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 UNIT STANDARD THAT HAS PASSED THE END DATE:

Promote an awareness of nutritional principles

SAQA US ID	UNIT STANDARD TITLE
10214	Promote an awareness of nutritional principles
ORIGINATOR
SGB Recreation & Fitness
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 5	Level TBA: Pre-2009 was L5	6
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2018-07-01	2023-06-30	SAQA 06120/18
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 unit standard does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD

The qualifying learner achieving this unit standard in combination with context expertise standard(s) will be able to use and apply nutritional principles in order to recommend nutritional guidelines for healthy eating associated with physical activity.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

A learner aspiring to complete this unit standard must have been assessed competent against the following unit standards:

Communication NQF level 4, Literacy NQF level 4, Numeracy NQF level 2

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

Use nutritional principles to advise participants on how to optimize health and enhance performance.

OUTCOME NOTES

Use nutritional principles to advise participants on how to optimize health and enhance performance in physical fitness activities.
For example:
Appropriate proportions of the food groups
Use of different food pyramids
Energy needs and expenditure

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 contexts 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 numbers of unit standards are captured in a way that makes sense for assessment.

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

1. Read and interprets food labels on a variety of food products
2. Define various nutrition terms, e.g. micro and macronutrients, metabolism, energy, food guide pyramid etc.
3. Develop and explain an eating plan which may include health enhancing supplements
4. Explain own scope of practice and clarify in relation to appropriate practitioner referral
5. Provide practical guidelines on how to keep a personal nutrition diary and be able to interpret and advise on the information gathered.

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

SPECIFIC OUTCOME 2

Identify and correct common myths, fallacies associated with nutrition

OUTCOME NOTES

Identify and correct common myths, fallacies associated with nutrition
For example:
Use of "slimming aids"
Weight gain and weight loss and supplementation
Performance aids

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

SPECIFIC OUTCOME 3

Read and interpret food labels:

OUTCOME NOTES

Read and interpret food labels
For example:
Compilation of food
Identify chemical additives
Identify fat content of food
Order of ingredients and their values

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

SPECIFIC OUTCOME 4

Design an action plan to optimize nutritional requirements for healthy eating

OUTCOME NOTES

Design an action plan to optimize nutritional requirements for healthy eating
For example:
Encourage drinking of water
Encourage eating breakfast
Encourage eating frequency
Encourage appropriate food choices

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

SPECIFIC OUTCOME 5

Refer special needs appropriate practitioner

OUTCOME NOTES

Refer special needs appropriate practitioner
For example:
Identify eating problems and refer to Psychologist or Dietician
Stress management
Chronic health conditions and recommendation to e.g. Dietician, Physician, Naturopath

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

ASSESSMENT CRITERION 2

Advise on the use of health enhancing supplements
For example:
Vitamins and minerals

SPECIFIC OUTCOME 6

Advise on the use of health enhancing supplements

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.

Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.

Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.

Moderation must include both internal and external moderation of assessments at 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 qualification.

Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution, which is accredited by the relevant ETQA.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The qualifying learner is able to demonstrate a basic knowledge and understanding of:

1. Macro nutrients (protein, carbohydrates, fats)
2. Micro nutrients (vitamins, minerals
3. Hydration, fiber in the diet
4. Diet evaluation
5. Food label reading
6. Nutrition and the digestive system
7. Food intolerances and allergies
8. Anti nutrients
9. Ergogenic aids and assimilation
10. Nutrition for weight loss and weight gain
11. Glycaemic index
12. Metabolism
13. Common nutritional myths and misinformation
14. Dangerous and ineffective weight loss methods
15. Eating disorders and body image
16. Current dietary guidelines for physical activity and healthy living

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving relates to:

Use nutritional principles to advise participants on how to optimize health and enhance performance in physical fitness activities.
For example:
Appropriate proportions of the food groups
Use of different food pyramids
Energy needs and expenditure

Identify and correct common myths, fallacies associated with nutrition
For example:
Use of "slimming aids"
Weight gain and weight loss and supplementation
Performance aids

Design an action plan to optimize nutritional requirements for healthy eating
For example:
Encourage drinking of water
Encourage eating breakfast
Encourage eating frequency
Encourage appropriate food choices

Refer special needs appropriate practitioner
For example:
Identify eating problems and refer to Psychologist or Dietician
Stress management
Chronic health conditions and recommendation to e.g. Dietician, Physician, Naturopath

Advise on the use of health enhancing supplements
For example:
Vitamins and minerals

UNIT STANDARD CCFO WORKING

Teamwork relates to:

Identify and correct common myths, fallacies associated with nutrition
For example:
Use of "slimming aids"
Weight gain and weight loss and supplementation
Performance aids

Design an action plan to optimize nutritional requirements for healthy eating
For example:
Encourage drinking of water
Encourage eating breakfast
Encourage eating frequency
Encourage appropriate food choices

Refer special needs appropriate practitioner
For example:
Identify eating problems and refer to Psychologist or Dietician
Stress management
Chronic health conditions and recommendation to e.g. Dietician, Physician, Naturopath

Advise on the use of health enhancing supplements
For example:
Vitamins and minerals

UNIT STANDARD CCFO ORGANISING

Self-organisation and management relates to:

Use nutritional principles to advise participants on how to optimize health and enhance performance in physical fitness activities.
For example:
Appropriate proportions of the food groups
Use of different food pyramids
Energy needs and expenditure

Identify and correct common myths, fallacies associated with nutrition
For example:
Use of "slimming aids"
Weight gain and weight loss and supplementation
Performance aids

