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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Analyse the economic concepts of leisure and recreation 
SAQA US ID UNIT STANDARD TITLE
254235  Analyse the economic concepts of leisure and recreation 
ORIGINATOR
SGB Sport, Recreation & Fitness 
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 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 
This unit standard introduces the supervisor or junior manager to the economic concepts in relation to leisure and recreation; how spending impacts on leisure and recreation needs; and the economic benefits that can be derived through leisure and recreation activities.

The qualifying learner is capable of:
  • Analysing economic concepts in relation to leisure and recreation.
  • Explaining the impact of discretionary spending on leisure and recreation needs.
  • Showing the impact of public, private, and merit goods on the provision and pricing of leisure and recreation.
  • Assessing the impact of funding on the provision and pricing of leisure and recreation.
  • Describing the ways in which recreation programmes can contribute to economic growth. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Leisure and recreation concepts knowledge at NQF Level 4.
  • Communication at NQF Level 4. 

  • UNIT STANDARD RANGE 
    Knowledge and skill in the area of recreation theories may be required of people working in the recreation industry for a number of reasons, including providing a:
  • Conceptual foundation for practice in the recreation industry.
  • Body of knowledge on which recreation as a profession is based.
  • Historical and philosophical context for recreation.
  • Definition of the parameters of business.
  • Basis for justifying the existence of the recreation industry, and the allocation of resources.
  • Basis for justifying policy and provision; accountability; and development.
  • Providing a background for decision-making regarding policy and provision.
  • Basis for forecasting trends in recreation, and of the impact of recreation on other parts of society. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse economic concepts in relation to leisure and recreation. 
    OUTCOME RANGE 
    Concepts may include:
  • Productivity; supply and demand; distribution; cost and benefit; public; private, and merit good; pricing of leisure goods and services. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Economic concepts within a community based recreation programme are identified and applied to a leisure and recreation environment. 

    ASSESSMENT CRITERION 2 
    The market for leisure and recreation and consumer preferences in terms of the relationship between them are analysed and discussed. 

    ASSESSMENT CRITERION 3 
    The impact of leisure and recreation on national, regional, and local economies are explained. 
    ASSESSMENT CRITERION RANGE 
    Impact may include:
  • Tourism, leisure and recreation merchandising and retailing, product endorsement, professional sport, cultural leisure and recreation, leisure and recreation services, services associated with leisure and recreation activities, programmes and events, health care, rating, taxation.
     

  • SPECIFIC OUTCOME 2 
    Explain the impact of discretionary spending on leisure and recreation needs within the context of a community based recreation programme. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Trends in discretionary income for different target groups are identified and explained. 

    ASSESSMENT CRITERION 2 
    The trade-off between discretionary time and money and how it affects participation in a recreation programme is clarified. 

    ASSESSMENT CRITERION 3 
    The levels of discretionary spending of differing populations and their leisure and recreation expenditure choices, in terms of the relationship between spending and choices are explained. 

    ASSESSMENT CRITERION 4 
    The sport, fitness, and recreation images as conspicuous consumption is analysed. 
    ASSESSMENT CRITERION RANGE 
    Image elements may include:
  • Macho, feminine, youthful, aggressive, competitive, professional, body shape, social, status, esteem, adventurous, diet, luxurious, dangerous, restful.
     

  • SPECIFIC OUTCOME 3 
    Show the impact of public, private, and merit goods on the provision and pricing of leisure and recreation. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Public, private, and merit goods are explained. 

    ASSESSMENT CRITERION 2 
    The public, private, and merit goods in terms of the impact of each on the provision of leisure and recreation is explained. 

    ASSESSMENT CRITERION 3 
    The public, private, and merit goods in terms of the impact of each on the pricing of leisure and recreation is examined. 

    SPECIFIC OUTCOME 4 
    Assess the impact of funding on the provision and pricing of leisure and recreation. 
    OUTCOME RANGE 
    Funding may include:
  • Capital including user income, revenue including sponsorship, patronage, grants. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Sources of funding for leisure and recreation as a public good are identified and explained. 

    ASSESSMENT CRITERION 2 
    Sources of funding for leisure and recreation as a private good are identified and explained. 

    ASSESSMENT CRITERION 3 
    Sources of funding for leisure and recreation as a merit good are identified and explained. 

    ASSESSMENT CRITERION 4 
    The impact of funding on leisure and recreation in terms of provision and pricing is examined. 

    SPECIFIC OUTCOME 5 
    Describe the ways in which recreation programmes can contribute to economic growth in South Africa. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The impact of leisure programmes on maintenance budgets is measured and explained. 

    ASSESSMENT CRITERION 2 
    The impact of recreation programmes on property values is explained. 

    ASSESSMENT CRITERION 3 
    The influence of recreation on the generation of new businesses is explained. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • This Unit Standard will be assessed by an assessor and moderated by a moderator registered with the relevant accredited ETQA.
  • Assessors should be in possession of a relevant qualification that is at least one level higher than the level of this unit standard.
  • Training providers must be accredited by a relevant ETQA.
  • Assessment should include both formative and summative assessment. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    N/A 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Learners are able to identify and provide possible solutions that would lead team members provide recreation programmes for the benefit of the economy. 

    UNIT STANDARD CCFO WORKING 
    A learner is able to work as a member of a team when presenting information addressing the impact of recreation on the economy in South Africa. 

    UNIT STANDARD CCFO COLLECTING 
    Learners are able to collect, organise and evaluate information by identifying situations where recreation programmes can have the most impact. 

    UNIT STANDARD CCFO COMMUNICATING 
    Learners are able to communicate effectively and responsibly, using visual and/or language skills, when explaining the benefits of recreation on the economy. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Learners can demonstrate an understanding of the world as a set of related systems when demonstrating knowledge and understanding of the economic benefit of recreation programmes in the community. 

    UNIT STANDARD CCFO CONTRIBUTING 
    A learner can participate as a responsible citizen in the life of a local community and the country by understanding how recreation programmes can contribute to economic growth. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  60289   National Certificate: Community Recreation  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  CATHSSETA 


    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.