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

Further Education and Training Certificate: Sport Administration 
SAQA QUAL ID QUALIFICATION TITLE
67697  Further Education and Training Certificate: Sport Administration 
ORIGINATOR
SGB Sport, Recreation & Fitness 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.  SFAP - Sub-framework Assignment Pending 
QUALIFICATION TYPE FIELD SUBFIELD
Further Ed and Training Cert  Field 02 - Culture and Arts  Sport 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  172  Level 4  NQF Level 04  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 9999/99  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   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:

In the context of the sport industry, this qualification will enable a learner to acquire the knowledge skills and values that will enable them to administer, organise and facilitate creative and innovative sports programmes and physical activities within communities. A qualifying learner will be able to plan and implement safe sport experiences, and as such, contribute to the community and the sport industry itself.

This qualification is a step in a planned learning pathway that underpins a career in the sports administration and sports management, and will enhance career path progression within the Sport, Recreation or Fitness industry.

This FETC qualification is rooted in actual practice and the learners who successfully achieve this qualification will be competent in leading groups and coordinating sport programmes in the community.

In particular they will be able to:
  • Perform sport administration functions.
  • Plan and organise sport activities for an identified target group.
  • Promote the benefits of sport and fitness participation.
  • Apply exercise and fitness principles related to sport activities.
  • Demonstrate entrepreneurial skills in the SMME business environment.

    Rationale:

    South Africa has a well-developed and extensive sporting history as well as a multitude of amateur, community, professional and national sporting codes and bodies, which are spread nationally, with many international linkages. The sporting community consists of a number of role-players, from sporting individuals and teams, through coaches, trainers, agents, motivators and medical specialists, to volunteers, administrators, and support personnel. In addition there are also many related industries such as caterers, organisers, hospitality, sports entrepreneurs as well as the media related to the sporting environment, where mass participation in a variety of sport and physical activities from grassroots level, is able to create a learning path to:
  • Sports Club administrator.
  • Community sports leader.
  • Corporate sports officer.
  • Sports facility administrator.

    The Further Education and Training Certificate: Sports Administration, NQF Level 4, is designed to meet the needs of learners who are already employed or involved as volunteers in the sports industry. Furthermore, this qualification enables learners who want to enter the industry to develop careers in one or more of the related sub-fields. Since this certificate is part of an anticipated learning pathway it will allow mobility to persons operating within the context of the recreation or fitness field at community level.

    This qualification will ensure implementation of the twin imperatives of transformation, namely "access" and "redress", and also fast track development of individuals in the volunteer movement and mass participation ranks to achieving nationally recognised, occupationally directed occupations, thus establishing a pool of highly skilled, competent individuals who will deliver professional performance far beyond the year 2010. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are competent in:
  • Mathematical Literacy unit standards at NQF Level 3.
  • Communication unit standards in a First Language at NQF Level 3.
  • Communication unit standards in a Second Language at NQF Level 2.

    The above can be achieved either through a previous qualification, or through the process of RPL, which assesses workplace-based experiential learning.

    Recognition of Prior Learning (RPL)

    This Qualification can be achieved wholly or in part through the Recognition of Prior Learning and the Qualification may be granted to learners who have acquired the skills and knowledge without attending formal courses providing they can demonstrate competence in the outcomes of the individual Unit Standards as required by the Fundamental, Core and Elective areas stipulated in the Qualification and by the Exit Level Outcomes.

    An RPL process may also be used to credit learners with Unit Standards in which they have developed the necessary competency as a result of workplace and experiential learning.

    RPL may also be used by learners, who are not in possession of a GETC or equivalent qualification, to gain access to the Qualification.

    Learners submitting themselves for RPL should be thoroughly briefed prior to the assessment, and will be required to submit a Portfolio of Evidence in the prescribed format to be assessed for formal recognition. While this is primarily a workplace-based Qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the exit level outcomes. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The Qualification consists of a Fundamental, a Core and an Elective Component.

    To be awarded the Qualification, learners are required to obtain a minimum of 172 credits as detailed below.

