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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Sport Sciences 
SAQA QUAL ID QUALIFICATION TITLE
125428  Bachelor of Sport Sciences 
ORIGINATOR
University of KwaZulu-Natal 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree(Min 480)  Field 09 - Health Sciences and Social Services  Promotive Health and Developmental Services 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0638/26  2026-03-10  2029-03-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-03-10   2036-03-10  

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 qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Bachelor of Sport Sciences (4 years) qualification is to develop learners who have sound theoretical knowledge in the scope of Exercise and Leisure Science in South Africa. This theoretical knowledge is then integrated into sports field, gym, industry and community practice.

The qualification will provide appropriately trained professionals with specific knowledge, skills, attitudes and values that will enable them to provide mainly promotive, coaching skills and physical health care that focuses on the general well-being of the individual, sport skills improvement, and community systems in which they function. The focus is within a multidisciplinary and inter-professional approach to improve fitness and health. The sport scientist will provide sport specific coaching, general health and wellness and sports administration relevant to the field of sport, leisure/recreation and fitness industry.

The qualification will:
  • Educate learners to operate as professionals to address local and national needs in a range of different contexts of health promotion and wellness/quality of life to the public and communities, special populations, corporate environment, coaches, athletes and teams.
  • Enable learners to demonstrate initiative and responsibility in a professional, national and international context.
  • Produce Sport Scientists who are critical and independent thinkers, engaging in life-long learning and practicing within ethical and professional boundaries.
  • Further intellectual development, research capacity in the methodology and research techniques in Sport Science to prepare learners for postgraduate studies in the fields of Biokinetics, Exercise and Leisure Sciences.

    Rationale:
    It is envisaged that this qualification will provide South Africa with graduate Sport Science professionals with a clear and growing understanding of the science of sport, exercise and leisure-time physical activity to ensure professional practice in support of establishing healthy lifestyles as a critical life-skill.

    Healthy lifestyles are key prevention strategies in the context of the growing global burden of non- communicable diseases of lifestyle, as recognised in May 2010 by the United Nations General Assembly in passing resolution 265 on the Prevention and Control of Non-communicable Diseases'. The National Department of Health has acknowledged that NCDs contribute to the quadruple burden of disease in South Africa and have developed an action plan.

    It is proposed that South Africa will meet the stipulations on Inter-sectoral Action of the AFRO Meeting of African Ministers (March, 2011) and the First Global Ministerial Conference (April, 2011) on Healthy Lifestyles and Non-Communicable Disease Control in Moscow and the subsequent WHO 2012 resolution on prevention and control of Non-Communicable Diseases by using a framework for the development of an Integrated Strategy on the Prevention of Risk Factors, inclusive of Physical Inactivity. This will contribute to improving Health in all communities across South Africa.

    This qualification would ultimately articulate to a master's degree in Sports Science of which there is a shortage in South Africa. The range of typical learners will be graduates with an undergraduate qualification in Sport Sciences or persons who have been working in the Sport Science industry and have acquired skills in the area of Exercise and Leisure Sciences. These persons may be admitted via RPL. The most appropriate learning pathways are therefore two-fold, including both formal learning and the recognition of prior learning.

    A vital benefit to communities is that the qualification draws on alternative learning pathways such as RPL, whereby persons who could not have accessed higher education due to their socio-economic circumstances, may be able to advance their professional skills sets and their livelihoods. This will have a consequential effect on the general social and economic upliftment of communities through critical knowledge transfer within their own communities. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The University of KwaZulu-Natal Policy for the Recognition of Prior Learning seeks to contribute to the institutional mission of:
  • Redressing the disadvantages, inequities and imbalances of the past, and
  • To promote access to learning that will expand educational and employment opportunities for the historically disadvantaged and support social transformation and redress.

    RPL may serve the following purposes within the institution:
  • To allow mature-age learners (applicants who are at least 23 years old) without a Senior Certificate and/or Matriculation Exemption, access to primary degree studies, by accrediting learning obtained through experience.

    In this way, RPL may function as a Senate-approved alternative access route into degree studies, for learners who at least 23 years old without a Senior Certificate and/or Matriculation exemption.
  • To allow learners without a (relevant) primary degree access to postgraduate qualifications.
  • To recognize prior learning by the award of credits for modules, for non-degree purposes or towards a qualification, up to a maximum of 50% of the qualification.

    RPL offers an alternative access route into a programme of learning, to those who do not meet the specified qualification entry requirements. Qualifications, part-qualifications, and professional designations registered on the NQF may be awarded in whole or in part through RPL.

