SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Education Honours in Physical Education

SAQA QUAL ID	QUALIFICATION TITLE
115492	Bachelor of Education Honours in Physical Education
ORIGINATOR
North West University
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Honours Degree	Field 05 - Education, Training and Development		Higher Education and Training
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered		EXCO 0324/24	2024-07-01	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2027-06-30		2029-06-30

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 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 Education Honours in Physical Education is to deepen and extend the knowledge, skills, and research capacity of qualified education professionals in the field of Physical Education. The qualification equips learners with the theoretical knowledge, applied competencies, and methodological skills necessary to critically engage with the field's complex pedagogical, developmental, and legal dimensions. Target learners include practising educators, curriculum specialists, sport and movement coordinators, and those aspiring to pursue further postgraduate studies in education or physical education. Learners will be motivated to complete this qualification in order to strengthen their professional competence, contribute to school-based and community health and movement programmes, and prepare for research-based academic or professional careers. The qualification offers both personal development and career advancement opportunities, while also enhancing the quality of teaching and learning in Physical Education.

This is a professional and research-oriented academic qualification situated at NQF Level 8. It provides learners with a critical understanding of the theoretical and practical foundations of Physical Education, including exercise science, motor learning and development, talent identification and development, movement education, and education law. Through the integration of educational research theory and practice, learners will be able to initiate and conduct independent research, evaluate contextual challenges, and apply innovative solutions in school and sport-related environments. Graduates will be responsible for planning, leading, and managing Physical Education programmes and initiatives that are aligned with contemporary educational, ethical, and legal standards.

A qualified learner will be able to:

Demonstrate an advanced understanding of the principles and practices in Physical Education and its related sub-disciplines.

Design and manage developmentally appropriate movement and sport programmes in diverse educational settings.

Analyse and apply theories of motor development, talent identification, and inclusive movement education.

Interpret and implement relevant educational legislation and policy in the context of Physical Education.

Engage with and conduct educational research that informs best practices in Physical Education.

Act as a professional leader and advocate for holistic learner development, wellness, and social transformation through Physical Education.

In addition, learner attributes including the ability to apply appropriate methods, procedures, and techniques; access, process and communicate information; and act ethically and responsibly in professional contexts will be integrated throughout the learning process. The qualification also develops competence in solving complex problems, working effectively in teams, managing self-directed learning, interpreting and communicating research findings, and using appropriate technology to support teaching and learning in Physical Education.

Rationale:
There is a growing recognition of the critical role that Physical Education (PE) plays in promoting the holistic development of learners, fostering health and wellness, and advancing social cohesion within school and community contexts. However, existing qualifications no longer adequately address the evolving theoretical, pedagogical, and legal complexities within the field. In particular, there is a shortage of specialised postgraduate programmes that consolidate and deepen knowledge in Physical Education, sport, and movement education, while also preparing educators for research-focused roles. This qualification was developed to address the need for an advanced academic and professional qualification that meets the Minimum Requirements for Teacher Education Qualifications (MRTEQ), strengthens the leadership base in education, and ensures alignment with current national priorities and global trends. A review of the NQF revealed that no equivalent qualification with this specific focus and depth is currently registered.

This qualification is designed to support the education, sport, and health sectors by addressing the demand for skilled professionals who can advance Physical Education through evidence-based practice and applied research. The qualification responds to the need identified by teacher education institutions, professional associations, and education departments for educators who can integrate exercise science, talent development, and education law in school sport and physical development programmes. Extensive consultations were held with higher education institutions, curriculum specialists, provincial education departments, and sport and movement development stakeholders. These consultations confirmed the need for a postgraduate qualification that bridges pedagogical expertise and research capacity. The qualification will contribute to national goals such as improving educational outcomes, advancing the sport-for-development agenda, and promoting health and wellbeing through Physical Education in schools and communities.

The typical learners targeted for this qualification include practising educators, education managers, and curriculum advisors who hold a professional teaching qualification at NQF Level 7 and wish to specialise or advance in the field of Physical Education. These learners are often employed in school settings and seek to improve their expertise in sport and movement education, or to prepare for research-focused academic careers. Upon completion, graduates will be well-positioned to pursue careers as educators, sport programme coordinators, athletic trainers, movement education advisors, or researchers in Physical Education. This qualification also serves as a stepping stone for entry into a Master of Education (MEd) programme, thereby supporting vertical academic progression and academic career development.