    Fundamental component:

    The Fundamental Component consists of Unit Standards in:
  • Mathematical Literacy at NQF Level 4 to the value of 16 credits.
  • Communication at NQF Level 4 in a First South African Language to the value of 20 credits.
  • Communication in a Second South African Language at NQF Level 3 to the value of 20 credits.

    It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3.

    All Unit Standards in the Fundamental Component are compulsory.

    Core component:
  • The Core Component consists of Unit Standards to the value of 106 credits all of which are compulsory.

    Elective component:
  • The Elective Component consists of a number of specialisations each with its own set of Unit Standards. Learners are to choose a specialisation area and Elective Unit Standards at least to the value of 10 credits from the Unit Standards listed under that specialisation.

    Administration (Total: 12 credits):
  • ID 9242: Analyse external factors influencing people who have special needs, Level 5, 4 credits.
  • ID 117500: Manage finance in a small business, NQF Level 4, 8 credits.

    Exercise and Fitness (Total: 10 credits):
  • ID 243294: Recommend an exercise programme or activity, NQF Level 4, 5 credits.
  • ID 243297: Apply knowledge of anatomy and physiology to exercise training, NQF Level 4, 5 credits.

    Sport Entrepreneurship (Total: 20 credits):
  • ID 117499: Demonstrate entrepreneurial competence, NQF Level 4, 12 credits.
  • ID 117500: Manage finance in a small business, NQF Level 4, 8 credits. 
    		•

    EXIT LEVEL OUTCOMES 
    Qualifying learners will be able to:

    1. Perform sport administration functions.
    2. Plan and organise sport activities and programmes for an identified target group.
    3. Promote the benefits of sport and fitness participation.
    4. Apply exercise and fitness principles related to sport activities.
    5. Demonstrate entrepreneurial skills in the SMME business environment. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1.
  • Administrative activities are performed to meet organisational requirements.
  • Issues affecting people with special needs are resolved to conform to legislation.
  • Safety is monitored and emergencies prevented to ensure secure participation in activities.

    2.
  • Sports programmes are designed and adapted to suit the needs of the respective community.
  • Sport activities are planned, organised, facilitated and evaluated to ensure meaningful participation.
  • Existing spaces are identified and utilised to achieve optimum participation.

    3.
  • The benefits of sport and fitness activities are communicated in the community to increase awareness and participation.
  • Stakeholders and businesses are targeted, approached and engaged with a view to secure sponsorship or funding.

    4.
  • Exercise principles and injury prevention techniques are implemented to ensure safe and secure participation.
  • Knowledge of healthy and unhealthy habits and their effects on participants are communicated to the target group.
  • Intervention programmes are recommended to suit the needs, abilities and constraints of individuals.

    5.
  • A basic business plan is compiled to meet financial and statutory requirements.
  • The potential of the intended market is researched to assess its viability in terms of sales, products and services.
  • Financial records, documents and reports are compiled and sourced to stake holders.

    Integrated Assessment

    Integrated assessment at this level will evaluate the learner's ability to combine actions and ideas across a range of activities and knowledge areas. The integrated assessment must specifically assess the learner's ability to:
  • Demonstrate competence by means of the practical application of the embedded knowledge in a manner that meets the required performance standards required,
  • Illustrate a clear understanding of the concepts, theory and principles that underpin the practical action taken.

    The assessment will require assessment methods, which measure and evaluate evidence generated during on-the job activities into account. Because assessment practices must be open, transparent, fair, valid and reliable; ensuring that no learner is disadvantaged in any way whatsoever, an integrated assessment approach is incorporated into the qualification.

    A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in the workplace, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.

    The term integrated assessment implies that theoretical and practical components should be assessed together. Whenever possible the assessment of knowledge, skills, attitudes and values shown in the Unit Standards should be integrated and, during integrated assessment, the assessor should make use of a range of formative and summative assessment tools and methods. Combinations of practical, applied, foundational and reflective competencies should be assessed. Assessment should further ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated in an integrated way.

