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: 

Bachelor of Sport Coaching 
SAQA QUAL ID QUALIFICATION TITLE
126298  Bachelor of Sport Coaching 
ORIGINATOR
Exercise Teachers Academy PTY Limited 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 02 - Culture and Arts  Sport 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0742/26  2026-08-20  2029-08-20 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-08-20   2035-08-20  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

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

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Bachelor of Sport Coaching is designed to meet the critical need for professionalised sports coaching in South Africa. This qualification aims to elevate the standard of sports coaching, contributing significantly to the development of sports and athletes across various levels, from grassroots to elite performance. This qualification prepares learners for a dynam-ic and challenging career in sports coaching, offering comprehensive training that blends theoretical knowledge with practical application in diverse socio-cultural environments.

On successful completion, learners will possess a deep understanding of coaching science, sport science, sport psychology, sport sociology, and sport management and integrate and apply advanced knowledge from a wide range of disciplines to enhance athlete performance and well-being. Learners will design and implement effective coaching strategies that are informed by current research and best practices, address diverse athlete needs in various sporting contexts, ensuring ethical standards and promoting inclusivity and equity in sports participation, and conduct and utilise sport-specific research to improve coaching practices and outcomes. They will critically analyse and synthesise information from multiple disciplines to develop innovative coaching practices; effectively communicate and collaborate with stakeholders within the sports profession, in-cluding athletes, other coaches, sports organisations, and the community; adapt and respond to the changing demands of the sports coaching profession, maintaining professional growth and development through continuous learning and ethical practice.

Rationale:
This qualification addresses a critical need in the South African sports sector to elevate the standard of sports coaching. Historically, the sports coaching profession in South Africa has grappled with inconsistent qualification standards and a lack of formal accreditation, as noted in the South African Model for Long Term Coach Development (LTCD) "(SASCOC, 2012)". This qualification aims to address the knowledge and competence gaps by offering a structured, accredited pathway to enhance the professionalisation of sports coaching.

The qualification is designed to address the explicit needs identified in the LTCD document, as well as the knowledge and competence requirements for a senior coach, as determined in the professional designation standards of the South African Sports Coaching Association (SASCA) "(SASCA, 2021)". The qualification also factors the needs of the broader sports community, requiring the development of knowledgeable and skilled sports coaches who can apply advanced coaching science, integrated with sport science, sport psychology, sport sociology, and sport management in diverse coaching environments. To ensure relevance and rigour, the curriculum is designed to meet the qualification standard established by the Council on Higher Education (CHE) "(CHE, 2020) In designing this qualification, consultations were held with SASCA and other key stakeholders in the sports coaching industry. These consultations helped to tailor the curriculum to the demands of the profession, ensuring that the qualification aligns with the professional designation requirements of a Senior Sports Coach in South Africa. With this qualification, learners will be able to apply their knowledge to their relevant coaching domain, children, participation for adolescents and adults, emerging / talented, or performance and elite performance in the context of their sporting code and its federation. The curriculum is also benchmarked against the degree standards set by the International Council for Coaching Education (ICCE) "(ICCE, 2013).

The qualification targets individuals aspiring to become professional sports coaches, those looking to formalise their existing coaching experience with an accredited qualification, and school leavers with a passion for sports and development. Learners are expected to find employment in various settings, including schools, professional sports teams, private sports academies, and community sports programmes, fulfilling roles that are crucial for the development of sports in the country.

This qualification is positioned within a broader learning pathway that facilitates both entry into the sport coaching profession and progression to higher levels of study and specialisation. The qualification provides a comprehensive foundation in the interdisciplinary fields related to sports coaching, preparing learners for effective and ethical practice in a multicultural and diverse society. By equipping coaches with advanced skills and a deep understanding of various sports sciences, the qualification significantly contributes to the upliftment of sports coaching standards nationally and enhances South Africa's competitiveness in the global sports arena. The qualification supports the broader transformational goals of South African society, promoting equity in sports participation and coaching. It aims to increase access to professional coaching in underserved communities, thereby fostering social cohesion and community development. Economically, the qualification contributes by professionalising the coaching sector, opening new employment opportunities, and enhancing the quality of sports performance at all levels of society. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The policy for RPL and CAT aims to provide access to the institution's qualifications through the recognition of prior learning and the transfer of achieved credits (CAT).