    Recognition of Prior Learning (RPL) is an important consideration for this qualification. The University Recognition of Prior Learning Policy and rules and procedures will be considered when learners apply for RPL.

    The South African Qualifications Authority (SAQA) National Policy and Criteria for the Implementation of the Recognition of Prior Learning (amended March 2019) and The Council of Higher Education, Recognition of Prior Learning, Credit Accumulation and Transfer in Higher Education (2016) is relevant to this qualification, in terms of the implementation of RPL, which strives to respond to socio-economic redress of historically disadvantaged communities.

    A portfolio of evidence (POE) will form the basis of RPL evaluation. An RPL assessment committee will be set up to examine the POEs.

    The RPL evaluation process is based on the matching of learning outcomes, obtained via alternative learning pathways, with the exit level outcomes of the programme. The RPL portfolio of evidence (POE) evaluation will use criterion referenced rubrics to ensure consistency, fairness and rigour of RPL assessment. A maximum of 10% of admission in any one year may be granted via RPL.

    Entry Requirements:
  • National Senior Certificate (NSC) with endorsement.
    Or
  • Certificate of conditional exemption. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at National Qualifications Framework level 5, 6, 7 and 8 totalling to 480 Credits.

    Compulsory Modules, NQF Level 5, 144 Credits.
  • Elements of Human Anatomy and Kinesiology,16 Credits.
  • Principles of Conditioning and Measurement,16 Credits.
  • Recreation and Exercise Management,16 Credits.
  • Sport and Exercise,16 Credits.
  • Management, 16 Credits.
  • Introduction to Entrepreneurship, 16 Credits.
  • Community Studies, 16 Credits.
  • Basic Human Physiology, 16 Credits.
  • Physiological Changes in Exercise & Training, 16 Credits.

    Elective Modules, NQF Level 5, 16 Credits.
  • Academic Writing, Level, 16 Credits.
  • Basic IsiZulu Language Studies, 16 Credits.

    Compulsory Modules, NQF Level 6, 96 Credits.
  • Measurement and Evaluation, 16 Credits.
  • Sport and Exercise 2A, 16 Credits.
  • Health and Nutrition, 16 Credits.
  • Basic Leisure and Recreation Science, 16 Credits.
  • Sport and Exercise 2B, 16 Credits.
  • Ethics in Sport and Exercise, 16 Credits.

    Compulsory Modules, NQF Level 7,80 Credits.
  • Applied Exercise Physiology, 16 Credits.
  • Sport and Exercise 3A, 16 Credits.
  • Sport and Exercise Psychology, 16 Credits.
  • Sport and Exercise 3B, 16 Credits.
  • Research Methods and Statistics, 16 Credits.

    Elective Modules, NQF Level 7,80 Credits. (Select Five Modules).
  • Sport and Exercise Biomechanics, 16 Credits.
  • Functional Anatomy and Sport Injuries, 16 Credits.
  • Exercise Biochemistry, 16 Credits.
  • Recreation Services and Disabilities, 16 Credits.
  • Applied Leisure and Recreation Science, 16 Credits.
  • Recreation Therapy, 16 Credits.

    Compulsory Module, NQF Level 8, 32 Credits.
  • Research project in Sport Sciences, 32 Credits.