    Assessors must assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience as the assessment process is capable of being applied to RPL, subject to the rules and criteria of the relevant ETQA. 
    		•

    INTERNATIONAL COMPARABILITY 
    International best practice in sport administration is what the UN has recommended under Resolution 58/5. UK, Australia, Norway, USA and some other member states have successfully implemented the resolution by ensuring that training institutions in those countries offer sports administration courses, with competencies as recommended by UN. Sports Administration courses ranging from certificates, short courses, diplomas, degrees, Masters and PhDs are offered in the majority of universities in the UK, USA and Australia. The rationale for a specialised sports administration stream distinct from the ordinary administration or sport science stream is that internationally there has been realisation of the distinct nature of sports administration, calling for specialised sport training combined with administration competencies.

    UN:

    The United Nations General Assembly in its Resolution 58/5, entitled "Sport as a means to promote Education, Health, Development and Peace", has recognized the positive values of sport and physical education and acknowledged the challenges presented before the world of sport today. The necessary sport competencies to achieve UN's aims are also prescribed below.

    Through the UN initiative in the "Year of sport" in 2005, it was identified that sport as a vehicle for development can only function effectively as an instrument, if the sport itself is sufficiently developed and this specific view culminated in the development of sports organisations as a foundation to sport development in general.

    Development within this context focussed particularly on the strengthening of organisational capacity to enable the supply of better services and products to specific target groups.

    A participatory capacity building toolbox was developed in collaboration with NANGO (The National Association of NGOs) in Zimbabwe by Jouwert van Geene, for the Institute of Cultural Affairs (ICA); which became an operating tool for such development in participating African countries such as Zimbabwe, Uganda, Tanzania and Kenya.

    It defines capacity as the ability of individuals/organizations to perform functions effectively, efficiently and sustainably - thus the system or process enabling the ability to:
  • Perform core functions.
  • Solve problems.
  • Define and achieve objectives.
  • Understand and deal with development needs in a broad context in a sustainable manner.

    The successful functioning of any sport discipline and organisation within the context of development referred to above, regardless of the size of and national focus on such a specific sporting discipline, is reliant on the individuals responsible for the execution and maintaining of the effective operational requirements and the maintaining of such operational activities for a specific sport.

    This operational and administrative function stretches from the lowest to the highest levels associated with the maintaining of operational effectiveness and ranges from entry-level to organised amateur sport right through to professional level. The effective maintaining of operational requirements and administration within the sporting environment on all possible levels are in particular important in the South African context of transformation and development of sport and the support functions required with the maintaining of operations.

    Effective administrative requirements, albeit arguably fairly generic in terms of administrative skills and competencies, do however require specific competency areas to enable application within the sport and fitness sector. It is for example required that the promotion of sport/fitness specific activities are conducted within a framework of sport values and ethics and to develop, improvise and organise sport activities from community to club level and to actively participate in community sport and fitness development through promotion and leadership.

    Administrative competencies are thus in applied to enable financial and operational feasibility and sustainability within the context of practical development and implementation requirements, making this qualification more than an administrative office responsibility.

    Consequently the following countries signatories to the UN are in various stages of implementing the UN sport administration training requirements:

