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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Sport Development and Management 
SAQA QUAL ID QUALIFICATION TITLE
74652  Diploma in Sport Development and Management 
ORIGINATOR
The Independent Institute of Education (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Diploma (Min 360)  Field 02 - Culture and Arts  Sport 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2032-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

The purpose of this qualification is to meet an acknowledged need in a niche market and ensure employability for successful students within the greater sports industry and related industries, through the presentation, teaching, exposure and assessment of relevant knowledge and skills. The qualification is proposed to provide specific skills to allow these students immediate employability in Local Government, Councils, Schools, Health and Wellness organisations and Industry.

The qualification will provide the sports industry with graduates with sound skills and competencies based on the theoretical principles of sport development and management. These skills and competencies have been identified as national priorities, as they provide each graduate with specialist skills in either the management of facilities or the management of the development process for athletes in general. This qualification is not for those that will coach or directly train athletes, it seeks to serve the industry around the athlete.

Rationale:

In designing this programme, priority was given to the needs of the South African economy and the demand for Sports Practitioners. This qualification provides the basic skills required for employment in the Sports environment whilst also creating a learning pathway for successful candidates who have not met the entry requirements for degree studies. The industry needs practitioners who are vocationally oriented and this diploma will enable this to happen. Sport in South Africa is not just an industry for those who are able to participate at national competitive level because the development of a sporting nation is focused more on broad based participation for health and lifestyle reasons. Highly competitive sports people will emerge from a larger pool if sport itself is developed and promoted nationally. This qualification seeks to provide the skills for those who will work alongside the players/athletes and coaches and will be able to contribute to the maintenance of the industry as a whole, from the management and coordination of events and facilities through to the management of the environment that develops around sports people.

School leavers are able to enrol in this qualification and following graduation, may enter into either an entry-level position within the sports industry requiring generic sports-related skills, or a more senior position demanding more specialised skills for which the graduates are prepared through the selected area of specialisation chosen during their studies. By providing a strong generic base on which to build more specialist skills in facility management or the development of athletes and/or players (called athlete development) this qualification provides for both. All students must obtain the generic skills and will then, through electives, be able to focus their studies.

Potential employers of students graduating from this proposed qualification include:
  • Local Government or Local Council as Sports Development Officers.
  • School and Sports Clubs as Sports Coordinators.
  • Wellness facilities as Health and Wellness Consultants.
  • Sports Academies as Managers.
  • Organizations focusing on community upliftment as Sports Officers.
  • Self-employed as facility practitioners or sport and athlete development consultants.

    The qualification takes in to consideration the need to improve the communication and computer literacy skills of students given the digital nature of the information age in which graduates need to operate. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that the student is competent in the language of instruction (English) at NQF Level 4.

    Recognition of Prior Learning:

    Students can achieve this qualification in part or in whole through Recognition of Prior Learning. The Independent Institute of Education Recognition of Prior Learning Policy and the Independent Institute of Education Academic Credit Policy guide this process. Students may apply for credits or exemptions for subjects already passed in-house, or at other recognized institutions.

    For recognition of prior learning through informal and non-formal learning processes, the Independent Institute of Education Recognition of Prior Learning Policy and the Independent Institute of Education Academic Credit Policy guide the process whereby skills, knowledge and experience in respect of competence acquired through formal and non-formal learning are assessed. All Recognition of Prior Learning submissions are centralized at the National Offices of each educational brand and sent to the Independent Institute of Education Registrar and the academic Head of Programme at the Central Office for evaluation.

    Access to the Qualification:

    The qualification is for all students who meet one of the following:
  • Are in possession of a National Senior Certificate with English with rating of 2 (30-39%) coupled with an achievement rating of 3 (40-49%) in four recognised 20 credit subjects.
  • Are in possession of a Senior Certificate completed prior to 2008.
  • Have reached the age of 23 years at registration and have acquired three years of appropriate work experience.
  • Are in possession of a Higher Certificate or Advanced Certificate in a relevant area.
  • Comply through Recognition of Prior Learning. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The Diploma: Sport Development and Management comprises two possible streams, namely, Athlete Management or Facilities Management. The number of modules differ between the two, but the final total of Credits of each is 360.

