SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Identify and describe the physiological characteristics unique to special populations

SAQA US ID	UNIT STANDARD TITLE
13920	Identify and describe the physiological characteristics unique to special populations
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 5	Level TBA: Pre-2009 was L5	10
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

The qualifying learner achieving this unit standard in combination with context expertise standard(s) will be able to apply knowledge of physiological principles to special populations. Achieving this Unit Standard enables the learner to provide information and give advice on physiological adaptations that occur in exercise each unique special population. This forms a basis and provides the learner with the knowledge to progress to the next relevant Unit Standard.

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

List and explain the physiological adaptations occurring in each population during exercise.

OUTCOME NOTES

1. List and explain the physiological adaptations occurring in each population during exercise.
For example:

Strength, flexibility, cardio, motor skills etc.

Primary anaerobic / aerobic energy systems and role during exercise during pregnancy

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, which 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:

Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
1. Training adaptations explained and considered with regard to each special population
2. Metabolic factors are explained with regard to special populations and considered in the exercise recommendations
3. Benefits and risks are considered and explained with appropriate modifications given to the programme

Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
4. Modifications are made in consideration of metabolic changes or physiological risks
5. Modifications are made in consideration of unique physiological differences
6. Training adaptations are considered with regard to each special population and applied in the training programme

SPECIFIC OUTCOME 2

List and explain the metabolic response to exercise in each special population.

OUTCOME NOTES

2. List and explain the metabolic response to exercise in each special population
For example:

Decrease in fuel utilization in aging process

Changes in thermo regulation during pregnancies

Effects of carbohydrate loading in athletes

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

List and explain the benefits and risks associated with physical activity.

OUTCOME NOTES

3. List and explain the benefits and risks associated with physical activity for each special population
For example:

Precautions associated with strength training in children, older adults and pregnant woman

Protective mechanisms of moderate exercise for pregnant woman

Identify risks for over-training of athletes

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

Identify the unique physiological characteristic and considerations of each special population

OUTCOME NOTES

4. Identify the unique physiological characteristic and considerations of each special population
For example:

Degeneration of bones in aging

Ratio between fast and slow twitch muscle fibres in athletes

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

1. Anatomy and physiology of the energy systems of the body
2. Physiological mechanisms that underlie adaptations to training.
3. The principles of training in the design of fitness programmes
4. Fitness requirements for sport and fitness.
5. Physiological basis of endurance, strength, speed, power, agility, balance, flexibility and co-ordination.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving relates to:

List and explain the physiological adaptations occurring in each population during exercise.
For example:
Strength, flexibility, cardio, motor skills etc.
Primary anaerobic / aerobic energy systems and role during exercise during pregnancy

List and explain the metabolic response to exercise in each special population
For example:
Decrease in fuel utilization in aging process
Changes in thermo regulation during pregnancies
Effects of carbohydrate loading in athletes

List and explain the benefits and risks associated with physical activity for each special population
For example:
Precautions associated with strength training in children, older adults and pregnant woman
Protective mechanisms of moderate exercise for pregnant woman
Identify risks for over-training of athletes

Identify the unique physiological characteristic and considerations of each special population
For example:
Degeneration of bones in aging
Ratio between fast and slow twitch muscle fibres in athletes

UNIT STANDARD CCFO WORKING

Team work relates to:

List and explain the physiological adaptations occurring in each population during exercise.
For example:
Strength, flexibility, cardio, motor skills etc.
Primary anaerobic / aerobic energy systems and role during exercise during pregnancy

List and explain the metabolic response to exercise in each special population
For example:
Decrease in fuel utilization in aging process
Changes in thermo regulation during pregnancies
Effects of carbohydrate loading in athletes

List and explain the benefits and risks associated with physical activity for each special population
For example:
Precautions associated with strength training in children, older adults and pregnant woman
Protective mechanisms of moderate exercise for pregnant woman
Identify risks for over-training of athletes

Identify the unique physiological characteristic and considerations of each special population
For example:
Degeneration of bones in aging
Ratio between fast and slow twitch muscle fibres in athletes

UNIT STANDARD CCFO ORGANISING

Self-organisation and management relates to:

List and explain the physiological adaptations occurring in each population during exercise.
For example:
Strength, flexibility, cardio, motor skills etc.
Primary anaerobic / aerobic energy systems and role during exercise during pregnancy

List and explain the metabolic response to exercise in each special population
For example:
Decrease in fuel utilization in aging process
Changes in thermo regulation during pregnancies
Effects of carbohydrate loading in athletes