    Afghanistan, Albania, Algeria, Andorra, Angola, Antigua and Barbuda, Argentina, Armenia, Australia, Austria, Azerbaijan, Bahamas, Bahrain, Bangladesh, Barbados, Belarus, Belgium, Belize, Benin, Bhutan, Bolivia, Bosnia and Herzegovina, Botswana, Brazil, Brunei Darussalam, Bulgaria, Burkina Faso, Burundi, Cambodia, Cameroon, Canada, Cape Verde, Central African Republic, Chad, Chile, China, Colombia, Comoros, Congo Republic, Costa Rica, Côte d'Ivoire, Croatia, Cuba, Cyprus, Czech Republic, Democratic People's Republic of Korea, Democratic Republic of the Congo, Denmark, Djibouti, Dominica, Dominican Republic, Ecuador, Egypt, El Salvador, Equatorial Guinea, Eritrea, Estonia, Ethiopia, Fiji, Finland, France, Gabon, Gambia, Georgia, Germany, Ghana, Greece. Grenada, Guatemala, Guinea, Guinea-Bissau, Guyana, Haiti, Honduras, Hungary, Iceland, India, Indonesia Iran Islamic Republic, Iraq, Ireland, Israel, Italy, Jamaica, Japan, Jordan, Kazakhstan, Kenya, Kiribati, Kuwait, Kyrgyzstan, Lao People's Democratic Republic, Latvia, Lebanon, Lesotho, Liberia, Libyan Arab Jamahiriya, Liechtenstein, Lithuania, Luxembourg, Madagascar, Malawi, Malaysia, Maldives, Mali, Malta, Marshall Islands, Mauritania, Mauritius, Mexico, Micronesia, Federated States, Moldova, Monaco, Mongolia, Montenegro, Morocco, Mozambique, Myanmar, Namibia, Nauru, Nepal, Netherlands, New Zealand, Nicaragua, Niger, Nigeria, Norway, Oman Pakistan, Palau, Panama, Papua New Guinea, Paraguay, Peru, Philippines, Poland, Portugal, Qatar, Republic of Korea, Romania, Russian Federation, Rwanda, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, Samoa, San Marino, Sao Tome and Principe, Saudi Arabia, Senegal, Serbia, Seychelles, Sierra Leone, Singapore, Slovakia, Slovenia, Solomon Islands, Somalia, South Africa, Spain, Sri Lanka, Sudan, Suriname, Swaziland, Sweden, Switzerland, Syrian Arab Republic Tajikistan, Thailand, The former Yugoslav Republic of Macedonia, Timor-Leste Togo, Tonga, Trinidad and Tobago, Tunisia, Turkey, Turkmenistan, Tuvalu ganda, Ukraine United Arab Emirates United Kingdom of Great Britain and Northern Ireland, United Republic of Tanzani, United States of America, Uruguay,Uzbekistan, Vanuatu, Venezuela, Bolivarian Republic, Viet Nam, Yemen, Zambia, Zimbabwe.

    UN pioneered pilot sport training and development projects in various countries. The countries below were selected for comparison to this qualification.

    Norway:

    One of the participants in the development project driven by the United Nations and UNICEF was Norway. It was thus decided to utilise the following qualifications for international comparison:
  • The undergraduate qualification in Sport, Training and Administration from the "Hogskolen I Telemark" in Norway.
  • The Level 3 SRS03 - National Sport Industry, qualification SRS30206, Qualification Identity number 18251 from TAFE to enable comparison to a unit standard based qualification on similar level from a country recognised for leadership in international sport.

    The Norwegian qualification in Sport, Training and Administration consists of the following focus areas:
  • Sport and society.
  • Sport disciplines.
  • Sport biology.
  • Methods and principles of training.
  • Trainer, Sport and Psychology.
  • Sport and pedagogy.
  • Sport biology and principles of sport training.
  • Planning of sport activities.
  • Finance and budgeting.
  • Administration of Sport and outdoor activities.
  • Organisation theory and leadership.
  • Mandatory Industry placement.

    It should be noted that the qualification used for comparison combines coaching (training) and administration. Training components (in italic as per the above) are thus ignored for purpose of this comparison.

    The following areas compare well to the FETC: Sport Administration:
  • Administer sport or fitness facilities.
  • The principles of physical activity in the context of sport, recreation and fitness.
  • Create, improvise and organise sports activities.
  • Promote sport activities in the community.
  • Develop sport programmes.
  • Develop administrative procedures in a selected organisation.
  • Management of finances.
  • Manage administrative records.
  • Over and above the areas listed, the South African qualification focuses on:.
  • Safety and emergency incidents.
  • Sport values and ethics.
  • Effective time management.
  • Team motivation.
  • Leading of a community sport activity.
  • Adapt available spaces in the community as a sports or fitness facility.
  • Describe and assist in the control of fraud in an office environment.

    The Norwegian qualification compares to contain a very similar content to the specialisation stream in Sports Administration from the University of Miami, Florida, United States of America, but it was decided not to use the latter for additional comparison.

    The National Sport Industry qualifications, SRS30206, qualification, Id 18251 consists of:

    Compulsory Core Units:
  • Organise personal work priorities and development.
  • Contribute to effective workplace relationships.
  • Operate computing packages.
  • Provide first aid.
  • Meet client needs and expectations.
  • Process client complaints.
  • Apply Sport law.
  • Follow Occupational Health and Safety policies and procedures.

