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

Promote sport and fitness activity in a community 
SAQA US ID UNIT STANDARD TITLE
10199  Promote sport and fitness activity in a community 
ORIGINATOR
SGB Sport 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 02 - Culture and Arts Sport 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  4 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 		 2002-06-12  2005-06-12  SAQA 0742/02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2006-06-12   2009-06-12  

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 unit standard is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
243293  Promote sport activity in a community  Level 4  NQF Level 04  4   

PURPOSE OF THE UNIT STANDARD 
The qualifying learner achieving this unit standard will be able to use effective and acceptable methods to promote Sport and Fitness activities in a community, whereby community awareness and community participation is maximised.

In addition the learner will be well positioned to extend their learning and practice into other areas of Sport or Fitness leadership or management, or to strive towards Sport or Fitness management standards and practice at higher levels.

Competent qualifying learners in Sport or Fitness will provide safe, quality and positive experiences to participants and volunteer and thus strengthen the Sport or Fitness profession in general. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that a learner attempting this unit standard will show competence in communication equivalent to NQF level 3. 

UNIT STANDARD RANGE 
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Communicate sport and fitness activities, events and programmes. 
OUTCOME NOTES 
1. Communicate sport and fitness activities, events, programmes as well as the benefits thereof.
For example:
  • Written presentations.
  • Oral presentations.
  • Visual presentations. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the context in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Target market is identified and profiled.
    2. Verbal, written and visual presentations, which include posters, pamphlets, brochures, newspaper inputs, media releases, are designed to capture the attention of the target market.
    3. Distribution points for advertisements, which will maximise access to the target market, are identified.
    4. Sponsors are identified and committed to sponsoring the event.
    5. A promotion plan, which includes realistic goals, timeframes, resources, and implementation dates, is compiled.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    6. Reflect on, measure and evaluate performance in order to improve future practice and learning. 
    		•

    SPECIFIC OUTCOME 2 
    Identify suitable distribution points for advertisements to involve stakeholders and/or sponsors. 
    OUTCOME NOTES 
    2. Identify suitable distribution points for advertisements to involve stakeholders and/or sponsors.
    For example:
  • Schools, community centres, hospitals, churches and stokvels. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the context in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Target market is identified and profiled.
    2. Verbal, written and visual presentations, which include posters, pamphlets, brochures, newspaper inputs, media releases, are designed to capture the attention of the target market.
    3. Distribution points for advertisements, which will maximise access to the target market, are identified.
    4. Sponsors are identified and committed to sponsoring the event.
    5. A promotion plan, which includes realistic goals, timeframes, resources, and implementation dates, is compiled.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    6. Reflect on, measure and evaluate performance in order to improve future practice and learning. 
    		•

    SPECIFIC OUTCOME 3 
    Access and secure sponsors. 
    OUTCOME NOTES 
    3. Access and secure sponsors.
    For example:
  • Identify appropriate sponsors.
  • Identify and use appropriate incentives.
  • Ensure commitment by partners. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the context in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Target market is identified and profiled.
    2. Verbal, written and visual presentations, which include posters, pamphlets, brochures, newspaper inputs, media releases, are designed to capture the attention of the target market.
    3. Distribution points for advertisements, which will maximise access to the target market, are identified.
    4. Sponsors are identified and committed to sponsoring the event.
    5. A promotion plan, which includes realistic goals, timeframes, resources, and implementation dates, is compiled.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    6. Reflect on, measure and evaluate performance in order to improve future practice and learning. 
    		•

    SPECIFIC OUTCOME 4 
    Compile a promotion plan which includes: 
    OUTCOME NOTES 
    4. Compile a promotion plan which includes:
    For example:
  • Target market.
  • Timeframes.
  • Resources.
  • Implementation dates.
  • Action plan. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the context in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Target market is identified and profiled.
    2. Verbal, written and visual presentations, which include posters, pamphlets, brochures, newspaper inputs, media releases, are designed to capture the attention of the target market.
    3. Distribution points for advertisements, which will maximise access to the target market, are identified.
    4. Sponsors are identified and committed to sponsoring the event.
    5. A promotion plan, which includes realistic goals, timeframes, resources, and implementation dates, is compiled.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    6. Reflect on, measure and evaluate performance in order to improve future practice and learning. 
    		•


    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The qualifying learner is able to demonstrate a basic knowledge and understanding of:

    1. Ranges of verbal, written and visual presentations.
    2. Requirements for posters, pamphlets, newspaper inputs.
    3. Elements of a promotion plan.
    4. Suitable incentives as applicable to different sponsors.
    5. Basic market research. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to:

    Communicate sport and fitness activities, events, programmes as well as the benefits thereof.
    For example:
  • Written presentations.
  • Oral presentations.
  • Visual presentations.

    Identify suitable distribution points for advertisements to involve stakeholders and/or sponsors.
    For example:
  • Schools, community centres, hospitals, churches and stokvels.

    Access and secure sponsors.
    For example:
  • Identify appropriate sponsors.
  • Identify and use appropriate incentives.
  • Ensure commitment by partners.

    Compile a promotion plan which includes:
    For example:
  • Target market.
  • Timeframes.
  • Resources.
  • Implementation dates.
  • Action plan. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to:

    Communicate sport and fitness activities, events, programmes as well as the benefits thereof.
    For example:
  • Written presentations.
  • Oral presentations.
  • Visual presentations.

    Identify suitable distribution points for advertisements to involve stakeholders and/or sponsors.
    For example:
  • Schools, community centres, hospitals, churches and stokvels.

    Access and secure sponsors.
    For example:
  • Identify appropriate sponsors.
  • Identify and use appropriate incentives.
  • Ensure commitment by partners.

    Compile a promotion plan which includes:
    For example:
  • Target market.
  • Timeframes.
  • Resources.
  • Implementation dates.
  • Action plan. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to:

    Communicate sport and fitness activities, events, programmes as well as the benefits thereof.
    For example:
  • Written presentations.
  • Oral presentations.
  • Visual presentations.

    Identify suitable distribution points for advertisements to involve stakeholders and/or sponsors.
    For example:
  • Schools, community centres, hospitals, churches and stokvels.

    Access and secure sponsors.
    For example:
  • Identify appropriate sponsors.
  • Identify and use appropriate incentives.
  • Ensure commitment by partners.

    Compile a promotion plan which includes:
    For example:
  • Target market.
  • Timeframes.
  • Resources.
  • Implementation dates.
  • Action plan. 
    		•

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 243293, which is " Promote sport activity in a community ", Level 4, 4 credits.

    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:

    1. Respecting the natural and cultural environment.
    2. Accepting and maintaining a non-discriminatory attitude towards diversity including, for example: differences in gender, race, religion, ability and culture. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  21500   National Certificate: Sport and Fitness Leadership  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered"     		 2005-06-12  Was CATHSSETA until Last Date for Achievement 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    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.