Read and interpret food labels
For example:
Compilation of food
Identify chemical additives
Identify fat content of food
Order of ingredients and their values

Design an action plan to optimize nutritional requirements for healthy eating
For example:
Encourage drinking of water
Encourage eating breakfast
Encourage eating frequency
Encourage appropriate food choices

Refer special needs appropriate practitioner
For example:
Identify eating problems and refer to Psychologist or Dietician
Stress management
Chronic health conditions and recommendation to e.g. Dietician, Physician, Naturopath

Advise on the use of health enhancing supplements
For example:
Vitamins and minerals

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to:

Use nutritional principles to advise participants on how to optimize health and enhance performance in physical fitness activities.
For example:
Appropriate proportions of the food groups
Use of different food pyramids
Energy needs and expenditure

Identify and correct common myths, fallacies associated with nutrition
For example:
Use of "slimming aids"
Weight gain and weight loss and supplementation
Performance aids

Read and interpret food labels
For example:
Compilation of food
Identify chemical additives
Identify fat content of food
Order of ingredients and their values

UNIT STANDARD CCFO COMMUNICATING

Communication relates to:

Use nutritional principles to advise participants on how to optimize health and enhance performance in physical fitness activities.
For example:
Appropriate proportions of the food groups
Use of different food pyramids
Energy needs and expenditure

Identify and correct common myths, fallacies associated with nutrition
For example:
Use of "slimming aids"
Weight gain and weight loss and supplementation
Performance aids

Design an action plan to optimize nutritional requirements for healthy eating
For example:
Encourage drinking of water
Encourage eating breakfast
Encourage eating frequency
Encourage appropriate food choices

Refer special needs appropriate practitioner
For example:
Identify eating problems and refer to Psychologist or Dietician
Stress management
Chronic health conditions and recommendation to e.g. Dietician, Physician, Naturopath

Advise on the use of health enhancing supplements
For example:
Vitamins and minerals

UNIT STANDARD CCFO SCIENCE

Use of science and technology relates to:

Use nutritional principles to advise participants on how to optimize health and enhance performance in physical fitness activities.
For example:
Appropriate proportions of the food groups
Use of different food pyramids
Energy needs and expenditure

Identify and correct common myths, fallacies associated with nutrition
For example:
Use of "slimming aids"
Weight gain and weight loss and supplementation
Performance aids

Read and interpret food labels
For example:
Compilation of food
Identify chemical additives
Identify fat content of food
Order of ingredients and their values

Design an action plan to optimize nutritional requirements for healthy eating
For example:
Encourage drinking of water
Encourage eating breakfast
Encourage eating frequency
Encourage appropriate food choices

Refer special needs appropriate practitioner
For example:
Identify eating problems and refer to Psychologist or Dietician
Stress management
Chronic health conditions and recommendation to e.g. Dietician, Physician, Naturopath

Advise on the use of health enhancing supplements
For example:
Vitamins and minerals

UNIT STANDARD CCFO DEMONSTRATING

Inter-relatedness of systems relates to:

Use nutritional principles to advise participants on how to optimize health and enhance performance in physical fitness activities.
For example:
Appropriate proportions of the food groups
Use of different food pyramids
Energy needs and expenditure

Identify and correct common myths, fallacies associated with nutrition
For example:
Use of "slimming aids"
Weight gain and weight loss and supplementation
Performance aids

Read and interpret food labels
For example:
Compilation of food
Identify chemical additives
Identify fat content of food
Order of ingredients and their values

Design an action plan to optimize nutritional requirements for healthy eating
For example:
Encourage drinking of water
Encourage eating breakfast
Encourage eating frequency
Encourage appropriate food choices

Refer special needs appropriate practitioner
For example:
Identify eating problems and refer to Psychologist or Dietician
Stress management
Chronic health conditions and recommendation to e.g. Dietician, Physician, Naturopath

Advise on the use of health enhancing supplements
For example:
Vitamins and minerals

UNIT STANDARD CCFO CONTRIBUTING

Professional development relates to:

Use nutritional principles to advise participants on how to optimize health and enhance performance in physical fitness activities.
For example:
Appropriate proportions of the food groups
Use of different food pyramids
Energy needs and expenditure

Design an action plan to optimize nutritional requirements for healthy eating
For example:
Encourage drinking of water
Encourage eating breakfast
Encourage eating frequency
Encourage appropriate food choices

Refer special needs appropriate practitioner
For example:
Identify eating problems and refer to Psychologist or Dietician
Stress management
Chronic health conditions and recommendation to e.g. Dietician, Physician, Naturopath

Advise on the use of health enhancing supplements
For example:
Vitamins and minerals

REREGISTRATION HISTORY

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

UNIT STANDARD NOTES

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, physical 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	58396	Further Education and Training Certificate: Community Development: HIV/AIDS Support	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2009-11-07	Was HW SETA until Last Date for Achievement
Core	48665	National Certificate: Community Development: HIV/AIDS support	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2006-11-07	Was HW SETA until Last Date for Achievement
Core	67693	National Certificate: Fitness	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual
Core	67691	National Diploma: Fitness	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual
Elective	49531	Further Education and Training Certificate: Inclusive Education	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	ETDP SETA
Elective	59429	National Certificate: Inclusive Education	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Reregistered"	2023-06-30	ETDP SETA

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.

1.	Aubrey Nyiko Business Enterprise cc
2.	HOPE ACADEMIC AND SKILL CENTRE