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

Advise special populations on nutritional requirements and ergogenic aids 
SAQA US ID UNIT STANDARD TITLE
13923  Advise special populations on nutritional requirements and ergogenic aids 
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 give educated advice on the unique nutritional requirements of each special population group, will also be able to inform participants on benefits and risks of ergogenic aids, working within their scope of practice. 

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, Promote an awareness of nutritional principles 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 
Identify the unique nutritional requirements of special populations 
OUTCOME NOTES 
1. Identify the unique nutritional requirements of special populations
For example:
  • Calcium requirements of youth to achieve peak bone density
  • Fluid intake during endurance based sports
  • Loss of taste in older adults 
    		•

    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. Identifies unique nutritional requirements of various special populations and offers appropriate guidance
    2. Informs of the risks and benefits associated with taking various health enhancing supplements and or ergogenic aids
    3. Describes the nutritional value of health enhancing supplements

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Assesses general nutritional status of participant through accepted industry protocols
    5. Offers guidance to participant on risks and benefits associated with supplementation
    6. Refers to relevant dietary professional when and where necessary 
    		•

    SPECIFIC OUTCOME 2 
    Inform participants on ergogenic aids, their purported mechanism of action and any risks. 
    OUTCOME NOTES 
    2. Inform participants on ergogenic aids, their purported mechanism of action and any risks and/or benefits;
    For example:
  • Creative and strength adaptations
  • Banned substances
  • Limitations of intake such as caffeine
  • Overdosing of excessive steroids
  • Effects of long term use 
    		•

    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. Identifies unique nutritional requirements of various special populations and offers appropriate guidance
    2. Informs of the risks and benefits associated with taking various health enhancing supplements and or ergogenic aids
    3. Describes the nutritional value of health enhancing supplements

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Assesses general nutritional status of participant through accepted industry protocols
    5. Offers guidance to participant on risks and benefits associated with supplementation
    6. Refers to relevant dietary professional when and where necessary 
    		•

    SPECIFIC OUTCOME 3 
    Inform participants on nutritional factors relating to the female athlete tri-ad syndrome. 
    OUTCOME NOTES 
    3. Inform participants on nutritional factors relating to the female athlete tri-ad syndrome:
    For example:
  • Eating disorders
  • Menstrual cycle abnormalities
  • Osteoporosis 
    		•

    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. Identifies unique nutritional requirements of various special populations and offers appropriate guidance
    2. Informs of the risks and benefits associated with taking various health enhancing supplements and or ergogenic aids
    3. Describes the nutritional value of health enhancing supplements

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Assesses general nutritional status of participant through accepted industry protocols
    5. Offers guidance to participant on risks and benefits associated with supplementation
    6. Refers to relevant dietary professional when and where necessary 
    		•

    SPECIFIC OUTCOME 4 
    Describe the nutritional value of health enhancing supplementation. 
    OUTCOME NOTES 
    4. Describe the nutritional value of health enhancing supplementation and ergogenic products to assist in informed choice of product:
    For example:
  • Label reading
  • Pharmaceutical coding
  • Difference in regulation of various products
  • Absorption of calcium in the elderly 
    		•

    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. Identifies unique nutritional requirements of various special populations and offers appropriate guidance
    2. Informs of the risks and benefits associated with taking various health enhancing supplements and or ergogenic aids
    3. Describes the nutritional value of health enhancing supplements

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Assesses general nutritional status of participant through accepted industry protocols
    5. Offers guidance to participant on risks and benefits associated with supplementation
    6. Refers to relevant dietary professional when and where necessary 
    		•

    SPECIFIC OUTCOME 5 
    Assess general nutritional status of participants. 
    OUTCOME NOTES 
    5. Assess general nutritional status of participants
    For example:
  • Calorie intake of pregnant participants
  • Macro nutrient ratio of each special population
  • Fluid intake of children 
    		•

    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. Identifies unique nutritional requirements of various special populations and offers appropriate guidance
    2. Informs of the risks and benefits associated with taking various health enhancing supplements and or ergogenic aids
    3. Describes the nutritional value of health enhancing supplements

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Assesses general nutritional status of participant through accepted industry protocols
    5. Offers guidance to participant on risks and benefits associated with supplementation
    6. Refers to relevant dietary professional when and where necessary 
    		•