In line with Section 28 of the NQF Act, the development of this qualification involved collaboration with relevant stakeholders and role players in the field of education, including higher education institutions, teacher educators, and experts in Physical Education. Where applicable, alignment with the South African Council for Educators (SACE) has been considered, as successful completion of this qualification contributes towards the continued professional development (CPD) points and professional registration requirements for educators. The qualification also aligns with the MRTEQ framework, ensuring that it meets national standards for teacher education. While professional registration is not mandatory for all roles, endorsement by SACE ensures that graduates meet the professional and ethical standards required in the education sector.

This qualification links to the general pathway leading to further studies at Master's level, particularly in education or physical education-related specialisations. It also supports the vocational and professional pathways by equipping learners for roles in education, sport administration, coaching, and movement development. Typical occupations or professions in which the qualifying learner will operate include: Educator, Sport Coach, Fitness Instructor, Athletic Trainer, Sport Programme Coordinator, Recreational Director, Physical Education Specialist, and Sport Development Officer. Professional registration, membership or licensing as required by recognised professional bodies, and proof of collaboration with the relevant stakeholders are linked to three learning pathways: general, vocational, and professional. The general pathway links to further education, the vocational pathway leads to occupations in the workplace and sectors, and the professional pathway leads to registration with statutory bodies.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
In accordance with the 2019 amended National Policy and Criteria for the Implementation of Recognition of Prior Learning:
RPL refers to the principles and processes through which the prior knowledge and skills of a person are made visible, mediated and rigorously assessed and moderated for the purposes of alternative access and admission, recognition and certification, or further learning and development.

RPL must be conducted in a valid, reliable, transparent and equitable way.
RPL decisions must be cognisant of statutory requirements and standard selection criteria in the case of professional qualifications.
RPL may be used to grant access to a qualification, or for purposes of advanced standing or exempting a candidate from a module(s) of a particular academic programme on the grounds of the outcomes of the module(s) having been attained as evident from the RPL portfolio submitted by the candidate and evaluated by the panel of academic experts in the Faculty concerned.

RPL will be applied according to the institution's General Academic Rules (2019:3-4), Rules 1.6 and 1.7 and Rules for Teaching, Learning and Assessment (2019), as follows:

Admission and advanced standing on the grounds of recognition of prior learning

An executive dean may, by means of the recognition of prior learning (RPL) in accordance with the university's Rules for Teaching, Learning and Assessment (2019), grant a learner who does not meet the minimum admission requirements admission to a programme of a qualification, or grant advanced standing to a learner by exempting the learner from the recognised modules required for the completion of a particular programme. The faculty must ensure that quality assurance processes that address the specificities of the RPL process (including applications, assessment, and reporting and management systems) are implemented; and that administrative and support systems, both prior and subsequent to RPL assessment, are in place.
Only proven informal or non-formal learning may be taken into consideration by means of RPL; the process of equivalence-setting between such learning and formal modules must be documented, and its outcome must be recorded on the official learner record. Where a learner was granted an exemption for one or more modules as a consequence of RPL, the remaining HEMIS credits required for the qualification must be obtained by completing the relevant programme.

The maximum portion of a qualification from which a learner may be exempted by means of RPL is fifty per cent of the credits of the full qualification. Not more than 10% of a cohort of learners in an academic programme can be admitted through an RPL process.

Credit recognition and transfer:
Credit recognition and transfer entails a documented process by means of which a learner receives credit for specified prescribed modules or coursework components of a formal programme offered by the university, allowing the adjustment of the minimum study period for the completion of a programme offered by the university within the framework of General academic Rules 2 to 5.

Credit recognition and transfer may only be granted for credits obtained during studies towards a formal qualification, including credits obtained for modules taken for non-degree purposes.
For the purposes of credit recognition and transfer, distinctions are maintained between programmes leading to a qualification that has been completed and those that have not been completed and between credits received in programmes offered by the university and credits received from other recognised higher education institutions.

