SAQA 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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Advanced Diploma in Physical Education and School Sports 
SAQA QUAL ID QUALIFICATION TITLE
117850  Advanced Diploma in Physical Education and School Sports 
ORIGINATOR
Stadio (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
Advanced Diploma  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Registered" 		 EXCO 08172/20  2020-09-16  2023-09-16 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-09-16   2027-09-16  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
99632  Advanced Diploma in Physical Education and School Sports  Not Applicable  NQF Level 07  120  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Advanced Diploma in Physical Education (PE) and School Sport is to strengthen and enhance the teachers' knowledge, skills and confidence so that they are able to teach Physical Education as a school subject and School Sport as an extension in the form of extra-curricular School Sport programmes. The focus of this qualification is on providing the teacher with the knowledge of the development of the motor skills of children thereby laying the foundation in the school learner for future active participation in extra-curricular school sport and later as adults in sports in general.

The qualification is designed to provide intensive, focused and applied knowledge and skills in Physical Education teaching and School Sport Management. This qualification will provide teachers with a deep and systemic understanding of current thinking, practice, theory and methodology in teaching and developing the physical fitness, skills, motor performance and holistic development of school-going children.

The subject knowledge, educational theory and methodology will deepen and extend the existing knowledge of qualified teachers and their competence as specialist Physical Education teachers and sports coaches. The qualification also requires intellectual independence and the development a basic level of research competence. The qualification develops specialised knowledge and skills to enable teachers in a school to work collaboratively to plan and implement Physical Education and School Sport. They will be able to use a range of developmentally appropriate and theoretically informed strategies and tasks and select, evaluate and implement resources and technologies in a variety of contexts for a diverse range of learners.

The qualification will enable successful teachers to apply their learning as specialists in physical education in schools in varying contexts. They will be able to demonstrate initiative and responsibility in an academic and professional teaching environment.

Rationale:
The Advanced Diploma in Physical Education and School Sports has with the aim of enabling the re-introduction of Physical Education and sport to schools and to enable those schools who wish to do so, to participate in school sport leagues. This would support the drive to build national performance (team and individual) to compete internationally. In addition, regular physical exercise and sport participation for learners from Grade R to Grade 12 establishes lifelong participation in an active lifestyle.

Many children in South Africa do not reach their full potential largely due to a lack of fundamental movement training at an early age and many lack the basic motor skills that form the foundation for more advanced physical activity and sport. In order to unlock this potential it is critical that all children receive the correct training as early as possible as 85% of a child's neural pathways are set before they are 9 years old, and many schools have no PE programme until after that age.

Physical wellbeing and fitness also impact on general academic performance in school. Physical exercise and sport participation improves physical and psychomotor, cognitive, emotional and social development. In adults these advantages are maintained and contribute to good health and a long life.

Specialist teachers need the knowledge, confidence and passion to teach it in a way that builds the variety of motor skills and attitudes in the learner required for physical activity and sport. It is during the schooling years that foundations are laid for active lifestyle choices that will prevail through-out the life of the child and lead to life-long participation in sport.

This qualification provides teachers with the opportunity to deepen and strengthen their competence in Physical Education and School Sport. Furthermore, it enables them to advance their careers after their initial teacher training qualification. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Learners who do not meet the minimum admission requirements for this qualification can apply for access based on their age or relevant work experience. Learners applying for access via RPL will have to undergo an assessment of prior learning.

Applications for RPL may require an assessment task to be completed in the form of a portfolio of evidence. The requirements and procedure are set out in the Institution's Recognition of Prior Learning Policy.

The applicant will be supplied with the course curriculum outline in order to identify areas of the curriculum for which they wish to receive credits (based on Recognition of Prior Learning). In cases like these, the formal written exams and tests used to assess the existing full-time learners will be applied to determine the extent and depth of the applicant's knowledge and skills. These test papers have all undergone a process of internal and external moderation as part of quality assurance. The paper will, however, be assessed qualitatively and not quantitatively. These tests serve as the predetermined minimum criteria that need to be complied with in order to be considered for course credits.

RPL may also be used to grant module exemptions.