    Elective Modules, NQF Level 8, 32 Credits. (Select Two Modules, 16 Credits).
  • Exercise Physiology, 16 Credits.
  • Exercise Science 1, 16 Credits.
  • Exercise Science 2, 16 Credits.
  • Practical work experience for Exercise Science, 32 Credits.
  • Laboratory Techniques in Sport Science and Exercise Physiology, 16 Credits.
  • Leisure Management, 16 Credits.
  • Leisure Services, 16 Credits.
  • Leisure Programme Delivery, 16 Credits.
  • Adapted Sport and Exercise, 16 Credits.
  • Practical work experience for Leisure Science, 32 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate knowledge and understanding of anatomy as it relates to sports science i.e. knowledge of related injury risks of individuals, to enable him/her to apply universal precautions to avoid and maintain health and safety standards , as well as knowledge and understanding of basic human physiology, exercise physiology, biochemistry and nutrition, relevant to the field of strength and conditioning, within the sport science specialties.
    2. Demonstrate the ability to explain, measure and evaluate, including biomechanical analysis of physical performance and physiological characteristics of the general public and sportspersons.
    3. Demonstrate the ability to apply the knowledge of recreation, play and leisure and the leisure services for community development, health and well-being, including people with disabilities.
    4. Understand and apply sports specific coaching theory and practice to prevent injury and promote health and fitness at a public health and individual client care level, through the development of exercise programmes and interventions.
    5. Demonstrate understanding and application of basic sport psychological techniques relevant to the field of sport sciences.
    6. Demonstrate an understanding of the principles of health education and promotion, including the determinants of health, health behaviour theories, and evidence-based strategies for health behaviour change.
    7. Demonstrate the ability to critically review information gathering, synthesis of data, evaluation and management processes in specialised contexts in order to develop creative responses to problems and issues, effected through conducting independent research.
    8. Demonstrate the ability to efficiently manage and administer all components of a sports professional practice/environment by applying sport management principles in a clinical, gym or athletic environment.
    9. Demonstrate an understanding of the ethical and legal requirements relevant to the field of sports science, including professional codes of conduct, regulatory frameworks, and best practices.
    10. Demonstrate the ability to communicate information related to the discipline orally and in writing within different contexts.
    11. Demonstrate the ability to manage own learning, in respect of which the student is able to demonstrate the ability to apply, in a self-critical manner, learning strategies which effectively address his or her professional and ongoing learning needs and the professional and ongoing learning needs of others.
    12. Demonstrate an understanding of the concept of accountability, including its importance in the context of professional practice.
    13. Demonstrate accountability in taking full responsibility for his or her work, decision-making and use of resources, and full accountability for the decisions and actions of others where appropriate. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Identify and describe the major anatomical structures and systems involved in human movement and sports performance.
  • Identify and describe common injuries associated with different sports and physical activities.
  • Apply knowledge of universal precautions to maintain health and safety standards in sports and physical activity settings, including the ability to identify and describe common risks and hazards in these settings.
  • Describe the major physiological systems involved in human movement and sports performance.
  • Describe the physiological responses to different types of exercise and physical activity.
  • Explain the basic principles of biochemistry and how they relate to sports performance and health, as well as the role of nutrition in supporting sports performance and health.
  • Apply knowledge and understanding of anatomy, injury risks, health and safety standards, human physiology, exercise physiology, biochemistry and nutrition to the field of strength and conditioning, within the sport science specialties, including the ability to design and implement safe and effective strength and conditioning programs for athletes and individuals.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Explain the physiological characteristics of physical performance and the relevance of biomechanical analysis in evaluating physical performance.
  • Measure physical performance and physiological characteristics of the general public and sportspersons.
  • Evaluate the results of physical performance and physiological characteristic measurements and use the data to make recommendations for improvement or development of an exercise program.
  • Critically analyse the results of biomechanical analysis to identify strengths and weaknesses in physical performance and physiological characteristics and make recommendations for improvement.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Apply theoretical knowledge of recreation, play, and leisure to design and implement community-based programs that promote health and well-being, including programs that are accessible to people with disabilities.
  • Analyse the social, economic, and environmental factors that impact community-based recreation programmes and develop strategies to address these factors.
  • Evaluate the effectiveness of community-based recreation programmes in promoting health and well-being and identify areas for improvement.
  • Work collaboratively with diverse stakeholders, including community organisations, government agencies, and people with disabilities, to develop and implement community-based recreation programs.
  • Discuss and apply ethical considerations involved in designing and implementing community-based recreation programs, including issues related to accessibility, inclusivity, and safety.
  • Develop and present a comprehensive plan for a community-based recreation program that promotes health and well-being, including a plan for program evaluation and improvement.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Demonstrate knowledge and understanding of sports-specific coaching theory and practice, including injury prevention, health promotion, and fitness programming for public health and individual client care.
  • Develop a comprehensive exercise program that includes appropriate exercises, progressions, and modifications to prevent injury and promote health and fitness.
  • Evaluate the effectiveness of an exercise program or intervention in preventing injury and promoting health and fitness and identify areas for improvement.
  • Work collaboratively with clients and other healthcare professionals to develop and implement exercise programs and interventions that promote health and fitness.
