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
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and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA)
should be acknowledged as the source
SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:
Apply principles of sport and exercise physiology
SAQA US ID
UNIT STANDARD TITLE
10210
Apply principles of sport and exercise physiology
ORIGINATOR
SGB Recreation & Fitness
QUALITY ASSURING BODY
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
15
REGISTRATION STATUS
REGISTRATION START DATE
REGISTRATION END DATE
SAQA DECISION NUMBER
Reregistered
2012-07-01
2015-06-30
SAQA 0695/12
LAST DATE FOR ENROLMENT
LAST DATE FOR ACHIEVEMENT
2016-06-30
2019-06-30
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 apply knowledge about sport and exercise
physiology to the evaluation and design of physical fitness programmes.
In addition the learner will be well positioned to extend their learning and practice to other areas where sport and exercise science is applied to training programmes,
or to strive toward unit standards and practice at higher levels.
Competent qualifying learners will be able to design physical fitness training protocols that comply with relevant physiological principles of training, thus improving the
delivery of effective sport and fitness conditioning programmes 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 4
UNIT STANDARD RANGE
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in examples for each outcome. These are prefaced by
"for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must, however, be comparable in scope and complexity.
These are intended only as a general guide to the scope and complexity of what is required.
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Describe the body systems and the physiological factors associated with them.
OUTCOME NOTES
Describe the body systems and the physiological factors associated with them that can affect performance.
For example:
 Analyse the appropriate energy systems that underpin a specific exercise or sport.
 Outline the three energy systems and describe when each is used and the interrelationship of each.
 Analyse the contribution of each energy system to a specific exercise or sport and compare the recovery times of each system.
 Identify different types of recovery programmes and outline the importance of including recovery techniques in a training programme.
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.
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.
Testimonies - 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 unit standards are captured in a way that makes sense for assessment.
Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical cross-field outcomes are assessed:
Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
1. Effective recovery activities are included in training programmes
2. Conditioning programmes are implemented that provide for improvement in endurance, flexibility, strength, speed, power, agility, balance and co-ordination.
Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
4. Training methods are adjusted according to changing environmental and physical conditions
5. Specific conditionings are adapted according to the fitness status of the participant/s
ASSESSMENT CRITERION NOTES
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.
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.
Testimonies - collect a portfolio of evidence from suitable people, e.g. report from a third party.
SPECIFIC OUTCOME 2
Outline and analyse the effects of environmental and physical factors.
OUTCOME NOTES
Outline and analyse the effects of environmental and physical factors that may influence performance.
For example:
 Outline and discuss environmental and physical factors that may affect performance in a specific sport or exercise.
 Describe and analyse the possible physiological effect of these factors.
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.
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.
Testimonies - 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 unit standards are captured in a way that makes sense for assessment.
Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical cross-field outcomes are assessed:
Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
1. Effective recovery activities are included in training programmes
2. Conditioning programmes are implemented that provide for improvement in endurance, flexibility, strength, speed, power, agility, balance and co-ordination.
Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
4. Training methods are adjusted according to changing environmental and physical conditions
Specific conditionings are adapted according to the fitness status of the participant/s
ASSESSMENT CRITERION NOTES
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.
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.
Testimonies - collect a portfolio of evidence from suitable people, e.g. report from a third party.
SPECIFIC OUTCOME 3
Demonstrate knowledge of the physiological responses
OUTCOME NOTES
Demonstrate knowledge of the physiological responses to endurance training and various methods of endurance training for improved performance.
For example:
 Describe the different types of endurance training.
 Identify and demonstrate correct technique for a range of endurance training exercises.
 Analyse the strength needs of a specific sport and design a general programme of endurance training that is appropriate.
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.
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.
Testimonies - 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 unit standards are captured in a way that makes sense for assessment.
Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical cross-field outcomes are assessed:
Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
1. Effective recovery activities are included in training programmes
2. Conditioning programmes are implemented that provide for improvement in endurance, flexibility, strength, speed, power, agility, balance and co-ordination.
Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
4. Training methods are adjusted according to changing environmental and physical conditions
Specific conditionings are adapted according to the fitness status of the participant/s
ASSESSMENT CRITERION NOTES
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.
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.
Testimonies - collect a portfolio of evidence from suitable people, e.g. report from a third party.
SPECIFIC OUTCOME 4
Demonstrate knowledge of the physiological responses to resistance training.
OUTCOME NOTES
Demonstrate knowledge of the physiological responses to resistance training and various methods of resistance training for improved performance.
For example:
 Describe the different types of purposes of resistance training.
 Identify and demonstrate correct technique for a range of strength training exercises.
 Analyse the strength needs of a specific sport and design a general programme of resistance training that is appropriate.
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.
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.
Testimonies - 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 unit standards are captured in a way that makes sense for assessment.
Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical cross-field outcomes are assessed:
Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
1. Effective recovery activities are included in training programmes
2. Conditioning programmes are implemented that provide for improvement in endurance, flexibility, strength, speed, power, agility, balance and co-ordination.
Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
4. Training methods are adjusted according to changing environmental and physical conditions
Specific conditionings are adapted according to the fitness status of the participant/s
ASSESSMENT CRITERION NOTES
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.
