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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Identify and describe the anatomical & bio-mechanical differences unique to each special population

SAQA US ID	UNIT STANDARD TITLE
13921	Identify and describe the anatomical & bio-mechanical differences unique to each special population
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	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

The qualifying learner achieving this unit standard in combination with context expertise standard(s) will be able to apply the anatomical and BM principles to special populations, this will give them the ability to analyze the bio-mechanical differences of each special population and adapt exercise programmes accordingly.

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, Apply anatomical and bio-mechanical principles to physical activity NQF level 5

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 to fitness participants changes in anatomical structures and systems of the human body

OUTCOME NOTES

Explain to fitness participants changes in anatomical structures and systems of the human body For example: Postural changes with 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 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: Demonstrated ability to make DECISIONS about practice and to ACT accordingly: 1. Considers bio-mechanics with development of pregnancy and adapts exercise accordingly 2. Explains unique anatomical and bio-mechanical characteristics of each special population (e.g. explains how changes in gait occur in walking with ageing population) 3. Considers gender differences in planning an exercise programme for children Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE: 4. Anatomical structures are explained and changes or adaptations for special populations (e.g. changes that occur in pregnancy with circulatory systems) 5. Considers range of movement of elderly participant and adapts exercises accordingly 6. Considers participant with physical disability and adapts exercise.

SPECIFIC OUTCOME 2

Identify the unique characteristics in each special population with regard to interrelationships

OUTCOME NOTES

Identify the unique characteristics in each special population with regard to interrelationships between centre of gravity, base of support, balance, stability and spinal alignment For example: Changes in posture occurring with pregnancy and ageing Older adult exercising with walking stick Effects of sport specific equipment on athletes.

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: Demonstrated ability to make DECISIONS about practice and to ACT accordingly: 1. Considers bio-mechanics with development of pregnancy and adapts exercise accordingly 2. Explains unique anatomical and bio-mechanical characteristics of each special population (e.g. explains how changes in gait occur in walking with ageing population) 3. Considers gender differences in planning an exercise programme for children Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE: 4. Anatomical structures are explained and changes or adaptations for special populations (e.g. changes that occur in pregnancy with circulatory systems) 5. Considers range of movement of elderly participant and adapts exercises accordingly 6. Considers participant with physical disability and adapts exercise.

SPECIFIC OUTCOME 3

Identify the unique anatomical and BM characteristics and considerations.

OUTCOME NOTES

Identify the unique anatomical and BM characteristics and considerations of each special population For example: Growth spurts occurring during youth Effects of hormone changes on joint structures in pregnant woman

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: Demonstrated ability to make DECISIONS about practice and to ACT accordingly: 1. Considers bio-mechanics with development of pregnancy and adapts exercise accordingly 2. Explains unique anatomical and bio-mechanical characteristics of each special population (e.g. explains how changes in gait occur in walking with ageing population) 3. Considers gender differences in planning an exercise programme for children Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE: 4. Anatomical structures are explained and changes or adaptations for special populations (e.g. changes that occur in pregnancy with circulatory systems) 5. Considers range of movement of elderly participant and adapts exercises accordingly 6. Considers participant with physical disability and adapts exercise

SPECIFIC OUTCOME 4

Describe the unique structure and nature of movement in the body for each special population

OUTCOME NOTES

Describe the unique structure and nature of movement in the body for each special population For example: Changes in gait for aging population Changes in range of movement - increase in pregnancy and decrease in ageing Changes in muscle development relevant to sports conditioning

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: Demonstrated ability to make DECISIONS about practice and to ACT accordingly: 1. Considers bio-mechanics with development of pregnancy and adapts exercise accordingly 2. Explains unique anatomical and bio-mechanical characteristics of each special population (e.g. explains how changes in gait occur in walking with ageing population) 3. Considers gender differences in planning an exercise programme for children Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE: 4. Anatomical structures are explained and changes or adaptations for special populations (e.g. changes that occur in pregnancy with circulatory systems) 5. Considers range of movement of elderly participant and adapts exercises accordingly 6. Considers participant with physical disability and adapts exercise.

SPECIFIC OUTCOME 5

Integrate gender differences relative to the ability to carry out specific activities.

OUTCOME NOTES

Integrate gender differences relative to the ability to carry out specific activities: For example: Growth, sexual development Flexibility in boys and girls Weight classification for women and men in weight lifting Gender determined activities in sport

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: Demonstrated ability to make DECISIONS about practice and to ACT accordingly: 1. Considers bio-mechanics with development of pregnancy and adapts exercise accordingly 2. Explains unique anatomical and bio-mechanical characteristics of each special population (e.g. explains how changes in gait occur in walking with ageing population) 3. Considers gender differences in planning an exercise programme for children Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE: 4. Anatomical structures are explained and changes or adaptations for special populations (e.g. changes that occur in pregnancy with circulatory systems) 5. Considers range of movement of elderly participant and adapts exercises accordingly 6. Considers participant with physical disability and adapts exercise.