    Administration specific:
  • Organise schedules.
  • Maintain financial records.
  • Maintain business resources.
  • Coordinate touring athletes.
  • Develop and maintain volunteer participation.
  • Develop practices to conduct effective club management.

    It was noted that communication and time management was contained in non-compulsory streams from which specific areas for purposes of sports training, coaching and events context could be selected.

    In this comparison it was observed that the following areas again appear to be on par when the content was compared with the envisaged qualification:
  • Effective time management.
  • Team motivation.
  • Safety and emergency incidents.
  • Administer sport or fitness facilities.
  • The principles of physical activity in the context of sport, recreation and fitness.
  • Create, improvise and organise sports activities.
  • Promote sport activities in the community.
  • Develop sport programmes.
  • Leading of a community sport activity.
  • Develop administrative procedures in a selected organisation.
  • Management of finances.
  • Manage administrative records.

    Over and above the areas listed, the South African qualification focuses on:
  • Sport values and ethics.
  • Adapt available spaces in the community as a sports or fitness facility.
  • Describe and assist in the control of fraud in an office environment.

    UK, Australia and USA:

    In New South Wales, New South Wales Sport and Recreation at www.dsr.nsw.gov.au government ministry coordinates and conducts the training. The training that ranges from short courses and certificates to post graduate has the competencies below.

    Sports administration:
  • First aid and CPR.
  • Safety and security in sport.
  • Sport Law.
  • Administrative processes
  • Organisational development.
  • Sport ethics.

    Sports development:
  • First aid and CPR.
  • Safety and security in sport.
  • Sport Law.
  • Administrative processes.
  • Organisational development.
  • Sport ethics.
  • Marketing.
  • Sport leadership.
  • Sport operations management.

    Aquatic, AUSTSWIM and water safety:
  • First aid and CPR.
  • Safety and security in aquatic environments.
  • Ground, air, aquatic Rescue operations.
  • Administrative processes.

    Coaching and officiating:
  • The role and responsibilities of a coach.
  • Planning and reviewing.
  • Safety.
  • Coaching in action.
  • Inclusive coaching practices when working with people with disabilities of special population groups.
  • Technical skills.
  • Conditioning practices.
  • Rules of the sport.

    Disability sport:
  • First aid and CPR.
  • Safety and security in sport.
  • Sport Law.
  • Administrative processes.
  • Organisational development.
  • Sport ethics.
  • Inclusive coaching practices when working with people with disabilities of special population groups.

    In addition the following sites were visited for comparison:

    The following sites were found in Australia, and were found as accredited training providers on the Australian Qualifications Framework.

    Tafe South Australia at http://www.vlepub.sa.edu.au/GatewaySearch.aspx offers a Certificate IV in Fitness with competencies below.

    Core units:
  • Assist with Analysis & Use of Emerging Technology.
  • Conduct a Sport & Recreation Program.
  • Conduct Projects.
  • Implement, Monitor OH&S Policies/Procedures/Programs & Maintain OH&S Standards.
  • Lead, Manage & Develop Work Teams.
  • Organise a Sport & Recreation Program.
  • Participate in the Meeting Process.
  • Plan, Allocate & Evaluate Work Carried out by Teams, Individuals & Self.
  • Provide Advice in Order to Meet Current & Anticipated Client Requirements.
  • Utilise an Understanding of Motivational Psychology with Fitness Clients.
  • Provide Leadership to Groups.
  • Source & Present Information in Response to Requests.
  • Undertake Advanced Exercise Planning and Programming.
  • Undertake Postural Screening and Appraisal.
  • Utilise a Broad Knowledge of Exercise Science in Exercise Planning, Programming and Instruction.
  • Utilise a Broad Range of Fitness Equipment.
  • Provide Exercise for Fitness Industry Clients with Special Requirements.

    Tafe South Australia at http://www.vlepub.sa.edu.au/GatewaySearch.aspx offers the qualification below which shows similarities to the South African one but does not have competencies in legal principles and compliance.