Credit recognition and transfer apply to:

A learner of the university who is registered for, but has not completed a programme, and who wishes to change to a different programme linked to the same qualification;

A learner of the university who is registered for, but has not completed a programme, and who wishes to change to a different programme linked to a different qualification;

A learner registered at another recognised higher education institution who has not completed the programme at that institution, and who wishes to register for the same or a different programme at the university.

A learner who has completed a qualification at the university or at another recognised higher education institution who wishes to enrol for a programme leading to another qualification at the university, and qualifications that consist entirely or partially of coursework modules or components, but not qualifications that consist purely of a research component.

Credit recognition and transfer can only be granted to a learner who meets the minimum admission requirements of the qualification and programme for which the learner wishes to register. The procedure and form of written application, and the conditions for credit recognition and transfer in formal academic programmes and qualifications offered by a faculty must be provided for in the faculty rules.
The executive dean of a faculty has the final discretion regarding the granting of credit recognition and transfer and is responsible for overseeing the procedure provided for in rule 1.7.3 and for ensuring appropriate record-keeping thereof.

The minimum entry requirements for this qualification are:

Bachelor of Education, NQF Level 7.
Or

Bachelor's Degree and a Postgraduate Certificate in Education, a recognised professional teaching qualification, NQF Level 7.
Or

A four-year professional teaching qualification plus an Advanced Diploma in a cognate sub-field of Education.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises compulsory modules at National Qualifications Framework (NQF) Level 8, totalling 126 Credits.

Compulsory Modules, NQF Level 8, 126 Credits:

Exercise science, 16 Credits

Motor learning and development, 16 Credits

Talent identification & development, 16 Credits

Movement education and education law, 16 Credits

Sport and movement education management, 16 Credits

Educational research theory and practice, 46 Credits.

EXIT LEVEL OUTCOMES

1. Critically apply and evaluate advanced knowledge of theoretical and practical concepts in Physical Education, including exercise science, motor learning and development, talent identification and development, movement education, education law, and sport and movement education management.
2. Engage critically and coherently with scholarly discourse in Physical Education, demonstrating the ability to synthesise, interpret and communicate complex information across varied academic and professional formats.
3. Identify, analyse and address complex problems in Physical Education through reflective reasoning and evidence-based decision-making.
4. Design, conduct and communicate a research-based inquiry within the field of Physical Education using appropriate methodologies and ethical principles.
5. Demonstrate a principled understanding of professional, civic and environmental responsibilities, applying ethical reasoning to advance equity, human rights and social justice in educational and physical activity contexts.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Analyse and apply theoretical knowledge of exercise science, motor development, talent identification, movement education, education law, and sport and movement management, with clarity and contextual relevance.

Evaluate the implications of theoretical frameworks and concepts in Physical Education within diverse teaching and learning environments.

Integrate specialised and interdisciplinary knowledge to inform reflective and contextually appropriate practice in Physical Education.

Associated Assessment Criteria for Exit Level Outcome 2:

Critically engage with and synthesise relevant literature and debates in Physical Education, demonstrating coherence and insight.

Communicate complex academic and professional ideas clearly and effectively across a range of written, oral and multimodal formats.

Evaluate and construct arguments within scholarly discourse in Physical Education using appropriate referencing and conceptual frameworks.

Associated Assessment Criteria for Exit Level Outcome 3:

Identify and analyse complex problems and challenges in the field of Physical Education using evidence-based reasoning.

Apply critical reflection and theoretical insight to propose informed, practical and ethical solutions.

Justify decisions through structured argumentation grounded in theoretical and contextual understanding.

Associated Assessment Criteria for Exit Level Outcome 4:

Formulate a coherent and ethically sound research proposal aligned to issues in Physical Education.

Apply appropriate research methodologies to gather, analyse and interpret data effectively.

Present and communicate research findings clearly, logically and ethically, using suitable academic conventions and formats.

Associated Assessment Criteria for Exit Level Outcome 5:

Demonstrate knowledge of the ethical, civic and environmental responsibilities of educators and professionals in Physical Education contexts.

Reflect on personal and professional conduct in relation to values such as human dignity, equity, social justice and environmental integrity.

Apply inclusive and socially responsive strategies that promote wellbeing and rights within educational and physical activity environments.