    Stream A (Athlete Management):

    29 modules at the following NQF Levels:

    NQF Level 5:
  • 9 Modules totaling 118 Credits:
    > Business Management 1; 22 Credits.
    > End User Computing; 20 Credits.
    > Financial Management for Non-financial Managers 1; 10 Credits.
    > Business Communication; 10 Credits.
    > Experiential Learning (Observation); 07 Credits.
    > Financial Management for Non-financial Managers 2; 10 Credits.
    > Introduction to Public Relations; 12 Credits.
    > Business Management 2; 18 Credits.
    > Human Resource Management; 09 Credits.

    NQF Level 6:
  • 14 Modules totalling 182 credits:
    > History of Sport; 11 Credits.
    > Sport Industry; 12 Credits.
    > Sport Sociology; 11 Credits.
    > Sport Marketing; 12 Credits.
    > Event Management; 15 Credits.
    > Sport Development; 10 Credits.
    > Sport Sponsorship; 10 Credits.
    > Athlete Development 1 (Stream A); 09 Credits.
    > Ethics in Sport Management; 10 Credits.
    > Entrepreneurship for Sport; 12 Credits.
    > Experiential Learning (Work placement); 10 Credits.
    > Sport Psychology 1 (Stream A); 08 Credits.
    > Management of Sport; 12 Credits.
    > Sport Law; 12 Credits.
    > Project Management; 11 Credits.
    > Human Movement Studies (Stream A); 08 Credits.
    > Sport Nutrition (Stream A); 04 Credits.
    > Injury Prevention (Stream A); 05 Credits.

    NQF Level 7:
  • 5 Modules totalling 60 credits:
    > Health and Safety in Facility Management; 09 Credits.
    > Athlete Development 2 (Stream A); 08 Credits.
    > Community Sport Management; 15 Credits.
    > Experiential Learning (Simulation); 20 Credits.
    > Sport Psychology 2 (Stream A); 08 Credits.

    Stream B (Facilities Management):

    32 modules at the following NQF levels:

    NQF Level 5:
  • 9 Modules totalling 118 credits:
    > Business Management 1; 22 Credits.
    > End User Computing; 20 Credits.
    > Financial Management for Non-financial Managers 1; 10 Credits.
    > Business Communication; 10 Credits.
    > Experiential Learning (Observation); 07 Credits.
    > Financial Management for Non-financial Managers 2; 10 Credits.
    > Introduction to Public Relations; 12 Credits.
    > Business Management 2; 18 Credits.
    > Human Resource Management; 09 Credits.

    NQF Level 6:
  • 14 Modules totalling 163 credits.
    > History of Sport; 11 Credits.
    > Sport Industry; 12 Credits.
    > Sport Sociology; 11 Credits.
    > Sport Marketing; 12 Credits.
    > Event Management; 15 Credits.
    > Sport Development; 10 Credits.
    > Sport Sponsorship; 10 Credits.
    > Facility Management (Stream B); 15 Credits.
    > Ethics in Sport Management; 10 Credits.
    > Entrepreneurship for Sport; 12 Credits.
    > Experiential Learning (Work placement); 10 Credits.
    > Management of Sport; 12 Credits.
    > Sport Law; 12 Credits.
    > Project Management; 11 Credits.

    NQF Level 7:
  • 6 Modules totalling 79 credits:
    > Health and Safety in Facility Management; 09 Credits.
    > Facility Management Organisation (Stream B); 13 Credits.
    > Community Sport Management; 15 Credits.
    > Experiential Learning (Simulation); 20 Credits.
    > Building Management (Stream B); 13 Credits.
    > Facilities Space Planning (Stream B); 09 Credits.

    Total Credits for the qualification for either Stream: 360. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Communicate effectively, ethically and professionally in a business environment, demonstrating the ability to present and communicate information reliably and appropriately.

    2. Apply a range of management principles and theories to the different facets of the sports industry in the South African context.

    3. Demonstrate a critical awareness of the role of best practice in sport management.

    4. Apply concepts and relevant skills to managing facilities, events and athlete development within a South African context.

    5. Demonstrate the ability to function in the broader South African sport and recreation environment in a sensitive and empathetic way.

    6. Demonstrate a critical understanding of the impact of sport on community development and upliftment in the South African context.

