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:

Address issues related to injuries and health in sport

SAQA US ID	UNIT STANDARD TITLE
14477	Address issues related to injuries and health in sport
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	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 implement a sport development programme that is compatible with the goals of injury prevention and the long-term health of the performers, especially at the intermediate and advanced levels of expertise.

In addition the learner will be well-positioned to extend their learning and practice to other areas where and understanding of health issues can have a positive influence on the delivery of programmes, or to strive toward unit standards and practice at higher levels.

Competent qualifying learners will be able to evaluate performance situations in terms of injury and health issues, as well as make recommendations for safer sport participation environments, and thus raise the general level of quality of life of sport performers 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 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

Describe the aetiology and incidence of specific sport injuries

OUTCOME NOTES

For example:

Identify the causes and recommendations for preventing lower extremity injuries.

Identify the causes and recommendations for preventing upper extremity injuries.

Identify the causes and recommendations for preventing back and spinal injuries.

Identify the causes and recommendations for preventing head injuries.

Identify the causes and recommendations for preventing eye and ear injuries.

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. Sport-specific strategies for preventing injuries are applied in training sessions and competitive events (including avoidance of over-use injuries).
2. Fitness and skill development programmes are specifically focused to maximise injury prevention.
3. The implications of chronic and traumatic injuries are discussed with performers.
4. Injured performers are dealt with in an ethical manner and data relating to injuries is maintained and used to evaluate programme safety.
Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
5. Performer education programmes are presented according to the specific needs and safety/health challenges inherent in a particular sport.
6. Changes in safety policies and procedures are made based on data-based evaluation of current policies and procedures.

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

Analyse the anatomical and physiological factors underlying injuries in a selected sport

OUTCOME NOTES

Analyse the anatomical and physiological factors underlying injuries in a selected sport and discuss injury prevention techniques.

For example:

Discuss the fitness and skill training measures taken to prevent injuries.

Identify the causes of injuries in the selected sport and indicate the impact of each injury in relation to time out-of-training and period of rehabilitation.

Describe the appropriate response to sudden injuries in the selected sport, including first aid and subsequent emergency procedures.

Identify appropriate recovery activities for a sport.

Discuss the impact of various injuries on the periodisation of the training year.

Identify the causes of over-use injuries and indicate strategies to avoid them.

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 psychological impact of injury on sport performance

OUTCOME NOTES

For example:

Discuss the implications of traumatic injury on the individual performer and where applicable, the team.

Discuss the implications of chronic injury on playing potential and self-confidence.

Identify strategies to include injured performers in continuing development

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

Establish ethical guidelines for promoting player health and safety.

OUTCOME NOTES

For example:

Develop guidelines for appropriate intensity and duration of training sessions for children.

Follow a system of regular medical evaluations for performers.

Develop a protocol for managing data related to all injuries and illnesses, and make the data available to medical support personnel.

Maintain strict rules about first aid and emergency procedures.

Examine the legal as well as health implications of letting performers participate prior to receiving medical clearance.

Understand the principle of confidentiality when discussing health issues with individuals.

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

Identify the key health issues affecting sport performers

OUTCOME NOTES

For example:

Investigate the possibilities of getting health insurance for performers.

Discuss the role of nutrition and general lifestyle in the maintenance of health.

Include issues of general physical health, eye health, dental health and mental health in discussions with performers.

Discuss health issues with performers, including HIV aids, blood and body fluid infections, and the importance of reporting of all health problems to coaches.

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:

Analyse the anatomical and physiological factors underlying injuries in a selected sport and discuss injury prevention techniques
Establish ethical guidelines for promoting player health and safety

UNIT STANDARD CCFO ORGANISING

Self-organisation and management relates to specific outcome:

Establish ethical guidelines for promoting player health and safety

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to specific outcomes:

Describe the aetiology and incidence of specific sport injuries
Analyse the anatomical and physiological factors underlying injuries in a selected sport and discuss injury prevention techniques
Describe the psychological impact of injury on sport performance
Establish ethical guidelines for promoting player health and safety
Identify the key health issues affecting sport performers

UNIT STANDARD CCFO COMMUNICATING

Communication relates to specific outcomes:

Describe the aetiology and incidence of specific sport injuries
Describe the psychological impact of injury on sport performance

UNIT STANDARD CCFO SCIENCE

Use of science and technology relates to specific outcomes:

Describe the aetiology and incidence of specific sport injuries
Identify the key health issues affecting sport performers

UNIT STANDARD CCFO DEMONSTRATING

Inter-relatedness of systems relates to specific outcomes:

Describe the aetiology and incidence of specific sport injuries
Analyse the anatomical and physiological factors underlying injuries in a selected sport and discuss injury prevention techniques
Describe the psychological impact of injury on sport performance
Establish ethical guidelines for promoting player health and safety
Identify the key health issues affecting sport performers

UNIT STANDARD CCFO CONTRIBUTING

Learner and societal development relates to specific outcomes:

Describe the psychological impact of injury on sport performance
Establish ethical guidelines for promoting player health and safety
Identify the key health issues affecting sport performers

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:

Anatomy and biomechanics of sport.
Growth and development.
Peridisation of training.
Sport psychology.
Sport nutrition.
Technical knowledge of the fitness requirements of at least one sport.
Technical knowledge of the skill and tactical requirements of at least one sport.
First aid.
Information management.

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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