    Certificate IV in Community Recreation

    Core Units:
  • Assist with Analysis & Use of Emerging Technology.
  • Conduct Projects.
  • Coordinate Emergency Response.
  • Develop a Budget for a Recreation Initiative.
  • Develop Recreation Programs.
  • Implement, Monitor OH&S Policies/Procedures/Programs & Maintain OH&S Standards.
  • Improve Client Awareness & Implementation of Environmental Management Practices.
  • Lead, Manage & Develop Work Teams.
  • Participate in the Meeting Process.
  • Plan, Allocate & Evaluate Work Carried out by Teams, Individuals & Self.
  • Promote Compliance with Laws & Legal Principles.
  • Work Effectively with Government and Other Key Stakeholders.
  • Provide Leadership to Groups.
  • Source & Present Information in Response to Requests.
  • Provide Advice in Order to Meet Current & Anticipated Client Requirements.

    The majority of Universities in the UK offer sports, sports administration, sports development, sports science, exercise and fitness, recreation, life guarding and others as distinct courses separate from each other. In South Africa the same sectors have agreed to follow the same route. In the UK the following institutions have courses that compare well with this qualification.
  • University of Oxford, www.ox.ac.uk.
  • University of Wolverhampton, www.wlv.ac.uk, www.gttr.ac.uk.
  • University of Cambridge, www.cam.ac.uk.
  • Teacher Training Agency, www.teach.gov.za.
  • Leading body of sport, www.uksport.gov.uk.
  • British Association of Sport and Exercise sciences, www.bases.org.uk.
  • Society of Sports therapists, www.society-of-sports-therapists.org.
  • Institute for Leisure and Amenity Management, www.ilam.co.uk.
  • National Health Service Careers, www.nhcareers.nhs.uk.
  • Sports England, www.sportengland.org.
  • Sector Skills Council, www.skillsactive.com.
  • Institute of Sport and Recreation, www.isrm.co.uk.
  • University of London, www.londonexternal.ac.uk.
  • Brunel University, West London, www.brunel.ac.uk.

    Sport administration qualifications and short courses from the above institutions have the following competencies which compare well with this qualification;
  • First aid and CPR.
  • Safety and security in sport.
  • Sport Law and ethics.
  • Administrative processes.
  • Organisational development.

    The same core competencies are offered at a higher level up to PhD with additional competencies such as sport risk management, education, psychology, finance and economics, and others.

    USA:

    In USA, the majority of universities offer sports administration courses as distinct from sports science, fitness and exercise, recreation and other streams Qualifications range from short courses, to post graduate.

    These courses align very well with this qualification. Examples are courses offered at:
  • Harvard University, www.harvard.com.
  • University of North Carolina, College of Arts and Sciences, www.unc.edu.
  • Belmont University. www.belmont.educ.
  • Edinboro University, http://departments.edinboro.educ.
  • Ball State university, www.bsu.edu/physicaleducation/sportsadministration/programrequire/.

    Competencies in the core are:
  • First aid and CPR.
  • Safety and security in sport.
  • Sport Law.
  • Administrative processes in sport.
  • Organisational development.
  • Sport ethics.
  • Marketing and Public relations.
  • Sport in society.
  • Sport leadership.
  • Sport operations management.
  • Computer applications in sport.
  • Finance and fundraising in sport.
  • Managing volunteers in sport.
  • Sport communication.

    These competencies are all incorporated in this qualification.

    The following accredited institutions were chosen from a list of training providers as on the New Zealand Qualifications Authority Website:

    New Zealand:

    Manukau Institute of Technology offers a Certificate in Applied Sport and Recreation Level 4, which does not compare to this qualification.

    Core Units:
  • Anatomy and Physiology.
  • Aquatic Recreation.
  • Coaching Studies 1.
  • Community Recreation.
  • Introduction to Sport and Recreation in New Zealand.
  • Outdoor Education.
  • Sport and Exercise Training.
  • Teaching Sports Skills.
  • Teaching Tools for the Sport Environment.

    Duration of course: one year including 4 weeks industry placement.

    Reference: http://www.manukau.ac.nz.