The institution's RPL & credit accumulation and transfer (CAT) policy guides decisions about access for those who do not meet the formal entry requirements for admission.

RPL for Accesses:
RPL for access can be applied to the admission for this qualification. The institution currently uti-lises an external company (CEAPP) to deliver the assessment and evaluation for RPL services. Learners are asked to complete a number of cognitive tasks and undergo a face-to-face consultation with the institution's academic Manager. Should the learner' evidence meet the criteria pro-posed, and the academic consultation confirms their readiness to study at that level, the learner is admitted to the qualification.

Prior learning may be a combination of formal, informal, and/or non-formal learning, at a level that would not normally enable access. This includes applicants of advanced standing, who may be granted admission to studies at a higher level than his/her prior level of learning would have allowed (SAQA, 2013).

Advanced standing is the status granted for admission to study at a higher level than a learner's prior knowledge and skills and/or formal studies would have allowed.

RPL may be used to grant access to a qualification or exemption from modules that contribute to a particular qualification.

Evaluating prior learning:
In assessing evidence for RPL, the context of the anticipated learning and the context of the per-son being evaluated are considered. Evidence of prior learning should enable decisions to be made about admission or, at times, about the achievement of credits. The institution's assess-ment policy and procedures can be applied to RPL assessment.

Process of RPL for access:
  • The process of RPL for access allows for the following:
  • Identifying what the RPL candidate knows and can do.
  • Matching the candidate's skills, knowledge, and experience to the admission requirements or, if relevant, the outcomes and assessment criteria of a course in a learning programme that leads to a registered qualification on the NQF (National Qualifications Framework).
  • Assessing the candidate's submitted evidence against explicit standards/criteria.

    RPL for Credits:
  • Crediting the candidate for knowledge and skills learnt through previous formal and or informal learning (where rules of combination allow in a qualification). Applicants must provide proof of their achieved credits in the form of an official transcript of results, which indicates the NQF level and credits achieved, as well as the course outcomes.

    RPL for exemption:
    Exempting applicants from already achieved learning, and access to a qualification if assessment criteria are met.

    Assessment of RPL applicants
    Workplace experience alone is not a strong predictor of academic success, whereas cognitive ability is (Kotzé & Griessel, 2008). Therefore, cognitive ability is more of a factor than age or experience. The institution does not discriminate against applicants based on their age. Learners now have access to an assessment process where RPL assessment combines psychometric tests with interviews and portfolios of evidence. eta currently utilises CEAPP to deliver this ser-vice. If learners'
    evidence meets the criteria, they can be admitted to the relevant qualification. RPL applicants may apply to study any higher education qualification in any mode of learning.

    Entry Requirements:
  • National Senior Certificate (NSC), NQF Level 4, granting access to bachelor's studies.
    Or
  • National Certificate (Vocational) NC(V) Level 4, granting access to bachelor's studies.
    Or
  • A Senior Certificate, NQF Level 4 with endorsement.
    Or
  • Higher Certificate in Coaching Science, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    N 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at the National Qualifications Framework, Level 7, totalling 384 Credits.

    Compulsory Modules, NQF Level 5, 130 Credits:
  • Foundations of Coaching Science, 20 Credits.
    Human Life Sciences, 16 Credits.
  • Growth and Development in Youth Sport, 10 Credits.
  • Injury Prevention and Athlete Health, 10 Credits.
  • Performance Analysis, 14 Credits
  • Academic Thought and Practice: Introduction to Research and Professional Development,
    10 Credits.
  • Psychosocial Foundations in Sport, 10 Credits.
  • Sport Management and Professional Practice, 15 Credits.
  • Coaching Practice, 15 Credits.

    Compulsory Modules, NQF Level 6, 138 Credits:
  • Coaching Science 2, 20 Credits
  • Applied Sport Science Principles, 16 Credits.
  • Performance Analysis, 20 Credits.
  • Long-Term Coach and Athlete Development, 10 Credits.
  • Health Management and Injuries in Sport, 10 Credits.
  • Sport Psychology, 10 Credits.
  • Leadership and Self-awareness in Sport, 16 Credits.
  • Academic Thought and Practice: Ethics and methods of research, 8 Credits.
  • Coaching Philosophy, 8 Credits.
  • Coaching Practice, 20 Credits.