List and explain the benefits and risks associated with physical activity for each special population
For example:
Precautions associated with strength training in children, older adults and pregnant woman
Protective mechanisms of moderate exercise for pregnant woman
Identify risks for over-training of athletes

Identify the unique physiological characteristic and considerations of each special population
For example:
Degeneration of bones in aging
Ratio between fast and slow twitch muscle fibres in athletes

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to:

List and explain the physiological adaptations occurring in each population during exercise.
For example:
Strength, flexibility, cardio, motor skills etc.
Primary anaerobic / aerobic energy systems and role during exercise during pregnancy

List and explain the metabolic response to exercise in each special population
For example:
Decrease in fuel utilization in aging process
Changes in thermo regulation during pregnancies
Effects of carbohydrate loading in athletes

List and explain the benefits and risks associated with physical activity for each special population
For example:
Precautions associated with strength training in children, older adults and pregnant woman
Protective mechanisms of moderate exercise for pregnant woman
Identify risks for over-training of athletes

Identify the unique physiological characteristic and considerations of each special population
For example:
Degeneration of bones in aging
Ratio between fast and slow twitch muscle fibres in athletes

UNIT STANDARD CCFO COMMUNICATING

Communication relates to:

List and explain the physiological adaptations occurring in each population during exercise.
For example:
Strength, flexibility, cardio, motor skills etc.
Primary anaerobic / aerobic energy systems and role during exercise during pregnancy

List and explain the metabolic response to exercise in each special population
For example:
Decrease in fuel utilization in aging process
Changes in thermo regulation during pregnancies
Effects of carbohydrate loading in athletes

List and explain the benefits and risks associated with physical activity for each special population
For example:
Precautions associated with strength training in children, older adults and pregnant woman
Protective mechanisms of moderate exercise for pregnant woman
Identify risks for over-training of athletes

Identify the unique physiological characteristic and considerations of each special population
For example:
Degeneration of bones in aging
Ratio between fast and slow twitch muscle fibres in athletes

UNIT STANDARD CCFO SCIENCE

Use of science and technology relates to:

List and explain the physiological adaptations occurring in each population during exercise.
For example:
Strength, flexibility, cardio, motor skills etc.
Primary anaerobic / aerobic energy systems and role during exercise during pregnancy

List and explain the metabolic response to exercise in each special population
For example:
Decrease in fuel utilization in aging process
Changes in thermo regulation during pregnancies
Effects of carbohydrate loading in athletes

List and explain the benefits and risks associated with physical activity for each special population
For example:
Precautions associated with strength training in children, older adults and pregnant woman
Protective mechanisms of moderate exercise for pregnant woman
Identify risks for over-training of athletes

Identify the unique physiological characteristic and considerations of each special population
For example:
Degeneration of bones in aging
Ratio between fast and slow twitch muscle fibres in athletes

UNIT STANDARD CCFO DEMONSTRATING

Inter-relatedness of systems relates to:

List and explain the physiological adaptations occurring in each population during exercise.
For example:
Strength, flexibility, cardio, motor skills etc.
Primary anaerobic / aerobic energy systems and role during exercise during pregnancy

List and explain the metabolic response to exercise in each special population
For example:
Decrease in fuel utilization in aging process
Changes in thermo regulation during pregnancies
Effects of carbohydrate loading in athletes

List and explain the benefits and risks associated with physical activity for each special population
For example:
Precautions associated with strength training in children, older adults and pregnant woman
Protective mechanisms of moderate exercise for pregnant woman
Identify risks for over-training of athletes

Identify the unique physiological characteristic and considerations of each special population
For example:
Degeneration of bones in aging
Ratio between fast and slow twitch muscle fibres in athletes

UNIT STANDARD CCFO CONTRIBUTING

Professional development relates to:

List and explain the physiological adaptations occurring in each population during exercise.
For example:
Strength, flexibility, cardio, motor skills etc.
Primary anaerobic / aerobic energy systems and role during exercise during pregnancy

List and explain the metabolic response to exercise in each special population
For example:
Decrease in fuel utilization in aging process
Changes in thermo regulation during pregnancies
Effects of carbohydrate loading in athletes

List and explain the benefits and risks associated with physical activity for each special population
For example:
Precautions associated with strength training in children, older adults and pregnant woman
Protective mechanisms of moderate exercise for pregnant woman
Identify risks for over-training of athletes

Identify the unique physiological characteristic and considerations of each special population
For example:
Degeneration of bones in aging
Ratio between fast and slow twitch muscle fibres in athletes

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	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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