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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Coaching Science 
SAQA QUAL ID QUALIFICATION TITLE
96792  Higher Certificate in Coaching Science 
ORIGINATOR
Exercise Teachers Academy PTY Limited 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  Field 02 - Culture and Arts  Sport 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 1141/23  2021-07-01  2024-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2025-06-30   2028-06-30  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
67703  National Certificate: Coaching Science  Level 5  Level N/A: Pre-2009 was L5  120  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The design and establishment of a higher certificate in coaching science aims to develop appropriate skills and knowledge for coaching a specific sport to children in a club or school context.

The qualification also ensures that coaching practices applied in this domain adhere to sound principles drawn from sport science.

A qualifying learner who has achieved this qualification will be able to:
  • Manage administrative, health, safety, risk, and legislative responsibilities in coaching.
  • Apply communication and motivational skills to coaching.
  • Implement exercise conditioning and sport specific techniques.
  • Coach a chosen sport by applying professional coaching principles.

    Rationale:
    The role of sport in South Africa continues to grow in social importance. If sport is to become truly accessible for all South Africans, it is essential that coaches receive the best possible education and training in order to encourage young people to participate in sport. If coaches are made aware of the unique physical and psychological characteristics of performers, they can promote the concepts of enjoyment and fair play in addition to fitness and skills learning. Adding a scientifically based, integrated approach, will increase the levels of participation of South African youth, and thus contribute to a more stable society.

    Building a sound basis of sport skills among youth also has important implications for top-level sport in South Africa. By focusing on psycho-social benefits of sport, along with sound scientific approaches to training, participants form good habits that lay the foundation for achieving higher levels of performance. Thus, a well-coordinated approach to coaching education can promote the development of sport as a positive force in South African society.

    Sport coaching has also entered a period of rapid growth as a profession. The need for qualified coaches at a range of levels has been identified, exposing education and training needs for coaches at all levels and domains, in schools, clubs and sport-specific federations. This growth in the profession is demonstrated through the formation of the South African Coaching Framework by the South African Sport Confederation and Olympic Committee (SASCOC).

    This qualification therefore, supports the aims of SASCOC's coaching framework and its plans for a professional body for South African sport coaches. It is against this background that this qualification is proposed, specifically achieving the knowledge and competencies for assistant coaches and coaches who wish to coach children in club and school contexts. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution's policy for Recognition of prior learning caters for a number of categories of RPL:
  • Recognition of informal work-based knowledge and skills to enable access to a qualification.
  • Recognition of prior formal learning Credits to enable access to a qualification.
  • Recognition of prior informal learning to enable achievement of the qualification.

    The institution's policy caters comprehensively for RPL with assessment instruments designed for the assessment of evidence from informal learning environments as well as mechanisms for the evaluation of learners' formal learning and the applicability of credit transfer to the Higher Certificate in Fitness qualification.

    Entry Requirements:
    The minimum entry requirements are:
  • National Senior Certificate (NSC).
    Or
  • National Certificate (Vocational) NC(V)) at Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at National Qualifications Framework (NQF) Level 5 totalling 120 Credits.

    Compulsory Modules: 100 Credits
  • Kinesiology, 36 Credits.
  • Screening, assessment and testing for sport, 12 Credits.
  • Coaching science, 22 Credits.
  • Coaching sport to individuals and groups, 20 Credits.
  • Management and Administration in Coaching, 10 Credits.