    Compulsory Modules, NQF Level 7, 126 Credits:
  • Coaching Science, 20 Credits.
  • Applied Sport Science, 16 Credits.
  • Advanced Psychosocial Interventions in Sport Coaching, 20 Credits.
  • Academic Thought and Practice: Monitoring and Evaluation, 10 Credits.
  • Coaching Practice 3: Internship, 40 Credits.
  • Capstone Project in Sport Coaching, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a comprehensive understanding of coaching science, integrating and applying a wide range of coaching theories, models, and practices to develop effective coaching strategies.
    2. Integrate multidisciplinary sport science knowledge in the design and implementation of scientifically sound training programmes.
    3. Evaluate and apply psychological and sociological principles and methods as they relate to sport coaching and their application in sport and/or sport development.
    4. Demonstrate professional communication and ethical practice with a diverse range of stakeholders.
    5. Conduct applied research that contributes to the knowledge base through well-designed studies that employ rigorous data collection and analysis methods.
    6. Demonstrate the ability to manage individuals and teams, leading, planning, organising and controlling sport management contexts. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Apply advanced coaching theories and models to design and implement effective coaching strategies tailored to diverse sports and contexts.
  • Utilise performance analysis tools and technology to enhance athlete performance and provide data-driven feedback.
  • Reflect on national and international long-term coach development plans to identify areas for personal and professional growth within the coaching practice.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply principles of anatomy, biomechanics, and exercise physiology to develop comprehensive training programs that are scientifically sound and tailored to athletes' needs.
  • Evaluate and adapt sport science applications based on ongoing assessments and evolving best practices within the sport.
  • Display proficiency in using sport science knowledge to prevent injury and promote athlete health and longevity.
  • Display in-depth understanding of growth and development through the ages so that training methods align to physiological and anatomical changes.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify psychological and sociological factors impacting athlete performance and incorporate strategies to address these in coaching plans.
  • Facilitate a supportive team environment that respects diverse cultural, social, and individual dynamics.
  • Apply sport psychology techniques within the scope of practice to enhance mental toughness, focus, and sport performance.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Communicate effectively with a range of stakeholders, including athletes, parents, other coaches, and the media, using a variety of verbal and non-verbal techniques.
  • Navigate and resolve conflicts ethically and professionally, maintaining high standards of integrity and sportsmanship.
  • Critically assess and adhere to ethical, legal, and professional standards governing sports coaching and conduct.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Design and execute research projects that contribute to the evidence base in sport coaching, using appropriate data collection and analysis techniques.
  • Apply strategies that promote equitable access to sports and encourage sport development and recognise and nurture talent across diverse populations.
  • Monitor and evaluate the effectiveness of coaching interventions and make informed adjustments to promote athlete development and success.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Manage individuals, teams and organisations through the application of leadership theories and principles.
  • Demonstrate proficiency in developing, writing, and implementing strategic plans that address the objectives and operational needs of sports organisations.
  • Effectively control and coordinate sports management operations, ensuring that individual or team activities align with strategic objectives.

    Integrated Assessment
    The assessment strategy for the qualification is constructively aligned with the teaching and learning approach, which integrates theoretical, practical, and experiential learning in accordance with the demands of an NQF Level 7 qualification. It is also compliant with the Criteria for Programme Accreditation (CHE, 2004), particularly Criterion 5: Learner Assessment.

    Formative Assessment:
    The qualification makes use of a diverse mix of formative and summative assessments that are appropriate to the nature of the discipline, the learning outcomes, and the level of cognitive

    Formative assessment is conducted continuously across all modules and includes:
  • Essays and Case Study Analyses.
  • Coaching Session Plans and Design Projects.
  • Demonstrations and Practical Delivery.
  • Reflective Journals and Portfolios.
  • Tests for assessing foundational knowledge.

    Summative Assessment:
    Summative assessment evaluates the achievement of module outcomes and includes:
  • Written assignments and critical reviews.
  • Applied projects (e.g. training plans, data analytics reports).
  • Presentations of performance analysis and intervention strategies.
  • Final module assessments.

    A minimum pass mark of 50% is required per module.
    Work Integrated Learning and Capstone - integrates theoretical, scientific, managerial, and psychosocial learning into research or applied coaching project that demonstrates mastery across programme exit level outcomes.
    WIL is formally assessed through the following, and this ensures that learners demonstrate the ability to apply knowledge in authentic professional contexts:
  • Workplace-based reports.
  • Mentor evaluations.
  • Reflective assignments.
  • Professional presentations.

