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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Coaching sport to intermediate and/or advanced level performers with disabilities 
SAQA US ID UNIT STANDARD TITLE
14480  Coaching sport to intermediate and/or advanced level performers with disabilities 
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  5 
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 design and deliver effective coaching to intermediate and/or advanced level sport performers with disabilities in one selected sport.

In addition the learner will be well positioned to extend their learning and practice to other areas where effective coaching and knowledge of working with persons with disabilities is needed, or to strive toward unit standards and practice at higher levels.

Competent qualifying learners will be able to coach effectively intermediate and/or advanced level performers with disabilities within a single sport of specialisation, thus improving the base of sport development and the quality of sport in South Africa 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 numeracy equivalent to NQF level 5. 

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 
Act in a professional manner in the role of a coach 
OUTCOME NOTES 
For example:
  • Behave in a manner consistent with the pursuit of high levels of achievement.
  • Prepare for all coaching sessions and be prompt and well-organised in the delivery of all coaching services.
  • Use language and mannerisms that show respect for sport participants, technical officials, co-workers, supervisors, parents and spectators, etc. 
    		•

    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. Coaching behaviours support high levels of sporting achievement for persons with disabilities in a specific sport.
    2. Effective coaching is provided during competitive events at the intermediate or advanced levels for persons with disabilities in a specific sport.
    3. Coaching behaviours are implemented that model the full inclusion of persons with disabilities in top-level sport.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Support information regarding nutrition, mental skills training, fitness/conditioning and skill and tactical learning are provided to individual performers with disabilities as needed throughout the training year in a specific sport.
    5. Specific performance objectives are established for individual performers with disabilities in order to optimise their pursuit of excellence in a specific sport.

    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 
    Complete a successful coaching experience with intermediate and/or advanced level performers 
    OUTCOME NOTES 
    2. Complete a successful coaching experience with intermediate and/or advanced level performers in the sport specialisation in which the learner has earned the National Certificate in Coaching Science NQF level 5.
    For example:
  • Observe the performers in order to determine their needs.
  • Identify any rule or other technical modifications in the sport specialisation.
  • Check with national classifiers to determine the functional capabilities of the performer(s).
  • Interview the performer(s) to determine their personal goals for improvement.
  • Establish specific objectives for performance enhancement.
  • Plan a series of practice sessions and produce session-by-session written coaching plans that will promote performance improvements.
  • Implement the planned sessions, evaluating success after each session and adjusting plans for subsequent sessions based on that evaluation.
  • Provide coaching support for these performers during a competitive event.
  • Evaluate the overall effectiveness of the coaching experience and make recommendations for further development efforts for the 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 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. Coaching behaviours support high levels of sporting achievement for persons with disabilities in a specific sport.
    2. Effective coaching is provided during competitive events at the intermediate or advanced levels for persons with disabilities in a specific sport.
    3. Coaching behaviours are implemented that model the full inclusion of persons with disabilities in top-level sport.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Support information regarding nutrition, mental skills training, fitness/conditioning and skill and tactical learning are provided to individual performers with disabilities as needed throughout the training year in a specific sport.
    5. Specific performance objectives are established for individual performers with disabilities in order to optimise their pursuit of excellence in a specific sport.

    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 
    Incorporate principles of sport science into coaching 
    OUTCOME NOTES 
    For example:
  • Implement practice sessions that produce improvement in participants' fitness for their sport.
  • Implement practice sessions that teach participants how to use mental skills to improve their performance.
  • Encourage a positive learning atmosphere in coaching sessions.
  • Ensure that the performer attempts to use one or more mental skills techniques to enhance performance 
    		•

    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. Coaching behaviours support high levels of sporting achievement for persons with disabilities in a specific sport.
    2. Effective coaching is provided during competitive events at the intermediate or advanced levels for persons with disabilities in a specific sport.
    3. Coaching behaviours are implemented that model the full inclusion of persons with disabilities in top-level sport.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Support information regarding nutrition, mental skills training, fitness/conditioning and skill and tactical learning are provided to individual performers with disabilities as needed throughout the training year in a specific sport.
    5. Specific performance objectives are established for individual performers with disabilities in order to optimise their pursuit of excellence in a specific sport.

