SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Reflect an understanding of the physiological capacity for sport and exercise performance

SAQA US ID	UNIT STANDARD TITLE
14463	Reflect an understanding of the physiological capacity for sport and exercise performance
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 6	Level TBA: Pre-2009 was L6	10
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2018-07-01	2023-06-30	SAQA 06120/18
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		2027-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This unit standard does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD

The qualifying learner achieving this unit standard in combination with context expertise standard(s) will be able to explain the physiological processes that support sport and exercise to performers, parents and coaches.

In addition the learner will be well-positioned to extend their learning and practice to other areas where the can help to design training schedules and travel schedules for sport performers or to strive toward unit standards and practice at higher levels.

Competent qualifying learners will be able to apply a scientific understanding of the physiology to promoting a more scientific approach to sport and fitness training practices at both the elite level, and in general.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that a learner attempting this unit standard will show competence in communication and numeric equivalent to NQF level 5. Learners also must have successfully completed the National Certificate in Coaching Science NQF level 5 as prerequisite learning

UNIT STANDARD RANGE

Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in examples for each outcome. 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 the scope and complexity of what is required.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Demonstrate an understanding of skeletal muscle response to exercise

OUTCOME NOTES

Demonstrate an understanding of skeletal muscle response to exercise and the factors influencing the development of muscle tissue
.
For example:

Describe the mechanical and electrical properties of muscles.

Describe the adaptations that occur in muscle during training.

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 that 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.
The following should serve as guidelines for assessing specific outcomes, essential embedded knowledge and critical-cross-field outcomes:

Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
1. Physiological profiles for advanced level performers in a variety of sports are formulated and communicated to performers.
2. The physiological demands of top level sport are explained to performers.
Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
3. Training programmes are modified according to changes in environmental factors, e.g. temperature and altitude and strategies for acclimatisation are applied.
4. Training programmes are modified according to the unique physiological demands of a variety of sports.

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. report 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.

SPECIFIC OUTCOME 2

Demonstrate an understanding of respiration and circulation during rest and exercise

OUTCOME NOTES

For example:

Describe respiratory and cardiovascular control mechanisms.

Predict and explain the changes in respiration and circulation during exercise and in conditions of blood loss, fluid imbalance, thermo regulatory and nutritional stress.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 3

Describe the role of hormones in control of respiratory, circulation and metabolism

OUTCOME NOTES

Describe the role of hormones in control of respiratory, circulation and metabolism during exercise and sport performance.

For example:

Outline the endocrine system's role in energy production during exercise.

Describe the role of the endocrine system in the maintenance of fluid balance.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 4

Demonstrate an understanding of environmental influences and their effect on health and sport

OUTCOME NOTES

Demonstrate an understanding of environmental influences and their effect on health and sport performance.

For example:

Explain the physiological responses to hot, cold, hypobaric and hyperbaric environments.

Discuss strategies for acclimatisation for exercise, sport training and for competition.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 5

Explain the physiological considerations when participating in unique sporting events

OUTCOME NOTES

Explain the physiological considerations when participating in unique sporting events.

For example:

Examine the special requirements of ultra-endurance events.

Examine the special requirements of "collision" sports, e.g. rugby, judo, etc.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 6

Examine sport specific profiles that identify the physical needs of sport performers

OUTCOME NOTES

Examine sport specific profiles that identify the physical needs of sport performers at the elite level.

For example:

Identify the physiological and training characteristics of elite performers in a range of sports.

Design physical profiles of performers in a variety of sports, ranging from running, cycling and swimming to bowls and shooting to tennis and badminton to cricket to rugby and soccer.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.

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

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

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving relates to specific outcomes:

Demonstrate an understanding of environmental influences and their effect on health and sport performance.
Explain the physiological considerations when participating in unique sporting events.
Examine sport specific profiles that identify the physical needs of sport performers at the elite level.

UNIT STANDARD CCFO WORKING

Teamwork relates to specific outcome:

Examine sport specific profiles that identify the physical needs of sport performers at the elite level.

UNIT STANDARD CCFO ORGANISING

Self-organisation and management relates to specific outcomes:

Demonstrate an understanding of skeletal muscle response to exercise and the factors influencing the development of muscle tissue.
Demonstrate an understanding of respiration and circulation during rest and exercise.
Describe the role of hormones in control of respiratory, circulation and metabolism during exercise and sport performance.
Demonstrate an understanding of environmental influences and their effect on health and sport performance.

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to specific outcomes: 4, 5, and 6.

Demonstrate an understanding of environmental influences and their effect on health and sport performance.
Explain the physiological considerations when participating in unique sporting events.
Examine sport specific profiles that identify the physical needs of sport performers at the elite level.

UNIT STANDARD CCFO COMMUNICATING

Communication relates to specific outcomes:

Demonstrate an understanding of skeletal muscle response to exercise and the factors influencing the development of muscle tissue.
Demonstrate an understanding of respiration and circulation during rest and exercise.
Describe the role of hormones in control of respiratory, circulation and metabolism during exercise and sport performance.
Explain the physiological considerations when participating in unique sporting events.

UNIT STANDARD CCFO SCIENCE

Use of science and technology relates to specific outcome:

Examine sport specific profiles that identify the physical needs of sport performers at the elite level.

UNIT STANDARD CCFO CONTRIBUTING

Inter-relatedness of systems relates to specific outcomes:

Demonstrate an understanding of environmental influences and their effect on health and sport performance.
Explain the physiological considerations when participating in unique sporting events.
Examine sport specific profiles that identify the physical needs of sport performers at the elite level.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	67692	National Diploma: Coaching Science	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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