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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: |
| Bachelor of Technology: Officiating: Coaching Science |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 72439 | Bachelor of Technology: Officiating: Coaching Science | |||
| ORIGINATOR | ||||
| Tshwane University of Technology (TUT) | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| CHE - Council on Higher Education | HEQSF - Higher Education Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| B Tech | Field 02 - Culture and Arts | Sport | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 480 | Level 7 | Level TBA: Pre-2009 was L7 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
|
Passed the End Date - Status was "Reregistered" |
SAQA 06120/18 | 2018-07-01 | 2018-12-31 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2019-12-31 | 2024-12-31 | |||
| 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 |
| 19890 | Bachelor of Technology: Officiating: Coaching Science | Level 7 | Level TBA: Pre-2009 was L7 | 480 | Complete |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| A qualified learner at this level can independently evaluate, interpret, design, advise on and instruct training and coaching programmes that encompasses the development of the tactical, technical, physiological, psychological and wellness aspects of athletes at all levels and members of special populations, to advance high performance coaching knowledge and skills for the development of elite coaches. Promote and support the flow of elite sports knowledge in the science and art of coaching to talented athletes, in a responsible and effective way, from entrance level up to the elite level of that particular sport. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| First degree: Sport and Exercise Technology or equivalent (level 6) |
| RECOGNISE PREVIOUS LEARNING? |
| N |
| QUALIFICATION RULES |
| The qualification will be awarded to the learner who has provided evidence to the satisfaction of the assessors that the stated competence of the qualification, as detailed in the specified outcomes, has been achieved, either through education and training in a single provider's learning programme and through experiential learning experience that complies with the stated specified outcomes. |
| EXIT LEVEL OUTCOMES |
| One
Independently analyse, design, implement and evaluate a talent identification, selection and development programme for a specific sport 1. Compare, contrast, analyse and discuss the principles and issues involved in talent identification, selection and development as well as the resource implications of such a programme 2. Identify talented athletes and structure an appropriate talent development programme 3. Demonstrate the ability to outline, implement and evaluate strategies for possible career pathways for an elite athlete from initial participation to post-career development Two Independently design sport-specific coaching, training and conditioning programmes for athletes of all levels as well as special populations 1. Demonstrate the ability to independently design programmes for athletes and members of special populations in terms of tactical, technical, physiological, psychological and wellness development * Demonstrate the ability to design and make interventions in sport-specific training programmes * Design safe and scientific training programmes for children, pregnant women, obese individuals, the elderly and the disabled * Design scientific coaching programmes, concentrating on the development of the technical, tactical, physiological and psychological aspects required for the specific sport and level of participation Three Independently plan, conduct and evaluate recovery programmes based on scientific principles for the optimised adaptation to training and competition programmes of athletes 1. Recognise and use appropriate methods to monitor an athlete's responses to exercise 2. Select and integrate appropriate recovery activities into the annual plan and training micro-cycles for a specific sport Four Relate effectively to the media to promote sport and to work with the media in a way that assists the preparation of athletes 1. Demonstrate the ability to analyse the importance of positive public relations in the coaching environment 2. Demonstrate the ability to outline the strategies involved in effectively working with the print and electronic media 3. Plan, implement and evaluate an effective media presentation 4. Disseminate appropriate information to prepare and assist athletes to handle the media in a variety of situations Five Provide effective leadership in the context of the coaching environment 1. Demonstrate the ability to effectively communicate both within and outside the coaching environment 2. Outline and apply the organisational leadership skills required to lead and motivate individuals, groups and teams Six Systematically analyse sporting performance and design training plans and competition strategies 1. Demonstrate the ability to outline, implement and assess the appropriateness and validity of the analysis methods that are applicable to a specific sport 2. Develop and implement strategies for the evaluation and improvement of coaching effectiveness Seven Provide an instructional and