Entry Requirements:
This qualification is suitable for learners who are already in possession of:
  • A Bachelor of Education, Level 7.
    Or
  • A Bachelor's Degree, Level 7 and a Postgraduate Certificate in Education (or equivalent).
    Or
  • A Higher Diploma in Education, Level 7.
    Or
  • A Further Diploma in Education, Level 7.
    Or
  • An Advanced Certificate in Education, Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at NQF Level 7 totalling 120 Credits.
    Compulsory Modules at Level 7:
  • Sport Psychology in Practice, 12 Credits.
  • Sport and Science Exercise, 12 Credits.
  • Sport Coaching, 12 Credits.
  • Sport Management, 12 Credits.
  • Adapted Physical Education and Sport, 12 Credits.
  • Nutrition for Physical Education and Sport, 12 Credits.
  • Pedagogics in Physical Education and Sport 1, 12 Credits.
  • Pedagogics in Physical Education and Sport 2, 12 Credits.
  • Methodology in Physical Education, 12 Credits.

    Optional Modules (choose one) at Level 7:
  • Physical Education for Foundation and Intermediate Phase Teachers 1 or Physical Education for Senior Phase and FET Teachers 1, 12 Credits.
  • Physical Education for Foundation and Intermediate Phase Teachers 2 or Physical Education for Senior Phase and FET Teachers 2, 12 Credits.

    There is an additional, optional module for learners who are not computer literate
  • Computer Practice for Teachers NQF Level 5, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the ability to integrate, apply and evaluate knowledge and understanding in a range of practical contexts.
    2. Demonstrate sound knowledge of the structure and function of the human body, the child's/teenager's cognitive, psycho-motor, social and emotional development and their implications for planning and implementing Physical Education and school sport.
    3. Demonstrate the ability to manage, organise, teach, coach and assess learners effectively using a range of developmentally appropriate and theoretically informed strategies and tasks.
    4. Demonstrate an understanding of the challenges that face Physical Education and Sport Management in regard to the inclusion of learners with disabilities. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Explain the purpose, benefits and philosophy of Physical Education and justify the role of Physical Education in the education system in the modern era.
  • Describe the duties, roles and challenges of the Physical Education teacher by identifying potential issues and concerns that affect physical education instruction.
  • Describe strategies that would effectively improve and enhance Physical Education lessons and their set outcomes.
  • Develop behaviour management safeguards that the teacher could apply to ensure productive instruction and learning.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Explain bio-energetics and biomechanics and their role in exercise and sport.
  • Explain the functions of the human body in relation to sport and exercise.
  • Clarify how structure and control of specific movements are influenced by the systems in the body.
  • Describe the importance of nutritional strategies in optimising an athlete's performance.
  • Rationalise the interaction between aerobic and anaerobic Adenosine Triphosphate (ATP) production.
  • Describe the functions, sources, requirements and balance of vitamins and minerals needed for quality performance and good health.
  • Discuss key strategies and guidelines that would contribute to nutritional balance and weight control in young athletes to achieve peak performance.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify the current challenges facing Physical Education in South African schools and explain the historical factors that have given rise to them.
  • Design structured lesson plans for a range of purposes and activities.
  • Develop a discipline philosophy, a code of conduct and a set of related strategies to encourage appropriate behaviour in the classroom and during physical activity.
  • Design appropriate rubrics for the various motor movement skills.
  • Conduct warm-up and cool down Physical Education activities.
  • Demonstrate and correct physical education activity techniques.
  • Develop assessment strategies for physical education lessons and extra- curricular activities so as to inform learners of their progress and to assist learners to develop their competence in the different activities

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Describe key events in the history of adapted Physical Education in South Africa and discuss the implications for Physical Education in schools.
  • Evaluate a Physical Education Programme and identify aspects that advance or impede the inclusion of learners with impairments and disabilities.
  • Identify a variety of appropriate assessment tools (as each child has his/her own needs) and apply them to determine the status and needs of learners with impairments and disabilities in a particular school phase.
  • Identify and discuss the organisational and instructional methods that have proven successful in aiding learners with impairments and disabilities and enabling them to be included in the Physical Education programme.
  • Develop strategies for inclusion of learners with impairments and disabilities in a variety of physical activities.

