equipment choices to meet same goals
    9. Effectively communicates design of exercise programme to the participant
    10. Displays listening skills
    11. Displays non-judgmental, culturally sensitive and supportive behaviour.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    1. Reflect on, measure and evaluate performance in order to improve future practice and learning. 
    		•

    SPECIFIC OUTCOME 5 
    Monitor and modify exercise programmes in accordance with the responses and adaptations observed. 
    OUTCOME NOTES 
    Monitor and modify exercise programmes in accordance with the responses and adaptations observed in participant/s, whilst taking into consideration any previous fitness profiles. 

    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 that the specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed:

    1. Programme design is organized, concise and user-friendly
    2. Adheres to scientific principles of exercise and current guidelines when designing exercise programme/s, e.g. duration, frequency, specificity, intensity, progression, variation, muscular balance, ROM, etc
    3. Includes safe and effective pre-exercise (warm up), recovery and post-exercise (cool-down) components in programme/s design
    4. Explains the relevant body type/s, mode/s and method/s of exercise used in the programme design
    5. Explains the fitness requirements and abilities of the participant/s and designs exercise programme/s to meet these needs, goals and expectations
    6. Makes informed exercise selections and equipment choices, while avoiding contra-indicated exercises and movements
    7. Anatomy, physiology, biomechanics and muscle application in human movement is applied when designing exercise programme/s
    8. Modifies selected exercise/s and equipment choices to meet same goals
    9. Effectively communicates design of exercise programme to the participant
    10. Displays listening skills
    11. Displays non-judgmental, culturally sensitive and supportive behaviour.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    1. Reflect on, measure and evaluate performance in order to improve future practice and learning. 
    		•


    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 
    1. Functional anatomy and exercise physiology.
    2. Applied kinesiology and biomechanics.
    3. The scientific criteria underlying exercise programming and exercise training.
    4. Training principles for cardio vascular conditioning, strength training, flexibility
    5. Methods of training for endurance, strength, mobility, flexibility, core conditioning
    6. Safety precautions and preparation requirements for exercise.
    7. The concept of total fitness and the requirements of holistic exercise design.
    8. Principles and components of exercise programme design and guidelines for creating programme layouts.
    9. Exercise and movement selection, equipment choice and correct use of fitness equipment.
    10. Common exercise injuries, injury management and prevention.
    11. Participant motivation and promoting adherence to exercise programmes through effective programme design.
    12. Legal and professional responsibilities and scope of practice of the fitness practitioner in programme design and prescription.
    13. The differences and similarities in programme design for individuals as opposed to programme design for groups. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to:
  • Design a safe and effective cardio-respiratory exercise programme in a scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Design a safe and effective resistance training programme in a scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Design a safe and effective flexibility training programme in scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Design a safe and effective weight management and body composition programme in a scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Monitor and modify exercise programmes in accordance with the responses and adaptations observed in participant/s, whilst taking into consideration any previous fitness profiles. 
    		•

    UNIT STANDARD CCFO WORKING 
    Teamwork relates to:
  • Design a safe and effective cardio-respiratory exercise programme in a scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Design a safe and effective resistance training programme in a scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Design a safe and effective flexibility training programme in scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Design a safe and effective weight management and body composition programme in a scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Monitor and modify exercise programmes in accordance with the responses and adaptations observed in participant/s, whilst taking into consideration any previous fitness profiles. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to:
  • Design a safe and effective cardio-respiratory exercise programme in a scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Design a safe and effective resistance training programme in a scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Design a safe and effective weight management and body composition programme in a scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to:
  • Design a safe and effective cardio-respiratory exercise programme in a scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Design a safe and effective resistance training programme in a scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Design a safe and effective flexibility training programme in scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Design a safe and effective weight management and body composition programme in a scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Monitor and modify exercise programmes in accordance with the responses and adaptations observed in participant/s, whilst taking into consideration any previous fitness profiles. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to:
  • Design a safe and effective resistance training programme in a scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Design a safe and effective flexibility training programme in scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Design a safe and effective weight management and body composition programme in a scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Monitor and modify exercise programmes in accordance with the responses and adaptations observed in participant/s, whilst taking into consideration any previous fitness profiles. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to:
  • Design a safe and effective cardio-respiratory exercise programme in a scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Design a safe and effective resistance training programme in a scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Design a safe and effective flexibility training programme in scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Design a safe and effective weight management and body composition programme in a scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Monitor and modify exercise programmes in accordance with the responses and adaptations observed in participant/s, whilst taking into consideration any previous fitness profiles. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to:
  • Design a safe and effective cardio-respiratory exercise programme in a scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Design a safe and effective resistance training programme in a scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Design a safe and effective flexibility training programme in scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Design a safe and effective weight management and body composition programme in a scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Monitor and modify exercise programmes in accordance with the responses and adaptations observed in participant/s, whilst taking into consideration any previous fitness profiles. 
    		•

    UNIT STANDARD CCFO CONTRIBUTING 
    Professional development relates to:
  • Design a safe and effective cardio-respiratory exercise programme in a scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Design a safe and effective resistance training programme in a scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Design a safe and effective flexibility training programme in scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Design a safe and effective weight management and body composition programme in a scientific and flexible manner, while meeting the individual needs, abilities and goals of the fitness participant/s.
  • Monitor and modify exercise programmes in accordance with the responses and adaptations observed in participant/s, whilst taking into consideration any previous fitness profiles. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    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.
     
    NONE 


    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.