  • Discuss and apply ethical considerations involved in developing and implementing exercise programs and interventions, including issues related to client confidentiality, informed consent, and risk management.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Explain the basic principles of sport psychology, including motivation, goal setting, imagery, self-talk, and relaxation techniques.
  • Apply sport psychological techniques to improve athletic performance and achieve specific goals, such as increasing self-confidence, managing anxiety, and enhancing focus.
  • analyse the psychological factors that contribute to athletic performance and evaluate the effectiveness of sport psychological interventions in improving performance.
  • Discuss and apply the ethical considerations involved in using sport psychological techniques, including issues related to confidentiality, informed consent, and the potential risks and benefits of these interventions.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Select and implement health education strategies at individual and community/group level, including people with disabilities through the development of appropriate information, communication and educational initiatives on fitness and health care.
  • Develop and implement appropriate information, communication, and educational initiatives on fitness and health care for individuals and communities, including people with disabilities.
  • analyse the health education needs of specific populations and develop targeted interventions to address these needs, using appropriate health communication techniques and media.
  • Evaluate the effectiveness of health education interventions in achieving desired outcomes, using appropriate evaluation methods and tools.
  • Discuss and apply ethical considerations involved in health education and promotion, including issues related to cultural sensitivity, informed consent, and confidentiality.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Apply understanding of research methodology and design, including the ability to identify research problems, formulate research questions, and develop research hypotheses.
  • Conduct a critical review of the literature on a specific topic related to sport science, including the ability to identify relevant sources, analyse and synthesize information, and evaluate the quality and reliability of the evidence.
  • Develop a research proposal or plan that outlines the research question, objectives, methodology, and expected outcomes, including a detailed description of the data gathering, synthesis, evaluation, and management processes.
  • Collect and analyse data using appropriate methods and techniques, and present the findings in a clear, concise, and well-organized manner.
  • Critically evaluate the findings and draw valid conclusions, based on the research objectives and hypotheses.
  • Develop creative responses to problems and issues, based on the research findings, and propose practical recommendations for future research and practice.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Define and explain the principles and practices of sport management, including planning, organizing, leading, and controlling functions.
  • Develop a strategic plan for a sport's professional practice/environment, including goals, objectives, action plans, and timelines, and evaluate the effectiveness of the plan.
  • Develop and implement policies and procedures for managing the day-to-day operations of a sports professional practice/environment, including financial management, human resources management, marketing, and communication.
  • Manage staff and volunteers effectively, including recruiting, hiring, training, and evaluating personnel.
  • Evaluate and manage risk in a sport's professional practice/environment, including identifying potential hazards, implementing risk management strategies, and responding to emergencies.
  • Develop and implement a marketing and communication plan for a sport's professional practice/environment, including advertising, public relations, and social media.
  • Evaluate the impact of sport management practices on the performance and success of a sport's professional practice/environment, including financial performance, customer satisfaction, and overall quality of services.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Apply personal, professional, and ethical conduct and social responsibilities according to national regulations, codes, and guidelines.
  • Identify potential ethical issues and dilemmas that may arise in the context of sports science practice and propose strategies for resolving them.
  • Communicate effectively with clients, colleagues, and other stakeholders in the sports science field, with sensitivity to cultural and social diversity.
  • Maintain confidentiality and privacy of client information and comply with relevant data protection and privacy laws.
  • Reflect on personal and professional values and demonstrate an ability to integrate these values into practice, while respecting the rights and dignity of clients and colleagues.
  • Work collaboratively with others, and respect the contributions of team members, while also taking responsibility for one's own actions and decisions.
  • Engage in reflective practice, and identify areas for personal and professional development, while also seeking feedback from clients and colleagues.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Organize and present complex information related to the discipline of sports science in a clear, concise, and logical manner, using appropriate language, tone, and style for the intended audience and purpose.
  • Use a range of communication technologies and media effectively to convey information, such as verbal presentations, written reports, digital media, and social media.
  • Tailor communication strategies to different contexts, such as professional settings, academic contexts, and public forums, and adjust communication styles to meet the needs of different audiences.
  • Work collaboratively with others to develop and present information related to the discipline of sports science, using effective teamwork and communication skills.
  • Critically evaluate and analyse different forms of communication related to the discipline of sports science and identify strengths and weaknesses of various approaches.
  • Engage in reflective practice related to communication, and identify areas for personal and professional development, such as improving listening skills, enhancing non-verbal communication, or developing cultural competence.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Identify personal and professional learning needs.
  • Develop and implement effective learning strategies to meet identified learning needs.
  • Evaluate and reflect on the effectiveness of learning strategies and modify as necessary.
  • Demonstrate the ability to support the ongoing learning needs of others, through effective mentoring and coaching.
  • Demonstrate a commitment to ongoing learning and professional development, through the creation and implementation of a personal development plan.

