SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Lead an activity for community sport and fitness 
SAQA US ID UNIT STANDARD TITLE
13926  Lead an activity for community sport and fitness 
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 4  NQF Level 04  16 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 
2002-06-12  2005-06-12  SAQA 0742/02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2006-06-12   2009-06-12  

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 is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
243300  Lead a community sport activity  Level 4  NQF Level 04  12  Complete 

PURPOSE OF THE UNIT STANDARD 
The qualifying learner achieving this unit standard in combination with context expertise standard(s) will be able to lead play activities of own choice for community sport, recreation and fitness in all three disciplines. The learner will be able to encourage and facilitate enthusiastic participation of the target group as well as introduce the benefits of physical activities to the participants.

In addition the learner will be well positioned to extend their learning and practice into other areas of Sport, Recreation or Fitness leadership, or to strive towards Sport, Recreation or Fitness management standards and practice at higher levels.

Competent qualifying learners will lead and facilitate safe, quality and positive experiences to participants and volunteers and thus strengthen the Sport, Recreation or Fitness profession in general. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
A learner aspiring to complete this unit standard has the competencies of, or is concurrently acquiring the following unit standards:
"Deal with Safety and Emergency Incidents (NQF 4)",
"Administer Sport, Recreation and Fitness Activities (NQF 4)".
"Sport, Recreation and Fitness Leadership (NQF 4)".
It is assumed that a learner attempting this unit standard will has communication skills equivalent to NQF level 3 and numeracy and literacy skills equivalent to NQF 1. 

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 
Lead the participants/groups of participants in activities. 
OUTCOME NOTES 
Lead the participants/groups of participants in activities.
For Example:
Decide on the ground rules.
Decide on the groups or teams according to the rules of the activity.
Explain the rules of the activity and ensure it is understood.
Lead the activity by following the basic rules. 

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.

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. 

SPECIFIC OUTCOME 2 
Facilitate the process of participation. 
OUTCOME NOTES 
2. Facilitate the process of participation.
For Example:
Coach basic movement patterns/actions for the activity.
Promote enjoyment.
Solve problems.
Control the group in the indoor or outdoor space. 

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.

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. 

SPECIFIC OUTCOME 3 
Keep participants interested. 
OUTCOME NOTES 
Keep participants interested.
For Example:
Observe for signs of boredom and change activities.
Improvise new activities or equipment or adapt existing activities or equipment to suit the needs of participants. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

METHOD OF ASSESSMENT
Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

A range of assessment methods should be used, including:

Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
Product sample - examine the outcomes previously produced by the practitioner
Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
Questioning (verbal or written) - ask relevant questions linked to the unit standard
Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

Integrated assessment
It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`.
  • Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:
    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Participation and involvement in the activity is ensured.
    2. Activities are varied and promote interest.
    3. Activities are adapted to suit the abilities, needs, available resources and circumstances of the target group.
    4. Basic movement patterns are correctly demonstrated to the participants.
    5. Participants are encouraged to perform the movement patterns correctly and according to the ground rules.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    6. Problems are solved timely and solutions/compromises are suggested.
    7. Reflect on, measure and evaluate performance in order to improve future practice and learning. 
  • ASSESSMENT CRITERION RANGE 
    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.

    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
     

    SPECIFIC OUTCOME 4 
    Network with other organisations including the community. 
    OUTCOME NOTES 
    Network with other organisations including the community.
    For Example:
    Understand the needs of the community.
    Know the environment in which you are operating re hospitals, parks, swimming pools and libraries.
    Observe general safety in the community and how it has an impact on the activities. 

    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.

    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. 

    SPECIFIC OUTCOME 5 
    Evaluate the activity. 
    OUTCOME NOTES 
    Evaluate the activity.
    For Example:
    Observe participants for continued enjoyment.
    Collect verbal or written evaluation from participants and volunteers. 

    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.

    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. 
    ASSESSMENT CRITERION RANGE 
    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.
     

