SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Evaluate sport performance

SAQA US ID	UNIT STANDARD TITLE
14470	Evaluate sport 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 measure a variety of parameters of sport performance and interpret the results of common tests of skills and fitness.

In addition the learner will be well positioned to extend their learning and practice to other areas where data-based decisions about training and performance are needed, or to strive toward unit standards and practice at higher levels.

Competent qualifying learners will be able to make recommendations about instruction and training based on the interpretation of data gathered using valid and reliable measurement strategies, thus supporting a scientific approach to training for intermediate and advanced level sport.

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 numeracy 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

Interpret the results of tests of skill(s) and fitness for a sport

OUTCOME NOTES

For example:

Explain the purpose of testing and evaluation periodically during the training year.

Administer tests (gather data) on the skill and fitness status of performers in a specific sport.

Compare test results to normative data.

Write reports to a sport performer based on the results of his/her tests

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.
Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
1. A sport-specific performance evaluation plan is implemented with a group of performers.
2. Normative-based feedback is provided to a group of performers.
3. Technology and statistical treatment of data is used when appropriate to support performance evaluations.
4. Methods of evaluation are selected according to the needs of the performers and the purpose for evaluation in the training of the performers.
Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
5. Test protocols are adjusted according to the specific needs of individuals and availability of technology for measurement.
6. The results of evaluation are used feedback on which to base changes in training programmes, coaching behaviours, etc.

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

Administer indirect tests of endurance, strength, flexibility, power and speed

OUTCOME NOTES

For example:

Explain the purposes and procedures of field-testing physical fitness for sport.

Locate and use standardised measurement instruments and procedures for fitness.

Design and implement a testing protocol with a group of performers.

Follow proper protocols for data collection and data recording

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

Administer tests of skills (and tactics) in a sport

OUTCOME NOTES

For example:

Locate and use standardised measurement instruments and procedures for the evaluation of skills and decision-making in sport.

Design and implement a testing protocol with a group of performers.

Follow proper protocols for data collection and data recording.

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

Processing data using basic statistics and formulate reports on test performance

OUTCOME NOTES

Understand the concepts of test validity, reliability and objectivity.

Understand measurements of relative position, including the concepts of mean, median and mode.

Understand measurements of variability, including standard deviation.

Understand measurements of relationship, including correlation coefficients.

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

Describe the various roles of measurement and evaluation in the improvement of sport performance

OUTCOME NOTES

Describe the various roles of measurement and evaluation in the improvement of sport performance at the intermediate and advanced levels.

For example:

Provide examples of performance profiling.

Indicate the role of evaluation in the periodisation of the training year.

Identify the criteria and describe the procedures for assessing coaching effectiveness.

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

Use technology to support measurement and evaluation of performance

OUTCOME NOTES

Use technology to support measurement and evaluation of performance

For example:

Use videotape recordings of player performance to complete a biomechanical analysis of technique.

Use videotape recordings of coaching performance to assess coaching effectiveness.

Use computer-based statistics packages to process data and produce graphs of test results.

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:

Interpret the results of tests of skill(s) and fitness for a sport.
Processing data using basic statistics and formulate reports on test performance
Use technology to support measurement and evaluation of performance

UNIT STANDARD CCFO ORGANISING

Self-organisation and management relates to specific outcomes:

Administer indirect tests of endurance, strength, flexibility, power and speed
Administer tests of skills (and tactics) in a sport.
Processing data using basic statistics and formulate reports on test performance.

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to specific outcomes:

Interpret the results of tests of skill(s) and fitness for a sport
Processing data using basic statistics and formulate reports on test performance
Use technology to support measurement and evaluation of performance

UNIT STANDARD CCFO COMMUNICATING

Communication relates to specific outcome:

Interpret the results of tests of skill(s) and fitness for a sport

UNIT STANDARD CCFO SCIENCE

Use of science and technology relates to specific outcome:

Interpret the results of tests of skill(s) and fitness for a sport
Administer indirect tests of endurance, strength, flexibility, power and speed
Administer tests of skills (and tactics) in a sport
Processing data using basic statistics and formulate reports on test performance
Use technology to support measurement and evaluation of performance

UNIT STANDARD CCFO DEMONSTRATING

Inter-relatedness of systems relates to specific outcomes:

Interpret the results of tests of skill(s) and fitness for a sport
Use technology to support measurement and evaluation of performance

UNIT STANDARD CCFO CONTRIBUTING

Learner and societal development relates to specific outcome:

Use technology to support measurement and evaluation of performance

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:

Measurement and evaluation of skills.
Measurement and evaluation of physical fitness
Basic statistics.
Computer literacy.
Technical knowledge of the fitness requirements of at least one sport.
Technical knowledge of the skill and tactical requirements of at least one sport..

NOTES (2): VALUES
Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:
1. Accepting and maintaining a non-discriminatory attitude toward diversity.
For example,
Differences in gender, race, religion, physical ability and culture.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	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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