    Associated Assessment Criteria for Exit Level Outcome 12:
  • Take full responsibility for his or her work, decision-making and use of resources, and full accountability for the decisions and actions of others where appropriate.
  • Take full responsibility for work, decision-making and use of resources, and provide evidence of this through the submission of completed work, decision-making processes and resource management plans.
  • Apply understanding of the concept of shared accountability, including the accountability of others in the decision-making and resource management process.
  • Take full accountability for the decisions and actions of others where appropriate, providing evidence of this through documentation of the decision-making process and communication of expectations.
  • Take steps to prevent mistakes in the future, through reflection and continuous improvement of accountability practices.

    Integrated Assessment:
    The qualification will comprise Integrated Assessment strategies. Case-based presentations that integrate the learning outcomes of various modules is a common approach throughout. This requires the learner to bring in knowledge and skills from the various modules to answer/address the scenario adequately.

    Certain modules employ formative assessment strategies through continual assessment with a summative assessment in the form of an examination, while other modules employ a continuous assessment strategy where a number of assessments count towards a final mark with no final examination. These strategies are set out in the UKZN Assessment Policy (2022). All assessments contribute to evaluating whether exit-level outcomes are met.

    Continual assessment would include:
  • Tests.
  • Written and Practical assignments.
  • Portfolio of evidence: reports on practical sessions.
  • Case studies.
  • Class presentations.
  • Seminar presentations.
  • Peer evaluation.
  • Simulations in structured learning environments.

    Summative assessments would include:
  • Written examinations.
  • Practical examinations.
  • Oral examinations.

    In modules where no final examination is written, a number of assessments contribute towards a final mark. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared to the international qualifications of the following countries:

    Country: Australia
    Institution Name: Curtin University, Perth (CUP)
    Qualification Name: Bachelor of Science (Exercise and Sports Science)
    Duration: 3 Years

    Entry requirements:
  • Desirable WACE courses/ subjects are Maths application, human Biology and/or Physical Education Studies.
  • STAT elements considered are WE and either V or Q.
  • The level of English language proficiency required for admission to this course requires an overall International English Language Testing System (IELTS) score of 7, with a score no less than 6.5 in each domain, Writing, Reading, and listening.

    Exit Level Outcomes:
  • Integrate discipline knowledge and evidence-based approaches to enhancing the health and well-being of individuals and communities through exercise.
  • Demonstrate cultural competence and ethics in exercise promotion, prescription and delivery in the local and global context.
  • Appraise current and emerging technologies that are relevant to the field of exercise science and human performance.
  • Formulate creative solutions to contemporary issues impacting exercise science and human performance.
  • Select effective ways to communicate ideas related to exercise science and human performance, that enhances client participation, choice and decision making.
  • Demonstrate ethical personal autonomy and inter-professional practice when collaborating with diverse groups, industries and stakeholders.
  • Challenge personal and professional knowledge, skills, attitudes and values, and the impact of these on the provision of exercise and human performance services.

    This qualification consists of the following Compulsory Modules:
    Year 1:
  • Foundations for Professional Health Practice.
  • Human Structure and Function.
  • Human Physiology for Exercise Science.
  • Introduction to Psychology.
  • Evidence Informed Health Practice.
  • Functional Anatomy.
  • Indigenous Cultures and Health Behaviours.
  • Physical Activity, Exercise and Fitness Assessment.

    Year 2:
  • Exercise Physiology.
  • Motor Control.
  • Biomechanics.
  • Exercise Delivery.
  • Professional Communication in Exercise Science.
  • Exercise and Sport Psychology.
  • Motor Learning.
  • Exercise Prescription.

    Year 3:
  • Applied Exercise and Sports Physiology.
  • Allied Health Research design.
  • Behaviour Change for Exercise and Health.
  • Exercise Science Professional practice.
  • Exercise and Sports Nutrition.
  • Advanced Biomechanics.
  • Clinical Exercise and Sports Injury.
  • Advanced Coaching and Programming.

    Assessment:
    Feedback will provide learners with information regarding their performance in the assessment task and guidance on how to improve. Feedback may be provided through various methods and from a variety of sources.

    Learners will receive marks and/or feedback as soon as practicable, to maximise the opportunity to improve their performance.

    Assessments will be completed in accordance with the requirements specified in the Unit Outline.