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.
Testimonies - collect a portfolio of evidence from suitable people, e.g. report from a third party.
SPECIFIC OUTCOME 5
Demonstrate knowledge of the physiological responses to flexibility training.
OUTCOME NOTES
Demonstrate knowledge of the physiological responses to flexibility training and various methods of flexibility training for improved performance.
For example:
 Describe the different types of purposes of flexibility training.
 Identify and demonstrate correct technique for a range of flexibility exercises.
 Analyse the strength needs of a specific sport and design a general programme of flexibility training that is appropriate.
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.
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.
Testimonies - 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 unit standards are captured in a way that makes sense for assessment.
Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical cross-field outcomes are assessed:
Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
1. Effective recovery activities are included in training programmes
2. Conditioning programmes are implemented that provide for improvement in endurance, flexibility, strength, speed, power, agility, balance and co-ordination.
Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
4. Training methods are adjusted according to changing environmental and physical conditions
Specific conditionings are adapted according to the fitness status of the participant/s
ASSESSMENT CRITERION NOTES
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.
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.
Testimonies - collect a portfolio of evidence from suitable people, e.g. report from a third party.
SPECIFIC OUTCOME 6
Demonstrate knowledge of the physiological responses to speed and power training.
OUTCOME NOTES
6. Demonstrate knowledge of the physiological responses to speed and power training and various methods of speed and power training for improved performance.
For example:
 Describe the different types of purposes of speed and power training.
 Identify and demonstrate correct technique for a range of speed and power training exercises.
Analyse the strength needs of a specific sport and design a general programme of speed and power training that is appropriate.
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.
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.
Testimonies - 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 unit standards are captured in a way that makes sense for assessment.
Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical cross-field outcomes are assessed:
Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
1. Effective recovery activities are included in training programmes
2. Conditioning programmes are implemented that provide for improvement in endurance, flexibility, strength, speed, power, agility, balance and co-ordination.
Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
4. Training methods are adjusted according to changing environmental and physical conditions
Specific conditionings are adapted according to the fitness status of the participant/s
ASSESSMENT CRITERION NOTES
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.
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.
Testimonies - collect a portfolio of evidence from suitable people, e.g. report from a third party.
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.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The qualifying learner is able to demonstrate knowledge and understanding of:
1.
2.
3.
4.
5.
Anatomy and physiology of the energy systems of the body.
Physiological mechanisms that underlie adaptations to training.
The principles of training and the design of fitness programmes.
Fitness requirements for sport and fitness.
Physiological basis of endurance, strength, speed, power, agility, balance, flexibility and co-ordination.
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING
Problem solving relates to:
Demonstrate knowledge of the physiological responses to resistance training and various methods of resistance training for improved performance.
For example:
 Describe the different types of purposes of resistance training.
 Identify and demonstrate correct technique for a range of strength training exercises.
 Analyse the strength needs of a specific sport and design a general programme of resistance training that is appropriate.
Demonstrate knowledge of the physiological responses to flexibility training and various methods of flexibility training for improved performance.
For example:
 Describe the different types of purposes of flexibility training.
 Identify and demonstrate correct technique for a range of flexibility exercises.
 Analyse the strength needs of a specific sport and design a general programme of flexibility training that is appropriate.
Demonstrate knowledge of the physiological responses to speed and power training and various methods of speed and power training for improved performance.
For example:
 Describe the different types of purposes of speed and power training.
 Identify and demonstrate correct technique for a range of speed and power training exercises.
Analyse the strength needs of a specific sport and design a general programme of speed and power training that is appropriate.
UNIT STANDARD CCFO ORGANISING
Self-organisation and management.
UNIT STANDARD CCFO COLLECTING
Information evaluation relates to:
1. Describe the body systems and the physiological factors associated with them that can affect performance.
For example:
 Analyse the appropriate energy systems that underpin a specific exercise or sport.
 Outline the three energy systems and describe when each is used and the interrelationship of each.
 Analyse the contribution of each energy system to a specific exercise or sport and compare the recovery times of each system.
 Identify different types of recovery programmes and outline the importance of including recovery techniques in a training programme.
2. Outline and analyse the effects of environmental and physical factors that may influence performance.
For example:
 Outline and discuss environmental and physical factors that may affect performance in a specific sport or exercise.
 Describe and analyse the possible physiological effect of these factors.
3. Demonstrate knowledge of the physiological responses to endurance training and various methods of endurance training for improved performance.
For example:
 Describe the different types of endurance training.
 Identify and demonstrate correct technique for a range of endurance training exercises.
 Analyse the strength needs of a specific sport and design a general programme of endurance training that is appropriate.
4. Demonstrate knowledge of the physiological responses to resistance training and various methods of resistance training for improved performance.
For example:
 Describe the different types of purposes of resistance training.
 Identify and demonstrate correct technique for a range of strength training exercises.
 Analyse the strength needs of a specific sport and design a general programme of resistance training that is appropriate.
5. Demonstrate knowledge of the physiological responses to flexibility training and various methods of flexibility training for improved performance.