    SPECIFIC OUTCOME 6 
    Introduce benefits of physical activities to the participants. 
    OUTCOME NOTES 
    Introduce benefits of physical activities to the participants.
    For Example:
    Participation for enjoyment and recreation.
    Participation as a tool /vehicle towards general well being, improved health, and socializing.
    Developing good citizenship (cleaning up after the activity). 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    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. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    N/A 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The qualifying learner is able to demonstrate a basic knowledge and understanding of:

    1. Characteristics of programmes.
    2. Variety of physical activities and its rules/applications.
    3. Equipment and suitable venues.
    4. Methods of adapting activities.
    5. Methods of introducing new activities.
    6. Motivational techniques.
    7. Benefits of participating in activities.
    8. Strategies of sport and games.
    9. Basic coaching techniques as relevant to activities.
    10. Basic movement patterns/actions of play activities.
    11. Communication methods. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to:

    Lead the participants/groups of participants in activities.
    For Example:
    Decide on the ground rules.
    Decide on the groups or teams according to the rules of the activity.
    Explain the rules of the activity and ensure it is understood.
    Lead the activity by following the basic rules.

    Facilitate the process of participation.
    For Example:
    Coach basic movement patterns/actions for the activity.
    Promote enjoyment.
    Solve problems.
    Control the group in the indoor or outdoor space.

    Keep participants interested.
    For Example:
    Observe for signs of boredom and change activities.
    Improvise new activities or equipment or adapt existing activities or equipment to suit the needs of participants. 

    UNIT STANDARD CCFO WORKING 
    Teamwork relates to:

    Lead the participants/groups of participants in activities.
    For Example:
    Decide on the ground rules.
    Decide on the groups or teams according to the rules of the activity.
    Explain the rules of the activity and ensure it is understood.
    Lead the activity by following the basic rules.

    Facilitate the process of participation.
    For Example:
    Coach basic movement patterns/actions for the activity.
    Promote enjoyment.
    Solve problems.
    Control the group in the indoor or outdoor space.

    Keep participants interested.
    For Example:
    Observe for signs of boredom and change activities.
    Improvise new activities or equipment or adapt existing activities or equipment to suit the needs of participants.

    Introduce benefits of physical activities to the participants.
    For Example:
    Participation for enjoyment and recreation.
    Participation as a tool /vehicle towards general well being, improved health, and socializing.
    Developing good citizenship (cleaning up after the activity). 

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to:

    Keep participants interested.
    For Example:
    Observe for signs of boredom and change activities.
    Improvise new activities or equipment or adapt existing activities or equipment to suit the needs of participants.

    Network with other organisations including the community.
    For Example:
    Understand the needs of the community.
    Know the environment in which you are operating re hospitals, parks, swimming pools and libraries.
    Observe general safety in the community and how it has an impact on the activities.

    Evaluate the activity.
    For Example:
    Observe participants for continued enjoyment.
    Collect verbal or written evaluation from participants and volunteers. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to:

    Lead the participants/groups of participants in activities.
    For Example:
    Decide on the ground rules.
    Decide on the groups or teams according to the rules of the activity.
    Explain the rules of the activity and ensure it is understood.
    Lead the activity by following the basic rules.

    Facilitate the process of participation.
    For Example:
    Coach basic movement patterns/actions for the activity.
    Promote enjoyment.
    Solve problems.
    Control the group in the indoor or outdoor space.

    Keep participants interested.
    For Example:
    Observe for signs of boredom and change activities.
    Improvise new activities or equipment or adapt existing activities or equipment to suit the needs of participants.

    Network with other organisations including the community.
    For Example:
    Understand the needs of the community.
    Know the environment in which you are operating re hospitals, parks, swimming pools and libraries.
    Observe general safety in the community and how it has an impact on the activities.

    Evaluate the activity.
    For Example:
    Observe participants for continued enjoyment.
    Collect verbal or written evaluation from participants and volunteers.

    Introduce benefits of physical activities to the participants.
    For Example:
    Participation for enjoyment and recreation.
    Participation as a tool /vehicle towards general well being, improved health, and socializing.
    Developing good citizenship (cleaning up after the activity). 

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

    Lead the participants/groups of participants in activities.
    For Example:
    Decide on the ground rules.
    Decide on the groups or teams according to the rules of the activity.
    Explain the rules of the activity and ensure it is understood.
    Lead the activity by following the basic rules.

    Facilitate the process of participation.
    For Example:
    Coach basic movement patterns/actions for the activity.
    Promote enjoyment.
    Solve problems.
    Control the group in the indoor or outdoor space 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 243300, which is "Lead a community sport activity", Level 4, 12 credits.

    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, ability and culture.

    SUPPLEMENTARY INFORMATION

    This unit standard should be assessed in at least three different activities of the learner`s own choice. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  21500   National Certificate: Sport and Fitness Leadership  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2005-06-12  Was CATHSSETA until Last Date for Achievement 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.