    Critical Cross-Field Outcomes:

    All the Critical Cross-Field Outcomes are addressed in this qualification. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The effective use of a personal computer and associated understanding of relevant software packages in a business environment is demonstrated.
  • Rules, principles and theories of effective communication are applied in the sports environment.
  • Essential communication methods, procedures and techniques are applied in a sports environment.
  • The ability to integrate and adapt effective communication methods, procedures and techniques to a variety of circumstances is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Acquired generic business management knowledge and competencies are applied in an integrative manner within specific areas of sport and physical recreation activities.
  • The fundamental aspects of marketing of sport through the use of sport are applied to familiar and unfamiliar contexts.
  • The application of entrepreneurial skills and competencies in the sport and physical recreation industry is demonstrated through solving well-defined problems in familiar and unfamiliar contexts.
  • The fundamental concepts of sponsorship as a major source of funding of sport and physical recreation activities are applied to familiar and unfamiliar contexts using correct procedures.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • The need for the structure and methods of governance in the South African sporting context is described.
  • A variety of theories and policies related to ethical behaviour in sport and physical recreation activities are described and applied to the South African context of sport.
  • A variety of legislation and policies on Law in sport and physical recreation activities is described and applied.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • The design, implementation and management of a sport development programme is explained and presented reliably and coherently.
  • A variety of theories, principles and policies of human movement, athlete development and coaching in sport and physical recreation activities, is applied to well defined, familiar and unfamiliar sporting contexts.
  • The management models for the planning, coordination, presentation, organising, funding and evaluation of sport and physical recreation events are applied to familiar and unfamiliar contexts using current procedures and appropriate evidence.
  • The management models, policies and procedures involved in the effective management of facilities are applied to familiar and unfamiliar contexts using correct procedures.
  • Health and safety rules, policies and legislation in the sport and physical recreation industry are applied to unfamiliar concrete and abstract examples.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • The influences and effect of key identified areas, dimensions and theories on the present and future of sport and physical recreation activities are described and applied to unfamiliar problems.
  • The structure and methods of governance in the South African sporting context are described.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • The influences and effect of sport and recreation on societies holistically, as well as the effect society has on the present and future of sport and physical recreation activities are described.
  • The positive impact that sport and recreation has on the individual with regards to living a balanced lifestyle according to societal norms is described.

    Integrated Assessment:

    Formative Assessment:

    Learning and assessment are integrated. Continual formative assessment is required so that students are given feedback on their progress in the achievement of learning outcomes. The scheme of work includes assignments based on the learning material and students are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.

    Summative assessment is concerned with the judgment of the learning in relation to the Exit-Level Outcomes of the qualification and tests the student's ability to integrate the larger body of knowledge, skills and attitudes that are represented by the Exit-Level Outcomes as a whole. Methods include examinations, projects, laboratory reports or equivalent assessment such as portfolios of evidence. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Independent Institute of Education Diploma in Sport Development and Management was compared to qualifications from the United Kingdom and Australia, the reasons being that both of these countries have similar sporting cultures to South Africa and have influenced the manner in which sport is played in this country. Also, both countries are regular opponents to South African sports teams and as a result, are no strangers to South Africa on the sporting front.

    This qualification was compared to the Bachelor of Arts: Sports Studies (Sports Development) of the University of Chichester in the United Kingdom; the Bachelor of Sport and Recreation from the University of South Australia and the Diploma of Sport (Development) from Swinburne University of Technology, Melbourne both from Australia.

    United Kingdom:

    The BA Sports Studies (Sport Development) from the University of Chichester provides a strong foundation for its students by introducing them to sport from a very generic perspective, while introducing concepts and theories on development and management. It also draws on the economic aspects of sports, as well as the health and lifestyle benefits of leading an active life, as does the Independent Institute of Education qualification. However, BA Sports Studies (Sport Development) does not address facility management, which limits the students' preparation for the sports industry.

    Australia:

    The Bachelor of Sport and Recreation offered at the University of South Australia is similar to the Independent Institute of Education qualification in that it prepares students for areas of the sports industry such as sport management, event management, leisure management and recreation planning. In order to prepare students for these areas of the sports industry, the Bachelor of Sport and Recreation has a very strong focus on the business of sport and facility management, which is characterised by the business-orientated modules within the qualification presented within a sporting context. Unlike the Independent Institute of Education qualification, the Bachelor of Sport and Recreation from the University of South Australia does not prepare students for careers within sport development.