    Elective Modules: 20 Credits (Select one module)
  • Coaching a specific sport: Cricket, 20 Credits.
  • Coaching a specific sport: Football, 20 Credits.
  • Coaching a specific sport: Hockey, 20 Credits.
  • Coaching a specific sport: Netball, 20 Credits.
  • Coaching a specific sport: Rugby, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Design appropriate coaching programmes for sport.
    2. Manage health, safety and professional responsibilities in sport.
    3. Apply communication and motivational skills to coaching.
    4. Plan and implement professional coaching practices. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Anatomical and biomechanical principles of movement are applied to conditioning programmes for sport.
  • Sport programmes comply with current scientific principles of sport and exercise science.
  • Participants' skills and techniques are developed in terms of sport specific and talent development requirements.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Coaching programmes are planned and organised in line with athletes' abilities and sport goals.
  • Professional values and ethical codes are identified and applied in the context of sport coaching.
  • Roles and responsibilities of coaching are implemented in line with professional codes and standards of sport.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Relevant communication techniques are applied to sport coaching.
  • Relevant and age-appropriate psychology principles are applied in the context of mental skills training for sport.
  • Coaching is implemented using effective methods of instruction and drills.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Sessions are planned and implemented to meet the needs and goals of the participant/s and the sport.
  • Coaching programmes are designed to meet the needs of athletes participating in a sporting code.
  • Coaching is implemented using relevant equipment that enhances fitness or sport specific skills.

    Integrated Assessment:
    Integrated assessment at the level of qualification (Level 5) provides an opportunity for learners to show that they are able to integrate theoretical concepts, and apply such concepts to procedures, thus achieving the knowledge and skills that are coherent to the purpose of the qualification. Integrated assessment judges the quality of the observable performance and the quality of the critical thinking and problem solving that underpins performance.

    Assessment instruments elicit the knowledge, thinking and decision-making that underpins learners' performance. Assessment includes a range of methods which ensure that learners provide evidence of their theoretical knowledge and demonstrate the relevant level of practical skills in the context of their professional practice of coaching. The ratio between action and interpretation is not fixed, but varies according to the modules within the qualification. Nevertheless, because this is a vocational qualification, the expectation is that assessment evaluates learners' abilities to apply their knowledge; ensuring that practice is informed by current theories and principles of exercise science.

    Knowledge is assessed formatively throughout the learning process. Summative assessment takes the form of end of semester written exams or assignments and applied knowledge and practical skills are assessed with simulations, demonstrations and practice-based projects.

    Practical projects show how learners work with participants, preparing, monitoring and adapting coaching programmes, according to the needs of participants.

    Practical demonstrations are designed to ensure that theory-informed coaching practice, demonstrates skills and execution capabilities, using equipment where relevant. Learners need to demonstrate the communication skills required to counsel and advise or to coach sport sessions.

    Experiential learning: Learners spend time completing practical work-based activities in the field. They are placed at schools and sport clubs and hours are logged in their log book and signed off by supervisors. Such evidence is evaluated for the achievement of the qualification. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification has been compared with sport coaching qualifications in Great Britain, New Zealand and Australia and shows a substantial Degree of similarity. The concept of a single qualification that includes fundamental knowledge of sport science and the common principles of effective coaching and exercise conditioning are common to these qualifications. The addition of applied coaching within a specific sport is part of the qualification in Australia and the United Kingdom.

    When comparing this higher certificate against the qualifications offered in the United Kingdom (UK), it is apparent that the education and training offered in this qualification compares favourably. Additionally, the UK and South African coaching frameworks have followed similar developmental paths for their coaching domains and professional designations.

    For benchmarking, South African Sports Confederation and Olympic Committee (SASCOC)'s framework of coaching levels and domains has been referenced. The SASCOC framework has internationally benchmarked their coaching levels and domains, informing the standards of qualification and the knowledge and skills of their learning programmes and this qualification aims to meet SASCOC's requirements for coaches and assistant coaches at National Qualifications Framework (NQF) Level 5 (SASCOC, 2012). 

    ARTICULATION OPTIONS 
    This qualification offers the following articulation possibilities.

    Horizontal Articulation:
  • Higher Certificate in Sport, Recreation Management, Level 5.
  • National Diploma: Coaching Science Level 5.

    Vertical Articulation:
  • Advanced certificate in Coaching Science, Level 6.
  • Diploma in Sport and Exercise, Level 6. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    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. Exercise Teachers Academy - Cape Town 


    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.