    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 ETQA policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA (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. Macro nutrients (protein, carbohydrates, fats)
    2. Micro nutrients (vitamins, minerals
    3. Hydration, fibre in the diet
    4. Diet evaluation
    5. Food label reading
    6. Nutrition and the digestive system
    7. Food intolerances and allergies
    8. Anti nutrients
    9. Nutrition for weight loss and weight gain
    10. Glycaemic index
    11. Metabolism
    12. Common nutritional myths and misinformation
    13. Dangerous and ineffective weight loss methods
    14. Eating disorders and body image
    15. Current dietary guidelines for physical activity and healthy living
    16. Ergogenic aids and assimilation
    17. Classes of ergogenic aids
    18. Pharmaceutical application
    19. Production processes
    20. Referral and who the professionals are in the field of diet and nutrition. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to specific outcomes 1,2,5

    Identify the unique nutritional requirements of special populations
    For example:
  • Calcium requirements of youth to achieve peak bone density
  • Fluid intake during endurance based sports
  • Loss of taste in older adults

    Inform participants on ergogenic aids, their purported mechanism of action and any risks and/or benefits;
    For example:
  • Creative and strength adaptations
  • Banned substances
  • Limitations of intake such as caffeine
  • Overdosing of excessive steroids
  • Effects of long term use

    Assess general nutritional status of participants
    For example:
  • Calorie intake of pregnant participants
  • Macro nutrient ratio of each special population
  • Fluid intake of children 
    		•

    UNIT STANDARD CCFO WORKING 
    Teamwork relates to:

    Inform participants on ergogenic aids, their purported mechanism of action and any risks and/or benefits;
    For example:
  • Creative and strength adaptations
  • Banned substances
  • Limitations of intake such as caffeine
  • Overdosing of excessive steroids
  • Effects of long term use

    Inform participants on nutritional factors relating to the female athlete tri-ad syndrome:
    For example:
  • Eating disorders
  • Menstrual cycle abnormalities
  • Osteoporosis

    Describe the nutritional value of health enhancing supplementation and ergogenic products to assist in informed choice of product:
    For example:
  • Label reading
  • Pharmaceutical coding
  • Difference in regulation of various products
  • Absorption of calcium in the elderly

    Assess general nutritional status of participants
    For example:
  • Calorie intake of pregnant participants
  • Macro nutrient ratio of each special population
  • Fluid intake of children 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to:

    Identify the unique nutritional requirements of special populations
    For example:
  • Calcium requirements of youth to achieve peak bone density
  • Fluid intake during endurance based sports
  • Loss of taste in older adults

    Inform participants on ergogenic aids, their purported mechanism of action and any risks and/or benefits;
    For example:
  • Creative and strength adaptations
  • Banned substances
  • Limitations of intake such as caffeine
  • Overdosing of excessive steroids
  • Effects of long term use 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to:

    Identify the unique nutritional requirements of special populations
    For example:
  • Calcium requirements of youth to achieve peak bone density
  • Fluid intake during endurance based sports
  • Loss of taste in older adults

    Inform participants on ergogenic aids, their purported mechanism of action and any risks and/or benefits;
    For example:
  • Creative and strength adaptations
  • Banned substances
  • Limitations of intake such as caffeine
  • Overdosing of excessive steroids
  • Effects of long term use

    Inform participants on nutritional factors relating to the female athlete tri-ad syndrome:
    For example:
  • Eating disorders
  • Menstrual cycle abnormalities
  • Osteoporosis

    Describe the nutritional value of health enhancing supplementation and ergogenic products to assist in informed choice of product:
    For example:
  • Label reading
  • Pharmaceutical coding
  • Difference in regulation of various products
  • Absorption of calcium in the elderly

    Assess general nutritional status of participants
    For example:
  • Calorie intake of pregnant participants
  • Macro nutrient ratio of each special population
  • Fluid intake of children 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to:

    Identify the unique nutritional requirements of special populations
    For example:
  • Calcium requirements of youth to achieve peak bone density
  • Fluid intake during endurance based sports
  • Loss of taste in older adults

    Inform participants on ergogenic aids, their purported mechanism of action and any risks and/or benefits;
    For example:
  • Creative and strength adaptations
  • Banned substances
  • Limitations of intake such as caffeine
  • Overdosing of excessive steroids
  • Effects of long term use