SPECIFIC OUTCOME 6

Consideration is given to anatomical and biomechanical differences.

OUTCOME NOTES

Consideration is given to anatomical and biomechanical differences or changes with regard to disability For example: Changes in balance for people who have lost a limb Biomechanical differences for people on a wheelchair

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: Demonstrated ability to make DECISIONS about practice and to ACT accordingly: 1. Considers bio-mechanics with development of pregnancy and adapts exercise accordingly 2. Explains unique anatomical and bio-mechanical characteristics of each special population (e.g. explains how changes in gait occur in walking with ageing population) 3. Considers gender differences in planning an exercise programme for children Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE: 4. Anatomical structures are explained and changes or adaptations for special populations (e.g. changes that occur in pregnancy with circulatory systems) 5. Considers range of movement of elderly participant and adapts exercises accordingly 6. Considers participant with physical disability and adapts exercise.

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 the following in relation to special populations 1. Biomechanical factors and modifications for special populations 2. Anatomical structures and changes 3. Anatomical terminology 4. Systems e.g. circulatory, respiratory, nervous, endocrine and changes with growth, ageing, pregnancy 5. Physical laws influencing movement 6. Balance and alignment 7. Posture and muscle imbalance 8. Human movement terminology 9. Fundamental movements and function of different muscles in human movement 10. Normal range of motion in various anatomical structures. 11. Exercise and movement analysis

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving relates to: Explain to fitness participants changes in anatomical structures and systems of the human body For example: Postural changes with pregnancy Identify the unique characteristics in each special population with regard to interrelationships between centre of gravity, base of support, balance, stability and spinal alignment For example: Changes in posture occurring with pregnancy and ageing Older adult exercising with walking stick Effects of sport specific equipment on athletes Identify the unique anatomical and BM characteristics and considerations of each special population For example: Growth spurts occurring during youth Effects of hormone changes on joint structures in pregnant woman Integrate gender differences relative to the ability to carry out specific activities: For example: Growth, sexual development Flexibility in boys and girls Weight classification for women and men in weight lifting Gender determined activities in sport

UNIT STANDARD CCFO WORKING

Team work relates to: Explain to fitness participants changes in anatomical structures and systems of the human body For example: Postural changes with pregnancy Describe the unique structure and nature of movement in the body for each special population For example: Changes in gait for aging population Changes in range of movement - increase in pregnancy and decrease in ageing Changes in muscle development relevant to sports conditioning Integrate gender differences relative to the ability to carry out specific activities: For example: Growth, sexual development Flexibility in boys and girls Weight classification for women and men in weight lifting Gender determined activities in sport Consideration is given to anatomical and biomechanical differences or changes with regard to disability For example: Changes in balance for people who have lost a limb Biomechanical differences for people on a wheelchair

UNIT STANDARD CCFO ORGANISING

Self-organisation and management relates to: Explain to fitness participants changes in anatomical structures and systems of the human body For example: Postural changes with pregnancy Identify the unique characteristics in each special population with regard to interrelationships between centre of gravity, base of support, balance, stability and spinal alignment For example: Changes in posture occurring with pregnancy and ageing Older adult exercising with walking stick Effects of sport specific equipment on athletes Identify the unique anatomical and BM characteristics and considerations of each special population For example: Growth spurts occurring during youth Effects of hormone changes on joint structures in pregnant woman Describe the unique structure and nature of movement in the body for each special population For example: Changes in gait for aging population Changes in range of movement - increase in pregnancy and decrease in ageing Changes in muscle development relevant to sports conditioning Integrate gender differences relative to the ability to carry out specific activities: For example: Growth, sexual development Flexibility in boys and girls Weight classification for women and men in weight lifting Gender determined activities in sport Consideration is given to anatomical and biomechanical differences or changes with regard to disability For example: Changes in balance for people who have lost a limb Biomechanical differences for people on a wheelchair