Integrated Assessment
Learners Academic Access, Retention, Attainment and Success (ARAS) at the institution require heightened responsiveness in provisions for social justice and equal opportunity, including but not limited to admission requirements, academic content, assessment approaches and methods, modes of provision, learners' academic development and support opportunities, and non-academic support to learners. Teaching, learning and assessment should promote competency-based pedagogical practices that emphasise flexible learning and thinking, self-directed and lifelong learning, local and global knowledge, and diverse learning opportunities and assessment criteria to promote the academic success of a diverse learner body.

Curriculum compilation implies a logical coherence and continuous constructive alignment of:

The qualification purpose,

The qualification outcomes and associated assessment criteria,

The chosen learning components (core, fundamental and elective modules) of the curriculum,

The learning outcomes and selected content of each module,

Effective teaching, learning and assessment strategies,

Appropriate teaching and learning activities, and

Available and appropriate teaching and learning resources to support learners' attainment.

Methods used for integrated assessment include continuous, formative (informal and formal), and summative assessments. Opportunities for both continuous formative and summative assessments are embedded in the learning design of the qualification throughout the year of study, in the form of written and practical assignments, portfolios, practical assessments, written and practical examinations and a research report to align with the associated outcomes and assessment criteria and the graduate attributes. Assessment focuses particularly on a critical, creative, and interpretative perspective of the discipline. At least one opportunity for integrated assessment, where the main purpose and key outcomes of the qualification are assessed, is included in the assessment activities for this qualification. Oral presentations of smaller integrated research projects or seminars in individual, as well as group contexts, are also employed.

The qualification incorporates an inclusive and integrated approach to assessment; assessment practices are open, transparent, fair, valid, and reliable to ensure that learners are not disadvantaged during the process.

The module mark for all coursework modules is based on a combination of a module participation mark and an examination mark in the ratio determined in the applicable faculty rules, except where the module mark is based on continuous assessment or where no participation mark is required. In the case of continuous assessment modules, the module mark is based on the weighted average of the assessments prescribed for the module, according to the weights prescribed for the different assessment tasks. Taking into account the institution's A-rules 1.3.3, 1.14, 1.17 and 1.19.3, a qualification is obtained when final verification and audit confirmation are given that a learners has successfully completed all the modules prescribed in the applicable faculty rules for the programme of the qualification concerned.

Formative Assessment:
Examples of methods by which informal and formal formative assessments are done include class and online tests, discussions, feedback and critique during contact and blended learning sessions and practical sessions.

Examples of methods by which continuous assessment is done include portfolios, simulations, self- and group reflections, written assignments, written tests and online tests, case studies and case presentations, peer group evaluation, and face-to-face contact with learners.

Summative Assessment:
Examples of methods by which summative assessment is done include written exam papers, projects and portfolios of evidence during which all theoretical knowledge, problem-solving skills and practical skills are integrated and assessed.

INTERNATIONAL COMPARABILITY

Country 1: China
Institution: Education University of Hong Kong
Qualification Title: Bachelor of Education (Honours) (Physical Education)

This qualification, comprising 156 credits over a five-year period, is designed to prepare qualified physical education teachers for both primary and secondary school settings. The structure of the programme is comprehensive, incorporating a blend of theoretical and practical learning across a range of disciplines related to physical education and educational studies.

The major component consists of 39 credits, with 33 credits dedicated to core subject areas such as Essentials of Human Anatomy and Physiology, Philosophical and Historical Foundations of Physical Education and Sports, Principles of Exercise Physiology, Health and Fitness in Schools and Communities, Motor Learning, Control and Development, Measurement and Evaluation in Physical Education, Physical Education for Children with Special Needs, and the Psychology and Sociology of Sport in the context of Hong Kong. This is supplemented by a 3-credit cross-faculty core course and a 3-credit major interdisciplinary course.

Education Studies account for 30 credits, including 24 credits in Education Studies Core and 6 credits specifically focused on pedagogy for the major. In addition, the curriculum includes 22 credits of General Education, a Final Year Honours or Capstone Project worth 6 credits, 30 credits of electives (which may include free electives, a minor, or a second major), 20 credits of Field Experience, and 9 credits allocated to Language Enhancement, bringing the total to 156 credits.