    Integrated Assessment through Capstone
    Integration across the qualification is achieved through:
  • The Capstone Research Project, which requires learners to synthesise theoretical, analytical, and applied knowledge.
  • A structured e-portfolio, compiled across modules, which includes evidence of:
  • Applied work and intervention plans.
  • Data interpretation outputs.
  • Reflective practice.

    The e-portfolio serves as a cumulative demonstration of applied competence and is evaluated holistically at the exit level.
    Assessment Weighting and Integration

    Across the qualification, assessment typically reflects:
  • Formative assessment: ~40-50%.
  • Summative assessment: ~50-60%.

    This balance ensures both developmental learning and rigorous evaluation of competence.
    Successful completion of the qualification is based on the attainment of module-level outcomes, which are mapped directly to the qualification's Exit Level Outcomes (ELOs) and CHE standard descriptors. Learners must demonstrate:
  • Conceptual mastery of sport and coaching science.
  • Applied competence in planning, delivering, and evaluating coaching strategies.
  • Ethical and professional conduct.
  • Ability to integrate research and evidence into coaching practice.

    All assessments include clear rubrics, and moderation is conducted internally and externally as per institutional policy to ensure fairness and academic integrity. 
    		•

    INTERNATIONAL COMPARABILITY 
    The most suitable comparisons include Australia and Canada, where coach education frameworks and degree programmes are well-established and often aligned with international standards such as those of the International Council for Coaching Excellence (ICCE).

    Country: Australia
    Institution: University of Canberra
    Qualification title: Bachelor of Sport and Exercise Science
    Duration: 3 years full-time
    AQF level: 7

    Entry Requirements:
  • Australian Year 12 or equivalent with a minimum ATAR; English proficiency (IELTS 6.5).

    Qualification structure:
    Specialisation Human movement
  • Biomechanics.
  • Advanced Functional Anatomy.
  • Human Growth and Development.
  • Physiology of Exercise.

    Restricted Choice:
  • Exercise Programming and Prescription.
  • Exercise Programming and Prescription Fundamentals.

    Core Major in Allied Health
  • Systemic Anatomy and Physiology.
  • Regional Anatomy and Physiology.
  • Introduction to Research in the Health Sciences.
  • Understanding People and Behaviour.

    Bachelor of Sport and Exercise Science
  • Professional Orientation (Health).
  • Research and Professional Practice.
  • Exercise Programming and Prescription for Health.
  • Exercise Science Practicum.
  • Exercise Science Capstone.

    Elective modules:
  • Exercise Science Practicum.

    Work-Integrated Learning (WIL):
    WIL is an integral part of this course, giving you an invaluable opportunity to gain practical experience and form strong relationships within the industry before graduating. You'll undertake 250 hours of placement and will have the opportunity to apply for numerous internships with UC's professional partners in areas such as NRL, Super Rugby, W-League, WNBL, Physical Activity Foundation, YMCA, Institutes of Sport and Community sporting groups.

    Professional Alignment:
    This course is accredited by Exercise and Sports Science Australia (ESSA). Upon graduation, learners may submit an application for exercise science membership in ESSA.

    Qualification outcome:
  • Analyse and explain the impact of physical activity on human development and performance.
  • Design, apply and evaluate appropriate interventions for improved health or performance outcomes for individuals, groups, communities and populations.
  • Apply theoretical and practical knowledge of the structure and function of the human body relevant to the scope of practice of exercise science.

    Similarities:
  • Both South Africa (SA) and Australia qualifications are offered for a period of three years full-time.
  • Both qualifications are at NQF/AQF Level 7.
  • Both qualifications emphasise the application of sport and exercise science principles to improve human performance, health, and physical development
  • Both qualifications include modules in human anatomy and physiology, growth and development, sport and exercise science, research methods, professional practice, practical workplace learning, and capstone-level integration of knowledge.
  • Both qualifications combine theoretical knowledge with practical application through experiential and workplace-based learning opportunities.
  • Both qualifications incorporate Work-Integrated Learning (WIL) or practicum experiences to provide exposure to real-world sporting and exercise environments.
  • Both qualifications are aligned with professional standards and industry requirements through recognised professional bodies. The South African qualification aligns with the South African Sports Coaching Association (SASCA), while the Australian qualification is accredited by Exercise and Sports Science Australia (ESSA).