    In comparison to this qualification the following was noted:
  • Focussing on the different areas where exercise and recreation can take place, for example: aquatic recreation was not implied in this qualification.
    In the Sport, Fitness and Recreation Industry Training Organisation the Certificate in Fitness Level 4 is offered which does not compare well to this qualification.

    Core Units:
  • Community Recreation.
  • Fitness Education.
  • Human Services (empowering people with disabilities).
  • Sport Science and Technology.
  • Computing.
  • Self- Management.
  • Health Studies.
  • Communication Skills.
  • Service Skills.

    Reference: www.sfrito.org.nz.

    Africa and SADC

    In Kenya, the University of Kenyatta,www.ku.ac.ke, offers, short courses, undergraduate and post courses in sport administration. However no distinction is given between core and electives;
  • First aid and CPR.
  • Safety and security in sport.
  • Sport Law.
  • Administrative processes in sport.
  • Organisational development.
  • Sport ethics.
  • Marketing and Public relations.
  • Sport in society.
  • Sport leadership.
  • Sport operations management.
  • Computer applications in sport.
  • Finance and fundraising in sport.
  • Managing volunteers in sport.
  • Sport communication.
  • Sports and Politics.
  • History and Development of Sport.
  • Sports event planning and management.
  • Personality dimensions in sports.
  • Social psychology of sport.

    In Botswana, the University of Botswana does not offer courses in sport administration. 
    		•

    ARTICULATION OPTIONS 
    The portability of skills between the FETC fitness and FETC community recreation and this certificate, allows for a learner to become multi skilled at this level.

    This Qualification will articulate vertically with all other qualifications registered within the envisioned learning pathway or closely associated pathways in the sport, recreation and fitness industry. Possibilities for horizontal articulation outside of this environment include (for example):
  • Further Education and Training Certificate: Management and Administration, Level 4, ID: 49129.
  • Further Education and Training Certificate: Management, Level 4, ID: 23656.
  • National Certificate: Small Business Financial Management, Level 4, ID: 48736.
  • National Certificate: Human Resources Management and Practices Support, Level 4, ID: 20893.

    Possibilities for vertical articulation inside and outside of the THETA environment include (for example):
  • National Certificate: Management and Administration, Level 5, ID: 49126.
  • National Certificate: Management, Level 5, ID: 24493. 
    		•

    MODERATION OPTIONS 
  • Anyone assessing a learner, or moderating the assessment of a learner, against this Qualification must be registered as an assessor or moderator with the relevant Education and Training Quality Assurance body (ETQA), or with an ETQA that has a Memorandum of Understanding (MOU) with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA, or with an ETQA that has an MOU with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the policies and guidelines for assessment and moderation of that ETQA, in terms of agreements reached around assessment and moderation between various ETQAs (including professional bodies), and in terms of the moderation guideline detailed immediately below.
  • Moderation must include both internal and external moderation of assessments at all 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 Exit Level Outcomes of the Qualification.
  • Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA, or with an ETQA that has an MOU with the relevant ETQA.

    The options as listed above provide the opportunity to ensure that assessment and moderation can be transparent, affordable, valid, reliable and non-discriminatory. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
  • For an applicant to register as an assessor or moderator of this Qualification the applicant needs:

    > To be declared competent in all the outcomes of the National Assessor Unit Standards.
    > To be in possession of a relevant Qualification.
    > Minimum of three years practical and relevant occupational experience.
  • The Assessor must be qualified with the ETDP and registered with the relevant ETQA.
  • They must have subject matter expertise and hold a qualification at one level above.
  • Subject matter expertise of this assessor would be from Level 5 and upwards. 
    		•