Upon completion of the programme, learners are expected to demonstrate academic competence in the disciplinary knowledge of human movement sciences and humanities, and apply these theories innovatively in practice as professional physical education teachers. They are trained to foster informed and active learning among their pupils, to appreciate critical values and attitudes associated with sport, and to understand and apply pedagogical knowledge appropriate for teaching physical education. Additionally, graduates are encouraged to master and value various physical activities, maintain healthy and active lifestyles, and engage in ongoing professional and intellectual development in the field.

When compared to the Bachelor of Education Honours from North-West University (the South African qualification), the qualification offered by the Education University of Hong Kong presents a similar emphasis on human movement science, anatomy, exercise, and education. As a double degree with a five-year duration, it also allows learners to broaden their academic scope through elective modules and requires a capstone project in the final year. The the South African qualification , by contrast, places particular focus on areas such as motor learning and development, talent identification and development, education law, and the management of sport and movement education. It also includes research methodology and a research project component. While both qualifications align in terms of academic depth and professional preparation, the South African qualification is distinct in that its design is deeply rooted in the South African educational and social context, ensuring its relevance to local needs and challenges.

Country 2: United Kingdom
Institution: Plymouth Marjon University
Qualification Title: Bachelor of Education (Hons) Secondary Physical Education

This qualification, offered over three years at FHEQ Levels 4, 5, and 6, is designed to prepare learners for professional roles in physical education and teaching, with a strong foundation in educational theory, pedagogy, and subject-specific knowledge. The programme structure is thoughtfully sequenced to support progressive learning and development across all years of study.

In the first year, learners are introduced to foundational concepts through modules such as Becoming a Teacher (20 credits), Scientific and Pedagogical Aspects of Physical Education (40 credits), The Science of Athletic and Health-Related Activities (20 credits), Holistic Development through Outdoor and Adventurous Activities (20 credits), and Managing Learning through Non-Invasion Games (20 credits). This combination of modules offers a balanced introduction to both the scientific and pedagogical dimensions of physical education.

The second year deepens the focus on teaching and learning with modules such as Curriculum and Pedagogy (40 credits), Assessment and Pupil Progress (20 credits), Analysing and Assessing Performance through Invasion Games (20 credits), Social Sciences in Physical Education (20 credits), and Promoting Creativity through Aesthetic Activities (20 credits). These modules support the development of critical skills in planning, assessment, and inclusive, creative teaching.

In the final year, learners engage with more complex educational issues and complete an independent research project. Modules include Secondary Education, Schools, Learners and Teachers (40 credits), Current Issues in Education (20 credits), Health-Based Approaches to Physical Education (20 credits), and Research in Education (20 credits). This final year fosters the ability to critically evaluate contemporary challenges in education and develop evidence-informed practices.

Graduates of the programme are expected to demonstrate a systematic understanding of the field of education, with coherent and detailed knowledge informed by current research and policy. They develop specific analytical techniques relevant to physical education, enabling them to make sound judgments and solve problems. The programme encourages conceptual thinking, the evaluation of abstract ideas, and engagement with data and educational research. Learners learn to navigate uncertainty in diverse educational settings and apply their knowledge across a range of contexts. Independent learning, personal responsibility, and the ability to communicate effectively in both academic and professional environments are core outcomes of the qualification.

When compared to the Bachelor of Education Honours degree (the South African qualification), this qualification from Plymouth Marjon University shares several common features, including its emphasis on physical sciences, health, athletics, games, pedagogy, and a final-year research project. However, the South African qualification degree places additional emphasis on areas such as exercise science, motor learning and development, talent identification, education law, and the management of sport and movement education. It also includes a formal research methodology component alongside the research project. While both qualifications compare favourably, the South African qualification is distinct in that it is specifically designed to respond to the South African educational context, offering a unique blend of relevance and applicability to local teaching and learning environments.

ARTICULATION OPTIONS

This qualification allows possibilities for horizontal, vertical and diagonal articulation.

Horizontal Articulation:

Postgraduate Diploma in Education, NQF Level 8

Currently, there are no possible horizontal articulation options between Sub-Frameworks for this qualification.

Vertical Articulation:

Master of Education, NQF Level 9

Diagonal Articulation:
There is no diagonal articulation for this qualification.

MODERATION OPTIONS

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.

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