SAQA

All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Bachelor of Physical Education

SAQA QUAL ID	QUALIFICATION TITLE
9767	Bachelor of Physical Education
ORIGINATOR
University of Witwatersrand
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National First Degree(Min 480)	Field 02 - Culture and Arts		Sport
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	480	Level 7	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 091/21	2021-07-01	2023-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		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

The purpose of the qualification is:

to provide educators with a range of professional competencies in the context of school-based Life Orientation, Life Skills, Physical Education and Sports Coaching Programmes, as well as settings such as the workplace, primary health care clinics, and community organisations.

to provide the opportunity for learners to participate in contemporary debates within the fields of Human Movement Science and Physical Education.

to develop reflective practitioners who are versed in a multidisciplinary approach which includes an expressive, instrumental, functional and educational understanding of human movement in various contexts.

to engage in initiatives aimed at redress in terms of access and participation in physical activity programmes.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Formally Accredited Learning:
The typical applicant has a matriculation with full exemption, or equivalent University-approved qualification - consult the application information for the year of study for which application is being made.

Recognition of Prior Learning:

Applicants who fall outside of the normal admissions process who can demonstrate to the satisfaction of the University that they have a qualification or experiential- or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. Applicants who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

Qualifying learners:

1. Understand central theories and principles of Human Movement Science, Physical Education and Life Orientation
2. Are sensitive and empathetic to the needs, readiness and uniqueness of all members of the community in respect of access, opportunity and empowerment in appropriate physical activity
3. Work and communicate effectively with others as a member of a team in the context of movement, exercise, sport and recreation
4. Know and understand the complexities of the psycho-bio-physical structural and mechanical bases of human movement
5. Understand the socio-political and historical factors that influence professional practice and the impact these have on the development and shape of the academic field
6. Understand the socio-political and commercial power of sport and its strategic values in creating a unified co-operative society in which diversity is cherished
7. Have a working knowledge of research methods
8. Are acquainted with a range of tests and measurements used in Human Movement Science and Physical Education
9. Are able to conduct field and laboratory assessments, to collect, collate and interpret data and make decisions based on the data
10. Have a repertoire of professional skills relating to communication, human resources, equipment, risk, marketing, service, fiscal and entrepreneurial management
11. Have acquired specific technical skills of selected sports, identify and correct the execution of these techniques and become familiar with tactical strategies
12. Gain accreditation as an official or judge responsible for the rules governing the selected sports
13. Are familiar with different approaches, techniques and styles of teaching, coaching and training appropriate to the context
14. Are able to critically evaluate their practice
15. Demonstrate applied professional competence in the school and other settings and develop a portfolio of evidence to verify applied professional competence and vocational readiness
16. Review scholarly research in the field
17. Use a systematic qualitative model of analysis of human movement to facilitate the identification of the systems involved in human movement
18. Qualify as an official or a coach and work collaboratively with other officials and coaches in a selected sport code
19. Obtain national certification from the SA Life Saving and First Aid Associations as evidence of competence in the management of risk
20. Plan, control, organise and manage a sporting event for a client
21. Critically assess the effectiveness of service-rendered in industry-based internships in the field
22. Demonstrate ability to access and use knowledge from a wide range of sources, including the Internet.

Critical Cross-field Outcomes:

a) "Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made" - see Exit Level Outcomes (ELO) 5 & 6.

b) "Working with others as a member of a team, group, organisation, community" - see ELO 2, 3, 6, 12, 18, 20 & 21.

c) "Organising and managing oneself and one's activities responsibly and effectively" - see ELO 10, 11 & 14.

d) "Collecting, analysing, organising and critically evaluating information" - see ELO 7, 8, 9, 10 & 22.

e) "Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion" - see ELO 3, 10 & 22.

f) "Using science and technology effectively and critically, showing responsibility towards the environment and health of others" - see ELO 1, 2, 4 & 8.

g) "Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts does not exist in isolation" - see ELO 5 & 6.

h) "Contributing to the full personal development of each learner and the social and economic development of society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:

(i) "Reflecting on and exploring a variety of strategies to learn more effectively" - see ELO 11 & 13.

