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: 

Provide advanced motor skill and tactical learning 
SAQA US ID UNIT STANDARD TITLE
14465  Provide advanced motor skill and tactical learning 
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  15 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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

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

PURPOSE OF THE UNIT STANDARD 
The qualifying learner achieving this unit standard in combination with context expertise standard(s) will be able to apply knowledge about teaching advanced sport skills and tactics to enhance motor skill performance at the intermediate and advanced levels.

In addition the learner will be well-positioned to extend their learning and practice to other areas where knowledge about the design and implementation of skills training for persons at the intermediate and/or advanced levels is required, or to strive toward unit standards and practice at higher levels.

Competent qualifying learners will be able to design and implement advanced skill and tactical learning programmes, thus contributing to the improvement of the technical standard of sport in South Africa. 

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. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Describe the underlying principles and methods of skill acquisition 
OUTCOME NOTES 
Describe the underlying principles and methods of skill acquisition appropriate to performer's developmental age.

For example:
  • Identify the learning processes that support the development of expertise in sport skill performance.
  • Explain the role of memory, feedback and cognitive strategies in the improvement of performance at the intermediate and advanced levels. 
    		•

    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. Cognitive strategies are employed to improve the performance of intermediate and advanced level performers.
    2. Progressions for learning are followed so that intermediate level tactics are mastered before advanced level tactics are introduced.
    3. Performers are taught to use anticipation and focus attention in order to improve decision-making.
    4. Practice sessions integrate motor and tactical learning at the intermediate and advanced levels.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. A programme of visual skills training is modified for performers according to their individual needs and the demands of their particular sport and position.
    6. Coaching performance is self-evaluated and changes in coaching behaviours are implemented according to that evaluation.


    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 
    Describe the factors involved in learning and applying tactical/strategic knowledge in sport. 
    OUTCOME NOTES 
    For example:
  • Differentiate between beginning level and intermediate/advanced level tactics and strategies in selected sports.
  • Identify methods for improving decision-making related to games tactics and strategies.
  • Explain the role of attention and anticipation in performance at the intermediate and advanced levels.
  • Describe the role of perception, including visual skills development, in the process of tactical decision-making 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 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. Cognitive strategies are employed to improve the performance of intermediate and advanced level performers.
    2. Progressions for learning are followed so that intermediate level tactics are mastered before advanced level tactics are introduced.
    3. Performers are taught to use anticipation and focus attention in order to improve decision-making.
    4. Practice sessions integrate motor and tactical learning at the intermediate and advanced levels.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. A programme of visual skills training is modified for performers according to their individual needs and the demands of their particular sport and position.
    6. Coaching performance is self-evaluated and changes in coaching behaviours are implemented according to that evaluation.
    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 3 
    Present an integrated technical and tactical skill learning programme in selected sports. 
    OUTCOME NOTES 
    For example:
  • Identify intermediate and advanced level skill techniques in selected sports.
  • Plan practice sessions that integrated motor and tactical skill learning in selected sports.
  • Outline the importance of the structure of practice on motor and tactical skill development. 
    		•

    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. Cognitive strategies are employed to improve the performance of intermediate and advanced level performers.
    2. Progressions for learning are followed so that intermediate level tactics are mastered before advanced level tactics are introduced.
    3. Performers are taught to use anticipation and focus attention in order to improve decision-making.
    4. Practice sessions integrate motor and tactical learning at the intermediate and advanced levels.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. A programme of visual skills training is modified for performers according to their individual needs and the demands of their particular sport and position.
    6. Coaching performance is self-evaluated and changes in coaching behaviours are implemented according to that evaluation.
    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 4 
    Develop criteria to assess effective coaching at the intermediate and advanced levels 
    OUTCOME NOTES 
    Develop criteria to assess effective coaching at the intermediate and advanced levels, including specific methods to measure performers' progress in skill and tactical learning.

    For example:
  • Determine the objectives of a series of practical skill and tactical practice sessions.
    Review coaching sessions to identify critical elements that contribute to skill and tactical learning 
    		•

    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. Cognitive strategies are employed to improve the performance of intermediate and advanced level performers.
    2. Progressions for learning are followed so that intermediate level tactics are mastered before advanced level tactics are introduced.
    3. Performers are taught to use anticipation and focus attention in order to improve decision-making.
    4. Practice sessions integrate motor and tactical learning at the intermediate and advanced levels.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. A programme of visual skills training is modified for performers according to their individual needs and the demands of their particular sport and position.
    6. Coaching performance is self-evaluated and changes in coaching behaviours are implemented according to that evaluation.
    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. 
    		•


    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: .

    Present an integrated technical and tactical skill learning programme in selected sports.
    Develop criteria to assess effective coaching at the intermediate and advanced levels, including specific methods to measure performers` progress in skill and tactical learning. 

    UNIT STANDARD CCFO WORKING 
    Teamwork relates to specific outcome

    Present an integrated technical and tactical skill learning programme in selected sports 

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

    Present an integrated technical and tactical skill learning programme in selected sports 

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to specific outcomes:

    Describe the underlying principles and methods of skill acquisition appropriate to performer`s developmental age.
    Describe the factors involved in learning and applying tactical/strategic knowledge in sport.
    Develop criteria to assess effective coaching at the intermediate and advanced levels, including specific methods to measure performers` progress in skill and tactical learning. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to specific outcome:

    Present an integrated technical and tactical skill learning programme in selected sports 

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

    Develop criteria to assess effective coaching at the intermediate and advanced levels, including specific methods to measure performers` progress in skill and tactical learning. 

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

    Describe the underlying principles and methods of skill acquisition appropriate to performer`s developmental age.
    Describe the factors involved in learning and applying tactical/strategic knowledge in sport.
    Present an integrated technical and tactical skill learning programme in selected sports
    Develop criteria to assess effective coaching at the intermediate and advanced levels, including specific methods to measure performers` progress in skill and tactical learning. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Learner and societal development relates to specific outcome:

    Present an integrated technical and tactical skill learning programme in selected sports 

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

    UNIT STANDARD NOTES 
    NOTES (1): ESSENTIAL EMBEDDED KNOWLEDGE

    The qualifying learner is able to demonstrate knowledge and understanding of:

    1. The development of expertise in sport.
    2. Perception and sport.
    3. Decision-making.
    4. Advanced technical knowledge of a specific sport.
    5. Advanced tactical knowledge of a specific sport.
    6. Coaching effectiveness.


    NOTES (2): VALUES
    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. 

    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.
     
    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.