advisory service on exercise and sport-specific matters 1. Demonstrate the ability to advise and instruct on the safe scientific training of children, pregnant women, obese individuals, the elderly and the disabled 2. Demonstrate the ability to advise on and provide strategy planning for exercise and sport participation in extreme environmental conditions 3. Demonstrate the ability to advise and instruct athletes, up to elite level, on exercise and sport-specific matters Eight Provide a comprehensive specialist and coaching service to athletes up to elite-level, in elected sports 1. Demonstrate the ability in providing a comprehensive specialist and coaching service to athletes of all levels * Design a comprehensive, sport-specific coaching and development programme for athletes from the entrance-level to the specific sport up to the elite-level of that sport incorporating tactical, technical, physiological and psychological aspects where applicable * Demonstrate the ability to scientifically coach athletes from the entrance-level up to the elite-level of a specific elected sport Nine Conduct scientific research in the fields of fitness, physical conditioning and/or sport 1. Demonstrate an understanding of the research process 2. Demonstrate the ability to draft a scientific report, presenting and explaining the results of the evaluations and recommending appropriate interventions CRITICAL OUTCOMES embedded in the specified outcomes: * Identify and solve problems in which responses display that responsible decisions, using critical and creative thinking, have been made * Work effectively with others as a member of a team, group, organisation or community * Organise and manage oneself and one's activities responsibly and effectively * Collect, analyse, organise and critically evaluate information * Use science and technology effectively and critically, showing responsibility towards the environment and health of others * Demonstrate an understanding of the world as a set of related systems by realising that problem solving contexts do not exist in isolation * Contribute to the full development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of: * Reflecting on and exploring of a variety of strategies to learn more effectively * Participating as responsible citizens in the life of local, national and global communities * Being culturally and aesthetically sensitive across a range of social contexts * Exploring education and career opportunities * Developing of entrepreneurial opportunities |
| ASSOCIATED ASSESSMENT CRITERIA |
| One
Theoretical 1. Theoretical group and/or individual assignments assessed in terms of content and applicability Two Theoretical and practical. 1. Problem-based theoretical assignments * Evaluation by the course leader and/or senior coach on the success of intervention in the field as demonstrated through coaching and/or actively advising athletes at all levels * Theoretical group and/or individual assignments assessed in terms of content and applicability Three Theoretical and practical. 1. Problem-based theoretical assignments *. Evaluation by the course leader and/or senior coach on the success of intervention in the field as demonstrated through coaching and/or actively advising athletes at all levels Four 1. Theoretical group and/or individual assignments assessed in terms of content and applicability 2. Problem-based theoretical assignments Five 1. Theoretical group and/or individual assignments assessed in terms of content and applicability 2. Problem-based theoretical assignments Six 1. Theoretical group and/or individual assignments assessed in terms of content and applicability 2. Problem-based theoretical assignments Seven Theoretical and practical 1. Problem-based theoretical assignments * Practical evaluation by the course leader and/or senior coach during work 2. Problem-based theoretical assignments. 3. Theoretical and practical * Problem-based theoretical assignments * Demonstrate through role-play and simulation Eight Theoretical and practical 1. Theoretical group and/or individual assignments evaluated by the course leader and/or senior coach * Practical evaluation in a field-setting by the course leader and/or senior coach Nine 1. Evaluation of a basic research project, in the form of a dissertation to be submitted before the awarding of the qualification 2. Evaluation by the course leader of group and/or individual assignments evaluated. Integrated assessment: Assessment by means of integrated theoretical examinations at the end of the level, consisting of evaluation on theory and/or case studies. Throughout the duration of the level practical and theoretical assignments (group and/or individual), as well as theoretical tests, will be assessed to make up a predicate mark. All students are required to submit a dissertation to be evaluated and integrated into the final marks for the level. |
| ARTICULATION OPTIONS |
| Submission for Masters and Doctorates pending |
| MODERATION OPTIONS |
| As required by SERTEC |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| As required by SERTEC |
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. |
| 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. | Tshwane University of Technology (TUT) |
| 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. |