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

Implement strategies for behaviour change and lifestyle coaching 
SAQA US ID UNIT STANDARD TITLE
10223  Implement strategies for behaviour change and lifestyle coaching 
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 5  Level TBA: Pre-2009 was L5  20 
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
2024-06-30   2027-06-30  

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 
Advise and implement lay counelling skills to help participants or individuals on positive lifestyle changes and development through considering factors, which enhance physical, emotional, mental and spiritual wellbeing. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Communication NQF level 4, Literacy NQF level 4 and 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 
Describe the components of stress. 
OUTCOME NOTES 
1. Describe the components of stress.
For Example:
  • Chronic change
  • Poor time management
  • Anxiety with regard to performance 
    		•

    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 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. Empathy and presentation and listening skills are displayed.
    2. Appropriate referrals are made based on screening outcomes and continued evaluation.
    3. Assessment tools are selected according to the outcomes of the screening, monitoring and needs of the client and are applied correctly.
    4. Confidentiality of records and information is maintained.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. Awareness creation on behaviour patterns and modifications are recommended
    6. Lifestyle patterns are identified and education is provided on lifestyle changes.
    7. Appropriate communication and lay counselling skills are utilise and adapted
    8. Progress is evaluated and monitored against lifestyle strategies to sustain changes. 
    		•

    SPECIFIC OUTCOME 2 
    Advise on lifestyle changes for improved stress management. 

    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 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. Empathy and presentation and listening skills are displayed.
    2. Appropriate referrals are made based on screening outcomes and continued evaluation.
    3. Assessment tools are selected according to the outcomes of the screening, monitoring and needs of the client and are applied correctly.
    4. Confidentiality of records and information is maintained.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. Awareness creation on behaviour patterns and modifications are recommended
    6. Lifestyle patterns are identified and education is provided on lifestyle changes.
    7. Appropriate communication and lay counselling skills are utilise and adapted
    8. Progress is evaluated and monitored against lifestyle strategies to sustain changes. 
    		•

    SPECIFIC OUTCOME 3 
    Identify psychodynamic factors, which impact on lifestyle and/or performance. 

    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 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. Empathy and presentation and listening skills are displayed.
    2. Appropriate referrals are made based on screening outcomes and continued evaluation.
    3. Assessment tools are selected according to the outcomes of the screening, monitoring and needs of the client and are applied correctly.
    4. Confidentiality of records and information is maintained.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. Awareness creation on behaviour patterns and modifications are recommended
    6. Lifestyle patterns are identified and education is provided on lifestyle changes.
    7. Appropriate communication and lay counselling skills are utilise and adapted
    8. Progress is evaluated and monitored against lifestyle strategies to sustain changes. 
    		•

    SPECIFIC OUTCOME 4 
    Perform lifestyle screening and assessment to interpret and advise accordingly. 

    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 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. Empathy and presentation and listening skills are displayed.
    2. Appropriate referrals are made based on screening outcomes and continued evaluation.
    3. Assessment tools are selected according to the outcomes of the screening, monitoring and needs of the client and are applied correctly.
    4. Confidentiality of records and information is maintained.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. Awareness creation on behaviour patterns and modifications are recommended
    6. Lifestyle patterns are identified and education is provided on lifestyle changes.
    7. Appropriate communication and lay counselling skills are utilise and adapted
    8. Progress is evaluated and monitored against lifestyle strategies to sustain changes. 
    		•

    SPECIFIC OUTCOME 5 
    Develop an intervention program based on the needs and goals of the participant. 

    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 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. Empathy and presentation and listening skills are displayed.
    2. Appropriate referrals are made based on screening outcomes and continued evaluation.
    3. Assessment tools are selected according to the outcomes of the screening, monitoring and needs of the client and are applied correctly.
    4. Confidentiality of records and information is maintained.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. Awareness creation on behaviour patterns and modifications are recommended
    6. Lifestyle patterns are identified and education is provided on lifestyle changes.
    7. Appropriate communication and lay counselling skills are utilise and adapted
    8. Progress is evaluated and monitored against lifestyle strategies to sustain changes. 
    		•

    SPECIFIC OUTCOME 6 
    Equip the individual with skills and mechanisms to balance their lives. 

    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 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. Empathy and presentation and listening skills are displayed.
    2. Appropriate referrals are made based on screening outcomes and continued evaluation.
    3. Assessment tools are selected according to the outcomes of the screening, monitoring and needs of the client and are applied correctly.
    4. Confidentiality of records and information is maintained.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. Awareness creation on behaviour patterns and modifications are recommended
    6. Lifestyle patterns are identified and education is provided on lifestyle changes.
    7. Appropriate communication and lay counselling skills are utilise and adapted
    8. Progress is evaluated and monitored against lifestyle strategies to sustain changes. 
    		•

    SPECIFIC OUTCOME 7 
    Display appropriate communication and lay counselling skills. 

    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 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. Empathy and presentation and listening skills are displayed.
    2. Appropriate referrals are made based on screening outcomes and continued evaluation.
    3. Assessment tools are selected according to the outcomes of the screening, monitoring and needs of the client and are applied correctly.
    4. Confidentiality of records and information is maintained.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. Awareness creation on behaviour patterns and modifications are recommended
    6. Lifestyle patterns are identified and education is provided on lifestyle changes.
    7. Appropriate communication and lay counselling skills are utilise and adapted
    8. Progress is evaluated and monitored against lifestyle strategies to sustain changes. 
    		•

    SPECIFIC OUTCOME 8 
    Refer to and work as part of a multi-disciplinary team. 