    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 
    Submit a plan to periodise an entire training year for intermediate or advanced performers 
    OUTCOME NOTES 
    For example:
  • Implement practice sessions that produce improvement in participants' fitness for their sport.
  • Implement practice sessions that teach participants how to use mental skills to improve their performance.
  • Encourage a positive learning atmosphere in coaching sessions.
  • Incorporate discussions of nutritional strategies into the coaching plan. 
    		•

    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. Coaching behaviours support high levels of sporting achievement for persons with disabilities in a specific sport.
    2. Effective coaching is provided during competitive events at the intermediate or advanced levels for persons with disabilities in a specific sport.
    3. Coaching behaviours are implemented that model the full inclusion of persons with disabilities in top-level sport.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Support information regarding nutrition, mental skills training, fitness/conditioning and skill and tactical learning are provided to individual performers with disabilities as needed throughout the training year in a specific sport.
    5. Specific performance objectives are established for individual performers with disabilities in order to optimise their pursuit of excellence in a specific sport.

    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 5 
    Reflect on one's own coaching performance in terms of the principles of effective coaching 
    OUTCOME NOTES 
    For example:
  • Keep a personal coaching log that records session-by-session thoughts about coaching.
  • Identify one's own particular coaching strengths and propose ways to capitalise on those strengths.
  • Identify one's own particular coaching weaknesses and propose ways to address improvement. 
    		•

    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. Coaching behaviours support high levels of sporting achievement for persons with disabilities in a specific sport.
    2. Effective coaching is provided during competitive events at the intermediate or advanced levels for persons with disabilities in a specific sport.
    3. Coaching behaviours are implemented that model the full inclusion of persons with disabilities in top-level sport.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Support information regarding nutrition, mental skills training, fitness/conditioning and skill and tactical learning are provided to individual performers with disabilities as needed throughout the training year in a specific sport.
    5. Specific performance objectives are established for individual performers with disabilities in order to optimise their pursuit of excellence in a specific sport.

    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:

    Complete a successful coaching experience with intermediate and/or advanced level performers in the sport specialisation in which the learner has earned the National Certificate in Coaching Science NQF level 5.
    Incorporate principles of sport science into coaching.
    Submit a plan to periodise an entire training year for intermediate or advanced performers in the sport of specialisation.
    Reflect on one`s own coaching performance in terms of the principles of effective coaching. 

    UNIT STANDARD CCFO WORKING 
    Teamwork relates to specific outcome:

    Act in a professional manner in the role of a coach. 

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

    Act in a professional manner in the role of a coach.
    Complete a successful coaching experience with intermediate and/or advanced level performers in the sport specialisation in which the learner has earned the National Certificate in Coaching Science NQF level 5.
    Incorporate principles of sport science into coaching.
    Submit a plan to periodise an entire training year for intermediate or advanced performers in the sport of specialisation.
    Reflect on one`s own coaching performance in terms of the principles of effective coaching. 

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to specific outcomes:

    Complete a successful coaching experience with intermediate and/or advanced level performers in the sport specialisation in which the learner has earned the National Certificate in Coaching Science NQF level 5.
    Incorporate principles of sport science into coaching.
    Submit a plan to periodise an entire training year for intermediate or advanced performers in the sport of specialisation.
    Reflect on one`s own coaching performance in terms of the principles of effective coaching. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to specific outcomes: .

    Act in a professional manner in the role of a coach.
    Complete a successful coaching experience with intermediate and/or advanced level performers in the sport specialisation in which the learner has earned the National Certificate in Coaching Science NQF level 5.
    Incorporate principles of sport science into coaching. 

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

    Complete a successful coaching experience with intermediate and/or advanced level performers in the sport specialisation in which the learner has earned the National Certificate in Coaching Science NQF level 5
    Incorporate principles of sport science into coaching.
    Submit a plan to periodise an entire training year for intermediate or advanced performers in the sport of specialisation. 

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

    Act in a professional manner in the role of a coach.
    Complete a successful coaching experience with intermediate and/or advanced level performers in the sport specialisation in which the learner has earned the National Certificate in Coaching Science NQF level 5.
    Incorporate principles of sport science into coaching.
    Reflect on one`s own coaching performance in terms of the principles of effective coaching. 

    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:

    Disability sport.
    Technical knowledge of a specific sport type.
    Technical knowledge of how that sport is implemented for persons with disabilities.
    Sport classification for the sport of specialisation.
    Biomechanics of intermediate and advanced level performers in that sport.
    Principles of conditioning.
    Principles of motivation and mental skills training.
    Periodisation of training.
    Safety and risk 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
    Elective  73209   National Diploma: Club Professional Golfing  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Elective  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 
    Elective  67373   National Diploma: Orientation and Mobility Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 


    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.