For example:
 Describe the different types of purposes of flexibility training.
 Identify and demonstrate correct technique for a range of flexibility exercises.
 Analyse the strength needs of a specific sport and design a general programme of flexibility training that is appropriate.
6. Demonstrate knowledge of the physiological responses to speed and power training and various methods of speed and power training for improved performance.
For example:
 Describe the different types of purposes of speed and power training.
 Identify and demonstrate correct technique for a range of speed and power training exercises.
Analyse the strength needs of a specific sport and design a general programme of speed and power training that is appropriate.
UNIT STANDARD CCFO COMMUNICATING
Communication relates to:
Describe the body systems and the physiological factors associated with them that can affect performance.
For example:
 Analyse the appropriate energy systems that underpin a specific exercise or sport.
 Outline the three energy systems and describe when each is used and the interrelationship of each.
 Analyse the contribution of each energy system to a specific exercise or sport and compare the recovery times of each system.
 Identify different types of recovery programmes and outline the importance of including recovery techniques in a training programme.
 Describe and analyse the possible physiological effect of these factors.
Demonstrate knowledge of the physiological responses to endurance training and various methods of endurance training for improved performance.
For example:
 Describe the different types of endurance training.
 Identify and demonstrate correct technique for a range of endurance training exercises.
 Analyse the strength needs of a specific sport and design a general programme of endurance training that is appropriate.
UNIT STANDARD CCFO SCIENCE
Use of science and technology relates to:
Describe the body systems and the physiological factors associated with them that can affect performance.
For example:
 Analyse the appropriate energy systems that underpin a specific exercise or sport.
 Outline the three energy systems and describe when each is used and the interrelationship of each.
 Analyse the contribution of each energy system to a specific exercise or sport and compare the recovery times of each system.
 Identify different types of recovery programmes and outline the importance of including recovery techniques in a training programme.
Outline and analyse the effects of environmental and physical factors that may influence performance.
For example:
 Outline and discuss environmental and physical factors that may affect performance in a specific sport or exercise.
 Describe and analyse the possible physiological effect of these factors.
Demonstrate knowledge of the physiological responses to endurance training and various methods of endurance training for improved performance.
For example:
 Describe the different types of endurance training.
 Identify and demonstrate correct technique for a range of endurance training exercises.
 Analyse the strength needs of a specific sport and design a general programme of endurance training that is appropriate.
Demonstrate knowledge of the physiological responses to resistance training and various methods of resistance training for improved performance.
For example:
 Describe the different types of purposes of resistance training.
 Identify and demonstrate correct technique for a range of strength training exercises.
 Analyse the strength needs of a specific sport and design a general programme of resistance training that is appropriate.
Demonstrate knowledge of the physiological responses to flexibility training and various methods of flexibility training for improved performance.
For example:
 Describe the different types of purposes of flexibility training.
 Identify and demonstrate correct technique for a range of flexibility exercises.
 Analyse the strength needs of a specific sport and design a general programme of flexibility training that is appropriate.
Demonstrate knowledge of the physiological responses to speed and power training and various methods of speed and power training for improved performance.
For example:
 Describe the different types of purposes of speed and power training.
 Identify and demonstrate correct technique for a range of speed and power training exercises.
Analyse the strength needs of a specific sport and design a general programme of speed and power training that is appropriate.
UNIT STANDARD CCFO CONTRIBUTING
Inter-relatedness of systems relates to:
Describe the body systems and the physiological factors associated with them that can affect performance.
For example:
 Analyse the appropriate energy systems that underpin a specific exercise or sport.
 Outline the three energy systems and describe when each is used and the interrelationship of each.
 Analyse the contribution of each energy system to a specific exercise or sport and compare the recovery times of each system.
 Identify different types of recovery programmes and outline the importance of including recovery techniques in a training programme.
 Describe and analyse the possible physiological effect of these factors.
Demonstrate knowledge of the physiological responses to endurance training and various methods of endurance training for improved performance.
For example:
 Describe the different types of endurance training.
 Identify and demonstrate correct technique for a range of endurance training exercises.
 Analyse the strength needs of a specific sport and design a general programme of endurance training that is appropriate.
QUALIFICATIONS UTILISING THIS UNIT STANDARD:
ID
QUALIFICATION TITLE
PRE-2009 NQF
LEVEL
NQF LEVEL
STATUS
END
DATE
QUALITY ASSURING BODY
Core
67695
National Certificate: Coaching Science
Level 5
NQF Level 05
Reregistered
2015-0630
As per Learning Programmes recorded
against this Qual
Core
67693
National Certificate: Fitness
Level 5
Level TBA: Pre2015-06Reregistered
2009 was L5
30
As per Learning Programmes recorded
against this Qual
Core
67691
National Diploma: Fitness
Level 5
NQF Level 05
Reregistered
2015-0630
As per Learning Programmes recorded
against this Qual
National Diploma: Orientation and
Mobility Practice
Level 5
NQF Level 05
Reregistered
2015-0630
ETDP SETA
Elective 67373
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 Quality Assuring
Bodies 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 Quality Assuring Body should be notified if a record appears to be missing from here.
NONE
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