    Integrated Assessment:
    The assessment strategy in this qualification includes the following:
  • The availability of a variety of opportunities for learners to be assessed.
  • The use of different types of assessment methods that are appropriate and fit for purpose.
  • Continuous assessment is an integral part of the teaching and learning strategy.
  • There are both formative and summative assessment tasks.
  • Feedback is timely, relevant and useful.
  • Assessment is manageable - time for preparation of assignments, revision for tests and examination, and other tasks have been included in the notional study hour allocation.

    It is informed by the Institution's Assessment Policy which requires the use of both formative and summative assessment. Modules may either be based on continuous assessment or have a combination of continuous assessment and a final summative examination. All examinable semester modules are subject to a minimum of at least two formative assessment options prior to the formal examination. The assessment options include at least one formal test and one formal assignment.

    A variety of assessment tasks are used to determine whether learners have achieved the learning outcomes. These include examinations, tests, assignments, practicals, case studies, lesson presentations, oral presentations, projects and a research project. There are a number of tasks which assess applied competence, assess theory and practice within the same task, and an integrated assessment task - a project which integrates most of the outcomes of all modules.

    Feedback is recognised as an essential component of the learning process. The form that feedback takes depends on the type of assessment task. It is provided verbally or in the form of written comments where appropriate. It is provided individually or to the group. For all assessment tasks a detailed marking rubric is provided to the learners which is used both to guide the student in completing the assessment task and in interpreting the assessment mark and feedback provided in order to improve future learning and understanding of content that will be assessed. 
    		•

    INTERNATIONAL COMPARABILITY 
    This Qualification compares with the following international qualifications in terms of the range of competencies in the learning content offered:

    The Liverpool John Moores University offers a Professional Graduate Diploma in Education (PGDE) in Physical Education. The full time qualification is designed to develop teachers who are able to apply a deep understanding of the curriculum, of learners and of the impact of physical education on the development and achievement of young people. Teachers undertake a significant amount of independent study and preparation to support course assignments and school-based work. Learners should have a first Degree (or recognised equivalent) in a Physical Education-related discipline to be considered for the qualification. The purpose and entry requirements of this qualification compares with the Advanced Diploma in Physical Education and School Sports.

    University of Wollongong in Australia offers a Graduate Certificate in Health and Physical Education. This is a programme for qualified teachers who want to upgrade or refresh their knowledge in specific areas. It is also for teachers whose undergraduate Degree does not quite satisfy the New South Wales (NSW) Department of Education and Community (DEC) requirements for teaching Physical and Health Education (PE/H); or for Exercise Science/Human Movement graduates wishing to extend their first degree. The programme comprises four subjects; two in adolescent health studies and two subjects promoting physical activity/practical studies. Teachers graduating from the Graduate Certificate in Health and Physical Education will have specialised skills in relevant movement techniques, teaching/coaching practices and the identification of adolescent risk-taking behaviours; Communication skills to transmit knowledge, skills and ideas in the area of adolescent health and Physical Education to a variety of audiences in teaching and coaching field are provided.

    Conclusion:
    This qualification compares favourably with the above cited international qualifications in terms of purpose admission requirements and overall learning content. 

    ARTICULATION OPTIONS 
    Specific articulation:
    There are no specific vertical and horizontal articulation qualification options offered by Embury Institute for Teacher Education.

    Systemic articulation:
    The qualification offers systemic articulation with the following qualifications offered by other institutions, provided the learner meets the minimum entry requirements:

    Horizontal Articulation:
  • Bachelor of Arts in Sport Communication, Level 7.
  • Bachelor of Education, Level 7.
  • Bachelor of Arts in Sport Recreation and Exercise Science, Level 7.
  • Bachelor of Sport Science, Level 7.

    Vertical Articulation:
  • Postgraduate Diploma in Education, Level 8.
  • Postgraduate Diploma in Management in Sport Management, Level 8.
  • Postgraduate Diploma: Sport for Development, Level 8. 
    		•

    MODERATION OPTIONS 
    N/A 

    NOTES 
    This qualification is now offered by Stadio (Pty) Ltd, and no longer by Embury Institute for Higher Education (Pty) Ltd - effective 16 September 2020 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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. Stadio (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.