    Similarities:
  • The Curtin University, Perth (CUP), and South African (SA) qualifications both focus on exercise science, human performance, health, and wellbeing.
  • Both qualifications include core scientific modules such as anatomy, physiology, biomechanics, exercise prescription, and psychology.
  • Both prepare graduates for postgraduate study in related areas (e.g., Exercise Science, Sport Science, Biokinetics).

    Differences:
  • Curtin University, Perth (CUP), is offered for a period of three years, while the South African (SA) qualification is offered for four years full-time.
  • Entry requirements differ significantly, CUP requires specific high-school subjects and IELTS 7 for language proficiency, SA qualification follows NSC/RPL pathways and does not require IELTS.

    Country: United Kingdom
    Institution Name: University of Leeds (UL)
    Qualification Name: BSc Sports and Exercise Sciences
    Duration: 3 Year

    Entry requirements:
  • level: AAB, Including a science subject.
  • Critical thinking and general studies excluded.
  • Science subjects: biology, human biology, chemistry, maths, physics and physical education.
  • Science A-level (in England) will be required to achieve a pass in the practical element in addition to the standard A-level grade requirement.
  • An applicant taking the Extended Project Qualification (EPQ), the Cambridge International Project Qualification (Cambridge IPQ) or Welsh Baccalaureate Advanced Skills Challenge Certificate, this can be considered alongside A-levels and may attract an alternative offer in addition to the standard offer.
  • If you're taking A-levels, this would be a 1 grade drop from the standard offer. For example, A in one of the above qualifications with ABB at A-level (BSc applicants).

    Exit Level Outcome:
  • Broad knowledge across the sports and exercise sciences and certain aspects of the biomedical sciences.
  • Knowledge of essential anatomy & physiology of human systems, biochemistry driving energy production, and core concepts in the major discipline areas of sport and exercise sciences.
  • Fundamental practical laboratory skills and techniques and essential academic and professional skills.
  • Develop research and applied skills.
  • Demonstrate critical thinking, creative problem solving, team-working, critical reasoning skills, and gain further experience of applying knowledge and skills to evaluate scientific evidence and creating solutions to major sport related and health problems.

    This qualification consists of the following Compulsory Modules:
    Year 1:
  • Human systems and health.
  • The basis of life.
  • Introductory concepts in sport and exercise sciences.
  • Practical research skills in sport and exercise sciences.
  • Academic and professional skills addressing global challenges.

    Year 2:
  • Advanced sport and exercise sciences concept units I.
  • Advanced sport and exercise sciences concept units II.
  • Practical research skills in sport and exercise sciences.
  • Academic and professional skills addressing global challenges.

    Year 3:
  • Specialised topics in sport and exercise sciences I.
  • Specialised topics in sport and exercise sciences II.
  • Advanced skills.
  • Capstone research project.
  • Choice of a range of discovery modules.

    Assessment:
    A portfolio of assessment approaches is used, the aim is for assessment is to be part of the learning journey of each module and the course as a whole, to use assessment for learning. A mixture of multiple-choice questions, short answer questions and longer essay questions are used in online time limited assessment.

    Many modules adopt authentic assessment approaches where appropriate. Authentic assessments aim to develop the personal and professional skills required in the workplace- to make you workplace ready, so for example, writing of laboratory or other reports, grant applications, presenting orally or delivering poster presentations as well as preparing reflective accounts and portfolios. Communicating science to all learner is also a key skill in which authentic assessment is used. In some circumstances there may be a choice of assessment piece to make it more relevant, meaningful and engaging for all learners. Assessments in the school are prepared in a fair and inclusive manner adhering to relevant and up to date guidance.

    WIL:
  • Work Experience - Not accredited.

    Similarities:
  • The University of Leeds (UL) and South African (SA) qualifications both focus on sport and exercise sciences as core disciplinary fields.
  • Both use a mix of assessments, including essays, reports, portfolios, presentations, and practical tasks.
  • Both programmes prepare learners for postgraduate studies in sports science or related health fields.

    Differences:
  • South African qualification is 4 years, whereas the University of Leeds qualification is 3 years.
  • UL qualification is more scientifically focused, emphasising advanced concepts in sport and exercise science and biomedical topics. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for the following articulation options.

    Horizontal Articulation:
  • Bachelor of Arts, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Arts Honours in Sport Science, NQF Level 8.

    Diagonal articulation:
    No diagonal articulation. 
    		•

    MODERATION OPTIONS 
    N/A. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A. 

    NOTES 
    N/A. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    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.
     
    1. University of KwaZulu-Natal 


    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.