    Differences:
  • The South African qualification includes a 40-credit Coaching Practice Internship specifically aimed at coaching competence, while the Australian qualification requires 250 hours of Exercise Science Practicum and industry placement focused on exercise science practice.

    Conclusion:
    The two qualifications are broadly comparable in terms of qualification level, duration, academic complexity, and the integration of sport science knowledge. However, they differ substantially in their specialisation and professional outcomes. The South African Bachelor of Sport Coaching is primarily designed to develop professional sports coaches, whereas the Australian Bachelor of Sport and Exercise Science is designed to develop exercise science and human performance practitioners. Therefore, the qualifications are similar in academic standing and structure but different in disciplinary focus and occupational purpose.

    Country: Canada
    Institution: Mount Royal University
    Qualification title: Bachelor of Health and Physical Education in Sport and Recreation Manage-ment
    Duration four years

    Entry Requirements:
  • Canadian high school diploma or equivalent; English proficiency (TOEFL 83/IELTS 6.5).

    Purpose/rationale:
    The Sport and Recreation Management major is of value and importance to Alberta's economic and social future. Learners will be trained and educated to address the challenges associated with increased levels of sedentary behaviour currently being experienced and the increase in health issues connected to this behaviour. Producing leaders that will take active roles in sport and recreation in the province, including recreation centres, community programming, sport and athletic facilities, and other grassroots partners, would, therefore, enable Alberta to tackle these issues by providing lasting legacies locally and providing leadership nationally.

    Learners will be able to:
  • Develop and demonstrate content and disciplinary concepts related to the field of sport and recreation management.
  • Transform theory into practice.
  • Integrate the merits and values of sport, recreation, and physical activity into program and community development and management.
  • Exhibit management and organisational skills within the field of sport and recreation management.
  • Formulate, design and deliver an experience within the field of sport and recreation management.
  • Knowledge and application of Truth and Reconciliation Commission Calls to Action in relation to the discipline of health and physical education.
  • Knowledge and application of principles of equity, diversity, inclusion and accessibility in relation to the discipline of health and physical education.

    Qualification structure:
    Modules
  • Introduction to Health and Physical Education.
  • Foundations of Leadership and Communication for Recreation, Health, Sport, Physical Literacy.
  • Wellness and the Learner: From Personal Health to Community Action.
  • Foundations of Outdoor Leadership.
  • Historical Foundations of Recreation, Health, Sport, Physical Literacy and the Outdoors.
  • Professional Practice..
  • Sociological Perspectives of Recreation, Health, Sport, Physical Literacy and the Outdoors.
  • Recreation and Sport Tourism.
  • Facility and Event Planning.
  • Adapted Physical Activity.

    Similarities:
  • Both the South African and Canadian qualifications are undergraduate bachelor's degree qualifications designed to prepare learners for professional careers within the sport sector.
  • Both qualifications focus on the development of leadership skills required to operate effectively within sport-related environments.
  • Both qualifications include modules that develop management and organisational competencies relevant to sport and recreation settings.
  • Both qualifications prepare learners for employment in community-based sport and recreation organisations, schools, sporting organisations, and related sectors.

    Differences:
  • The South African qualification is completed over three years, whereas the Canadian qualifica-tion is completed over four years.
  • The Canadian qualification places greater emphasis on recreation management, recreation and sport tourism, facility management, event planning, and outdoor leadership, which are not significant areas of focus in the South African qualification.

    Conclusion:
    While both qualifications are aimed at developing professionals within the sport sector and share common themes of leadership, management, professional practice, and community development, they differ significantly in their areas of specialisation. The South African qualification is primarily focused on the preparation of professional sport coaches through coaching science, sport science, and athlete development, whereas the Canadian qualification focuses on sport and recreation management, community programming, facility and event management, and recreation leadership. Therefore, the qualifications are comparable in their broad sport-sector orientation but differ substantially in curriculum focus and intended learner outcomes. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides the following articulation options:

    Horizontal Articulation:
  • Bachelor of Sport Science, NQF Level 7.
  • Possible horizontal articulation options between Subframeworks for this qualification reached the registration end date in December 2025.

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

    Diagonal Articulation:
  • Occupational Certificate: Sports Administrator, NQF Level 5. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    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.