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

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Motivate and encourage participation in physical activity

SAQA US ID	UNIT STANDARD TITLE
10218	Motivate and encourage participation in physical activity
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	3
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
2026-06-30		2029-06-30

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

Qualifying learners credited with this Unit Standard are able to motivate and encourage fitness participants to commence and adhere to physical activity programmes and implement long-term changes to health and lifestyle.

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

Identify factors that enhance or inhibit exercise adherence

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: 1. Factors which encourage exercise adherence are listed and described 2. Motivational techniques are explained and demonstrated/implemented. 3. Goals are set which are realistic, achievable and measurable 4. Records are kept of goals set and achieved 5. Strategies for promoting commitment to lifelong fitness and health are demonstrated. 6. Identifies psychological or emotional factors that may require specialist attention and refers participant/s to relevant practitioner/s. 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

Apply appropriate methods of motivation and develop strategies for exercise adherence

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: 1. Factors which encourage exercise adherence are listed and described 2. Motivational techniques are explained and demonstrated/implemented. 3. Goals are set which are realistic, achievable and measurable 4. Records are kept of goals set and achieved 5. Strategies for promoting commitment to lifelong fitness and health are demonstrated. 6. Identifies psychological or emotional factors that may require specialist attention and refers participant/s to relevant practitioner/s. 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

Utilize health psychology principles to encourage adherence to 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 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: 1. Factors which encourage exercise adherence are listed and described 2. Motivational techniques are explained and demonstrated/implemented. 3. Goals are set which are realistic, achievable and measurable 4. Records are kept of goals set and achieved 5. Strategies for promoting commitment to lifelong fitness and health are demonstrated. 6. Identifies psychological or emotional factors that may require specialist attention and refers participant/s to relevant practitioner/s. 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

Implement strategies for long and short term goal setting

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: 1. Factors which encourage exercise adherence are listed and described 2. Motivational techniques are explained and demonstrated/implemented. 3. Goals are set which are realistic, achievable and measurable 4. Records are kept of goals set and achieved 5. Strategies for promoting commitment to lifelong fitness and health are demonstrated. 6. Identifies psychological or emotional factors that may require specialist attention and refers participant/s to relevant practitioner/s. 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 progress against set goals

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: 1. Factors which encourage exercise adherence are listed and described 2. Motivational techniques are explained and demonstrated/implemented. 3. Goals are set which are realistic, achievable and measurable 4. Records are kept of goals set and achieved 5. Strategies for promoting commitment to lifelong fitness and health are demonstrated. 6. Identifies psychological or emotional factors that may require specialist attention and refers participant/s to relevant practitioner/s. 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

The qualifying learner is able to demonstrate a basic knowledge and understanding of: 1. Definition of exercise adherence and the factors that influence it 2. Psycho-social factors that influence fitness participation and health-related lifestyle decisions 3. The concept of motivation 4. The role of intrinsic and extrinsic motivation in fitness participation 5. Leadership qualities required to motivate others 6. The role of verbal and non-verbal communication in motivating fitness participants 7. Cognitive methods and behavioural approaches for enhancing and maintaining motivation to participate in and adhere to fitness activities 8. Methods for creating an environment conducive to fitness participation and adherence 9. Guidelines to identify psychological and / or emotional factors that would require referral to a relevant professional. 10. Counselling and consulting skills (in the context of helping and advising with health & fitness) 11. Health behaviour psychology 12. The psychological benefits of exercise 13. Methods and guidelines for effective goal setting in the fitness context.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving relates to: Identify factors that enhance or inhibit exercise adherence Apply appropriate methods of motivation and develop strategies for exercise adherence Utilize health psychology principles to encourage adherence to physical activity Implement strategies for long and short-term goal setting Monitor progress against set goals

UNIT STANDARD CCFO WORKING

Teamwork relates to: Identify factors that enhance or inhibit exercise adherence Apply appropriate methods of motivation and develop strategies for exercise adherence Utilize health psychology principles to encourage adherence to physical activity Implement strategies for long and short-term goal setting Monitor progress against set goals

UNIT STANDARD CCFO ORGANISING

Self-organisation and management relates to: Identify factors that enhance or inhibit exercise adherence Apply appropriate methods of motivation and develop strategies for exercise adherence Utilize health psychology principles to encourage adherence to physical activity Implement strategies for long and short-term goal setting Monitor progress against set goals

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to: Identify factors that enhance or inhibit exercise adherence Apply appropriate methods of motivation and develop strategies for exercise adherence Utilize health psychology principles to encourage adherence to physical activity Implement strategies for long and short-term goal setting Monitor progress against set goals

UNIT STANDARD CCFO COMMUNICATING

Communication relates to: Identify factors that enhance or inhibit exercise adherence Apply appropriate methods of motivation and develop strategies for exercise adherence Utilize health psychology principles to encourage adherence to physical activity Implement strategies for long and short-term goal setting Monitor progress against set goals

UNIT STANDARD CCFO SCIENCE

Use of science and technology relates to: Identify factors that enhance or inhibit exercise adherence Apply appropriate methods of motivation and develop strategies for exercise adherence Utilize health psychology principles to encourage adherence to physical activity Implement strategies for long and short-term goal setting Monitor progress against set goals

UNIT STANDARD CCFO DEMONSTRATING

Inter-relatedness of systems relates to: Identify factors that enhance or inhibit exercise adherence Apply appropriate methods of motivation and develop strategies for exercise adherence Utilize health psychology principles to encourage adherence to physical activity Implement strategies for long and short-term goal setting Monitor progress against set goals

UNIT STANDARD CCFO CONTRIBUTING

Professional development relates to: Identify factors that enhance or inhibit exercise adherence Apply appropriate methods of motivation and develop strategies for exercise adherence Utilize health psychology principles to encourage adherence to physical activity Implement strategies for long and short-term goal setting Monitor progress against set goals

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
Elective	73209	National Diploma: Club Professional Golfing	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA

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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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.