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

    NOTES 
    This qualification replaces qualification 21500, "National Certificate in Sport, Recreation and Fitness Leadership", NQF Level 4, 155 credits. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  13915  Demonstrate knowledge and understanding of HIV/AIDS in a workplace, and its effects on a business sub-sector, own organisation and a specific workplace  Level 3  NQF Level 03  4 
    Core  243299  Adapt available spaces in the community as a sports or fitness facility  Level 4  NQF Level 04  5 
    Core  243298  Apply administrative skills and knowledge in a sport organisation  Level 4  NQF Level 04  11 
    Core  243296  Apply values and ethics to a sport organisation  Level 4  NQF Level 04  3 
    Core  243303  Create, improvise and organize sport activities  Level 4  NQF Level 04  6 
    Core  110026  Describe and assist in the control of fraud in an office environment  Level 4  NQF Level 04  4 
    Core  110003  Develop administrative procedures in a selected organisation  Level 4  NQF Level 04  8 
    Core  243302  Develop and organise sport programmes  Level 4  NQF Level 04  6 
    Core  243300  Lead a community sport activity  Level 4  NQF Level 04  12 
    Core  110009  Manage administration records  Level 4  NQF Level 04  4 
    Core  242810  Manage Expenditure against a budget  Level 4  NQF Level 04  6 
    Core  243301  Manage safety and emergency incidences  Level 4  NQF Level 04  6 
    Core  109999  Manage service providers in a selected organisation  Level 4  NQF Level 04  5 
    Core  242819  Motivate and Build a Team  Level 4  NQF Level 04  10 
    Core  243293  Promote sport activity in a community  Level 4  NQF Level 04  4 
    Core  243295  Supervise sport or fitness facilities  Level 4  NQF Level 04  8 
    Core  15234  Apply efficient time management to the work of a department/division/section  Level 5  Level TBA: Pre-2009 was L5  4 
    Fundamental  119472  Accommodate audience and context needs in oral/signed communication  Level 3  NQF Level 03  5 
    Fundamental  119466  Interpret a variety of literary texts  Level 3  NQF Level 03  5 
    Fundamental  119457  Interpret and use information from texts  Level 3  NQF Level 03  5 
    Fundamental  119465  Write/present/sign texts for a range of communicative contexts  Level 3  NQF Level 03  5 
    Fundamental  9015  Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems  Level 4  NQF Level 04  6 
    Fundamental  119462  Engage in sustained oral/signed communication and evaluate spoken/signed texts  Level 4  NQF Level 04  5 
    Fundamental  119469  Read/view, analyse and respond to a variety of texts  Level 4  NQF Level 04  5 
    Fundamental  9016  Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 4  NQF Level 04  4 
    Fundamental  119471  Use language and communication in occupational learning programmes  Level 4  NQF Level 04  5 
    Fundamental  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04  6 
    Fundamental  119459  Write/present/sign for a wide range of contexts  Level 4  NQF Level 04  5 
    Elective  117111  Apply knowledge of basic accounting principles to financial services  Level 3  NQF Level 03  4 
    Elective  13912  Apply knowledge of self and team in order to develop a plan to enhance team performance  Level 3  NQF Level 03  5 
    Elective  243297  Apply knowledge of anatomy and physiology to exercise training  Level 4  NQF Level 04  5 
    Elective  117499  Demonstrate entrepreneurial competence  Level 4  NQF Level 04  12 
    Elective  7791  Display cultural awareness in dealing with customers and colleagues  Level 4  NQF Level 04  4 
    Elective  117156  Interpret basic financial statements  Level 4  NQF Level 04  4 
    Elective  117500  Manage finance in a small business  Level 4  NQF Level 04  8 
    Elective  114738  Perform financial planning and control functions for a small business  Level 4  NQF Level 04  6 
    Elective  243294  Recommend an exercise programme or activity  Level 4  NQF Level 04  5 
    Elective  9242  Analyse external factors influencing people who have special needs  Level 5  Level TBA: Pre-2009 was L5  4 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    LP ID Learning Programme Title Originator Pre-2009
    NQF Level    		 NQF Level Min Credits Learning Prog End Date Quality
    Assurance
    Functionary    		 NQF Sub-Framework
    67707  Further Education and Training Certificate: Sport Administration  Exercise Teachers Academy - Cape Town  Level 4  NQF Level 04  172     CATHSSETA  OQSF 
    58009  Further Education and Training Certificate: Sport Administration  Generic Provider - Field 02  Level 4  NQF Level 04  172     CATHSSETA  OQSF 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES: 
    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.
     
    LP ID Learning Programme Title Accredited Provider
    58009  Further Education and Training Certificate: Sport Administration  Institute of Sport Education and Training  


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