(ii) "Participating as responsible citizens in the life of local, national and global communities" - see ELO 8, 19, 20, 21 & 22; note also that learners act in accordance with the code of conduct of the University and, where relevant, that of the professional discipline being studied.

(iii) "Being culturally and aesthetically sensitive across a range of social contexts" - see ELO 2, 3, 5 & 6.

(iv) "Exploring education and career opportunities" - see ELO 10, 11, 12, 13, 18, 19 & 21.

(v) "Developing entrepreneurial opportunities" - see ELO 10.

ASSOCIATED ASSESSMENT CRITERIA

Qualifying learners demonstrate the ability to:

1. Apply, in various contexts, the central theories and principles of Human Movement Science, Physical Education and Life Orientation
2. Assess the needs of members of the community in respect of access, opportunity and empowerment in appropriate physical activity
3. Work and communicate effectively with others as a member of a team in the context of movement, exercise, sport and recreation
4. Apply knowledge of the complexities of the psycho-bio-physical structural and mechanical bases of human movement
5. Take into account the socio-political and historical factors that influence professional practice and the impact these have on the development and shape of the academic field
6. Take into account the socio-political and commercial power of sport and its strategic values in creating a unified co-operative society in which diversity is cherished
7. Apply knowledge of research methods
8. Suggest the use of a range of tests and measurements used in Human Movement Science and Physical Education
9. Conduct field and laboratory assessments, to collect, collate and interpret data and make decisions based on the data
10. Use their repertoire of professional skills relating to communication, human resources, equipment, risk, marketing, service, fiscal and entrepreneurial management
11. Use their acquired specific technical skills of selected sports, to identify and correct the execution of these techniques and to become familiar with tactical strategies
12. Apply knowledge of different approaches, techniques and styles of teaching, coaching and training appropriate to the context
13. Critically evaluate their practice
14. Show, through a portfolio of evidence, their applied professional competence in the school and other settings
15. Review scholarly research in the field
16. Use a systematic qualitative model of analysis of human movement to facilitate the identification of the systems involved in human movement
17. Work collaboratively with other officials and coaches in a selected sport code
18. Plan, control, organise and manage a sporting event for a client
19. Critically assess the effectiveness of service-rendered in industry-based internships in the field
20. Access and use knowledge from a wide range of sources, including the Internet.

Integrated Assessment:

Integrated assessment is achieved by the assessment of the learners' demonstrated ability to design, implement, monitor and assess the effectiveness of movement, exercise, sport and/or recreation programmes for individuals and groups.

ARTICULATION OPTIONS

Except for the qualification at entry level, this section specifies with which other qualifications of the University the qualification articulates; therefore it can articulate with equivalent qualifications nationally and internationally.

Further, an applicant registered at the University or another higher education institution for a similar qualification and who has successfully and satisfactorily completed half or less of the qualification, may be able to complete the qualification at the University, and may be granted credit for similar courses already completed.

Entry to the qualification:
A matriculation with full exemption, or equivalent University-approved qualification.

Articulation during the qualification:
No formal articulation but learners may be able to move to another Bachelor's degree of the University, or equivalent qualification.

On completion of the qualification:
At exit level this qualification articulates with the Bachelor of Education (NQF level 7) or Honours degrees of the University.

MODERATION OPTIONS

Internal University requirements govern how and by whom moderation is performed. For example, external examiners are appointed on an annual basis. Such moderation seeks, inter alia, to ensure that, where appropriate, our graduates will be able to comply with professional and statutory requirements. Further, whether an academic entity has a professional orientation or not, the University ensures that its activities are moderated by internal and external review quinquennially. The moderating body for qualifications of the University is the Higher Education Quality Committee of the Council on Higher Education, currently represented by the Interim Higher Education Quality Committee.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Internal University quality requirements govern how and by whom assessment may be performed to ensure that assessors have the competence required to assess a qualification of this nature. Once the Higher Education Quality Committee of the Council on Higher Education is constituted and ready to pronounce on issues of quality, the University will respond to the HEQC guidance on the registration of assessors. In the interim, the academic staff of the University of the Witwatersrand, Johannesburg, are regarded as registered assessors since SAQA has registered the institution as a public higher education provider.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015.

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.

1.	University of Witwatersrand