    The Diploma of Sport (Development) from Swinburne University of Technology is the most similar to the Independent Institute of Education qualification out of the three international qualifications compared. The Diploma of Sport (Development) has a focus on both facility management as well as the development of the athlete and also covers aspects of the sports industry, such as events and recreation programming, which is similar to the Independent Institute of Education qualification. The Diploma of Sport (Development) differs from the Independent Institute of Education qualification in that is has a more 'hands on' approach to sport in areas such as sport officiating and actual exercise instruction. The Independent Institute of Education qualification allows students to understand these aspects of the sports industry but it does not prepare students to actively engage with athletes on the sports field; rather it tries to co-ordinate the development of the student within a structured programme.

    The Independent Institute of Education Diploma in Sport Development and Management contains aspects out of all three of the international qualifications against which it was compared. However the Independent Institute of Education qualification give a more comprehensive preparation of students for the sports industry, as it has at its core a strong focus in Sport Development, Event and Facility Management that all provide them with a broad yet very relevant grounding for the sports industry. A defining quality of the Independent Institute of Education qualification is its distinct sense of community, which theme runs throughout the qualification and is indicative of the country in which the qualification is offered, which is in dire need of professionals capable of uplifting communities, so that through sport and recreation, they may all achieve their full potential. 

    ARTICULATION OPTIONS 
    This Qualification articulates horizontally with any diplomas at NQF Level 6 in Development and/or Management.

    The Qualification articulates vertically with any Bachelor's degree in Development and/or management. 

    MODERATION OPTIONS 
    All exit level modules are externally moderated while all others are internally moderated.

    The Independent Institute of Education which is a multi site provider has a sophisticated system of internal and external moderation to assure quality and ensure equity of provision. Feedback from moderators is used to improve the quality of assessment, material and student support as well as to ensure fairness and validity in any particular examination cycle. External moderation is also used to ensure that the quality of the programme content and its assessment is comparable to that offered by other providers.

    All HEQC accreditation criteria in this regard are met and indeed exceeded because of the additional layer of internal moderation to secure equity across the sites.

    Internal Moderation:

    The role of internal moderation is to ensure that assessments are conducted appropriately and fairly and are a valid indication of a student's performance. It is also a key element of Quality Management across all Independent Institute of Education campuses. Lecturers who are involved in the assessment of learning outcomes need to be able to account for all levels of assessment including assignments, examinations, portfolios etc. Moderation of assessment is formalised within the institution on both an internal and external level through the Independent Institute of Education Quality Management System. Feedback on internal moderation is provided to respective lecturers and academic staff across the campuses through a moderation report.

    Criteria for Appointment of External Examiners/External Moderators:

    To date moderators that meet the requirements (see below) are approved by the Senior Head of Programme. The Senior Head of Programme holds the position equivalent to a Head of School in a public provider. The moderators` details are then approved by the Director (Academic Head). As of 2009 a list of moderators, their institutional affiliation and qualifications will also be considered by both the relevant Faculty Board and Senate on a semester basis.

    Criteria for the appointment of external moderators include:
  • For courses at the exit level, someone not employed by the Independent Institute of Education.
  • A relevant qualification one level higher than the exit level of the qualification being moderated and competency in assessment.
  • For practical subjects, relevant and extensive industry/educational experience in the specific field of study.
  • For theoretical subjects, relevant educational experience and a qualification higher than the level which they are moderating.
  • Being drawn from a range of backgrounds and institutions.
  • Approval by the relevant Head of Programme. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    No ETQA registration is required for moderators or assessors of programmes accredited by the HEQC. Assessors and moderators hold a qualification at least one level higher than the qualification being assessed or moderated. Moderators are also required to have more than two years teaching experience. Assessors with less than two years experience have their assessment work moderated by a peer.

    According to the HEQC, assessors in higher education need not be registered with the ETDP SETA or any other structure as was contemplated in the criteria and guidelines for the registration of assessors. 

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

    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. The Independent Institute of Education (Pty) Ltd 


    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.