    Inform participants on nutritional factors relating to the female athlete tri-ad syndrome:
    For example:
  • Eating disorders
  • Menstrual cycle abnormalities
  • Osteoporosis

    Describe the nutritional value of health enhancing supplementation and ergogenic products to assist in informed choice of product:
    For example:
  • Label reading
  • Pharmaceutical coding
  • Difference in regulation of various products
  • Absorption of calcium in the elderly

    Assess general nutritional status of participants
    For example:
  • Calorie intake of pregnant participants
  • Macro nutrient ratio of each special population
  • Fluid intake of children 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to:

    Identify the unique nutritional requirements of special populations
    For example:
  • Calcium requirements of youth to achieve peak bone density
  • Fluid intake during endurance based sports
  • Loss of taste in older adults

    Inform participants on ergogenic aids, their purported mechanism of action and any risks and/or benefits;
    For example:
  • Creative and strength adaptations
  • Banned substances
  • Limitations of intake such as caffeine
  • Overdosing of excessive steroids
  • Effects of long term use

    Inform participants on nutritional factors relating to the female athlete tri-ad syndrome:
    For example:
  • Eating disorders
  • Menstrual cycle abnormalities
  • Osteoporosis

    Describe the nutritional value of health enhancing supplementation and ergogenic products to assist in informed choice of product:
    For example:
  • Label reading
  • Pharmaceutical coding
  • Difference in regulation of various products
  • Absorption of calcium in the elderly

    Assess general nutritional status of participants
    For example:
  • Calorie intake of pregnant participants
  • Macro nutrient ratio of each special population
  • Fluid intake of children 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to:

    Identify the unique nutritional requirements of special populations
    For example:
  • Calcium requirements of youth to achieve peak bone density
  • Fluid intake during endurance based sports
  • Loss of taste in older adults

    Inform participants on ergogenic aids, their purported mechanism of action and any risks and/or benefits;
    For example:
  • Creative and strength adaptations
  • Banned substances
  • Limitations of intake such as caffeine
  • Overdosing of excessive steroids
  • Effects of long term use

    Inform participants on nutritional factors relating to the female athlete tri-ad syndrome:
    For example:
  • Eating disorders
  • Menstrual cycle abnormalities
  • Osteoporosis

    Describe the nutritional value of health enhancing supplementation and ergogenic products to assist in informed choice of product:
    For example:
  • Label reading
  • Pharmaceutical coding
  • Difference in regulation of various products
  • Absorption of calcium in the elderly

    Assess general nutritional status of participants
    For example:
  • Calorie intake of pregnant participants
  • Macro nutrient ratio of each special population
  • Fluid intake of children 
    		•

    UNIT STANDARD CCFO CONTRIBUTING 
    Professional development relates to:

    Identify the unique nutritional requirements of special populations
    For example:
  • Calcium requirements of youth to achieve peak bone density
  • Fluid intake during endurance based sports
  • Loss of taste in older adults

    Inform participants on ergogenic aids, their purported mechanism of action and any risks and/or benefits;
    For example:
  • Creative and strength adaptations
  • Banned substances
  • Limitations of intake such as caffeine
  • Overdosing of excessive steroids
  • Effects of long term use

    Inform participants on nutritional factors relating to the female athlete tri-ad syndrome:
    For example:
  • Eating disorders
  • Menstrual cycle abnormalities
  • Osteoporosis

    Describe the nutritional value of health enhancing supplementation and ergogenic products to assist in informed choice of product:
    For example:
  • Label reading
  • Pharmaceutical coding
  • Difference in regulation of various products
  • Absorption of calcium in the elderly

    Assess general nutritional status of participants
    For example:
  • Calorie intake of pregnant participants
  • Macro nutrient ratio of each special population
  • Fluid intake of children 
    		•

    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.

    NOTES (3): SUPPLEMENTARY INFORMATION
    It is essential to note that fitness professionals must be able to work as part of a multi disciplinary team. In the case of this Unit Standard, those would include dieticians, nutritionists, naturopaths, pharmacologists, pharmacists, herbalists, homeopaths and any other practitioners working in the field of diet, supplementation and ergogenic aids. Fitness practitioners must also work within their scopes of practice in relation to diet and nutrition and ensure that appropriate referrals are made where necessary. 

    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.
     
    NONE 


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