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to: Explain to fitness participants changes in anatomical structures and systems of the human body For example: Postural changes with pregnancy Identify the unique characteristics in each special population with regard to interrelationships between centre of gravity, base of support, balance, stability and spinal alignment For example: Changes in posture occurring with pregnancy and ageing Older adult exercising with walking stick Effects of sport specific equipment on athletes Identify the unique anatomical and BM characteristics and considerations of each special population For example: Growth spurts occurring during youth Effects of hormone changes on joint structures in pregnant woman Describe the unique structure and nature of movement in the body for each special population For example: Changes in gait for aging population Changes in range of movement - increase in pregnancy and decrease in ageing Changes in muscle development relevant to sports conditioning Integrate gender differences relative to the ability to carry out specific activities: For example: Growth, sexual development Flexibility in boys and girls Weight classification for women and men in weight lifting Gender determined activities in sport Consideration is given to anatomical and biomechanical differences or changes with regard to disability For example: Changes in balance for people who have lost a limb Biomechanical differences for people on a wheelchair

UNIT STANDARD CCFO COMMUNICATING

Communication relates to: Explain to fitness participants changes in anatomical structures and systems of the human body For example: Postural changes with pregnancy Describe the unique structure and nature of movement in the body for each special population For example: Changes in gait for aging population Changes in range of movement - increase in pregnancy and decrease in ageing Changes in muscle development relevant to sports conditioning Integrate gender differences relative to the ability to carry out specific activities: For example: Growth, sexual development Flexibility in boys and girls Weight classification for women and men in weight lifting Gender determined activities in sport Consideration is given to anatomical and biomechanical differences or changes with regard to disability For example: Changes in balance for people who have lost a limb Biomechanical differences for people on a wheelchair

UNIT STANDARD CCFO SCIENCE

Use of science and technology relates to: Explain to fitness participants changes in anatomical structures and systems of the human body For example: Postural changes with pregnancy Identify the unique characteristics in each special population with regard to interrelationships between centre of gravity, base of support, balance, stability and spinal alignment For example: Changes in posture occurring with pregnancy and ageing Older adult exercising with walking stick Effects of sport specific equipment on athletes Identify the unique anatomical and BM characteristics and considerations of each special population For example: Growth spurts occurring during youth Effects of hormone changes on joint structures in pregnant woman Describe the unique structure and nature of movement in the body for each special population For example: Changes in gait for aging population Changes in range of movement - increase in pregnancy and decrease in ageing Changes in muscle development relevant to sports conditioning Integrate gender differences relative to the ability to carry out specific activities: For example: Growth, sexual development Flexibility in boys and girls Weight classification for women and men in weight lifting Gender determined activities in sport Consideration is given to anatomical and biomechanical differences or changes with regard to disability For example: Changes in balance for people who have lost a limb Biomechanical differences for people on a wheelchair

UNIT STANDARD CCFO DEMONSTRATING

Inter-relatedness of systems relates to: Explain to fitness participants changes in anatomical structures and systems of the human body For example: Postural changes with pregnancy Identify the unique characteristics in each special population with regard to interrelationships between centre of gravity, base of support, balance, stability and spinal alignment For example: Changes in posture occurring with pregnancy and ageing Older adult exercising with walking stick Effects of sport specific equipment on athletes Identify the unique anatomical and BM characteristics and considerations of each special population For example: Growth spurts occurring during youth Effects of hormone changes on joint structures in pregnant woman Describe the unique structure and nature of movement in the body for each special population For example: Changes in gait for aging population Changes in range of movement - increase in pregnancy and decrease in ageing Changes in muscle development relevant to sports conditioning Integrate gender differences relative to the ability to carry out specific activities: For example: Growth, sexual development Flexibility in boys and girls Weight classification for women and men in weight lifting Gender determined activities in sport Consideration is given to anatomical and biomechanical differences or changes with regard to disability For example: Changes in balance for people who have lost a limb Biomechanical differences for people on a wheelchair

UNIT STANDARD CCFO CONTRIBUTING

Professional development relates to: Explain to fitness participants changes in anatomical structures and systems of the human body For example: Postural changes with pregnancy Identify the unique characteristics in each special population with regard to interrelationships between centre of gravity, base of support, balance, stability and spinal alignment For example: Changes in posture occurring with pregnancy and ageing Older adult exercising with walking stick Effects of sport specific equipment on athletes Identify the unique anatomical and BM characteristics and considerations of each special population For example: Growth spurts occurring during youth Effects of hormone changes on joint structures in pregnant woman Describe the unique structure and nature of movement in the body for each special population For example: Changes in gait for aging population Changes in range of movement - increase in pregnancy and decrease in ageing Changes in muscle development relevant to sports conditioning Integrate gender differences relative to the ability to carry out specific activities: For example: Growth, sexual development Flexibility in boys and girls Weight classification for women and men in weight lifting Gender determined activities in sport Consideration is given to anatomical and biomechanical differences or changes with regard to disability For example: Changes in balance for people who have lost a limb Biomechanical differences for people on a wheelchair

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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