    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 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. Empathy and presentation and listening skills are displayed.
    2. Appropriate referrals are made based on screening outcomes and continued evaluation.
    3. Assessment tools are selected according to the outcomes of the screening, monitoring and needs of the client and are applied correctly.
    4. Confidentiality of records and information is maintained.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. Awareness creation on behaviour patterns and modifications are recommended
    6. Lifestyle patterns are identified and education is provided on lifestyle changes.
    7. Appropriate communication and lay counselling skills are utilise and adapted
    8. Progress is evaluated and monitored against lifestyle strategies to sustain changes. 
    		•


    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 ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (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. Obsessive-compulsive disorders such as anorexia, over-exercising, over-achievement, workaholics
    2. Physiology and psychology of stress
    3. Behaviour and behaviour modification processes
    4. Lifestyle factors including rest, relaxation, nutrition, emotional support
    5. Assessment tools and techniques
    6. Communication strategies and skills
    7. Consulting, advising, lay counselling
    8. Interpersonal and intrapersonal skills
    9. Facilitation skills
    10. Interrelatedness of physical, emotional and mental factors
    11. Negative perceptions and myths
    12. Cultural dynamics and influences
    13. Codes of conduct
    14. Ethical practices
    15. Psycho and physical benefits of nutrition and exercise
    16. Characteristics of a balanced lifestyle
    17. Referrals and professionals in this field 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to:

    Advise on lifestyle changes for improved stress management.
    For Example:
  • Identify the concept of stress
  • Benefits of exercise
  • Disadvantages of excessive alcohol intake or obesity

    Identify psychodynamic factors, which impact on lifestyle and/or performance.
    For Example:
  • Poor emotional support and stress
  • Anorexia and family history
  • Anxiety management for athletes

    Perform lifestyle screening and assessment to interpret and advise accordingly.
    For Example:
  • Identify negative habits such as smoking or excessive alcohol intake
  • Identify poor behaviour and identify behaviour modification processes
  • Interview according to industry accepted protocols such as stress screening, change indexes, time management assessment

    Develop an intervention program based on the needs and goals of the participant.
    For Example:
  • Strengths and weaknesses
  • Behaviour change
  • Prioritisation of actions
  • Set lifestyle change plan and strategy

    Equip the individual with skills and mechanisms to balance their lives.
    For Example:
  • Relaxation techniques.
  • Personal life planning.
  • Conflict management.
  • Assertiveness.
  • Visualization. 
    		•

    UNIT STANDARD CCFO WORKING 
    Teamwork relates to:

    Advise on lifestyle changes for improved stress management.
    For Example:
  • Identify the concept of stress
  • Benefits of exercise
  • Disadvantages of excessive alcohol intake or obesity

    Identify psychodynamic factors, which impact on lifestyle and/or performance.
    For Example:
  • Poor emotional support and stress
  • Anorexia and family history
  • Anxiety management for athletes

    Perform lifestyle screening and assessment to interpret and advise accordingly.
    For Example:
  • Identify negative habits such as smoking or excessive alcohol intake
  • Identify poor behaviour and identify behaviour modification processes
  • Interview according to industry accepted protocols such as stress screening, change indexes, time management assessment

    Develop an intervention program based on the needs and goals of the participant.
    For Example:
  • Strengths and weaknesses
  • Behaviour change
  • Prioritisation of actions
  • Set lifestyle change plan and strategy

    Display appropriate communication and lay counselling skills.
    For Example:
  • Communication with groups and/or individuals.
  • Listening.
  • Reflecting.
  • Acknowledging.
  • Containing.
  • Paraphrasing.

    Refer to and work as part of a multi-disciplinary team.
    For Example:
  • Refer anorexic client to a Psychotherapist.
    Consult with Biokineticist, Naturopaths, etc. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to:

    Advise on lifestyle changes for improved stress management.
    For Example:
  • Identify the concept of stress
  • Benefits of exercise
  • Disadvantages of excessive alcohol intake or obesity

    Perform lifestyle screening and assessment to interpret and advise accordingly.
    For Example:
  • Identify negative habits such as smoking or excessive alcohol intake
  • Identify poor behaviour and identify behaviour modification processes
  • Interview according to industry accepted protocols such as stress screening, change indexes, time management assessment

    Develop an intervention program based on the needs and goals of the participant.
    For Example:
  • Strengths and weaknesses
  • Behaviour change
  • Prioritisation of actions
  • Set lifestyle change plan and strategy

    Refer to and work as part of a multi-disciplinary team.
    For Example:
  • Refer anorexic client to a Psychotherapist.
    Consult with Biokineticist, Naturopaths, etc. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to:
    Describe the components of stress.
    For Example:
  • Chronic change
  • Poor time management
  • Anxiety with regard to performance

    Identify psychodynamic factors, which impact on lifestyle and/or performance.
    For Example:
  • Poor emotional support and stress
  • Anorexia and family history
  • Anxiety management for athletes

    Perform lifestyle screening and assessment to interpret and advise accordingly.
    For Example:
  • Identify negative habits such as smoking or excessive alcohol intake
  • Identify poor behaviour and identify behaviour modification processes
  • Interview according to industry accepted protocols such as stress screening, change indexes, time management assessment 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to:

    Advise on lifestyle changes for improved stress management.
    For Example:
  • Identify the concept of stress
  • Benefits of exercise
  • Disadvantages of excessive alcohol intake or obesity

    Identify psychodynamic factors, which impact on lifestyle and/or performance.
    For Example:
  • Poor emotional support and stress
  • Anorexia and family history
  • Anxiety management for athletes

    Perform lifestyle screening and assessment to interpret and advise accordingly.
    For Example:
  • Identify negative habits such as smoking or excessive alcohol intake
  • Identify poor behaviour and identify behaviour modification processes
  • Interview according to industry accepted protocols such as stress screening, change indexes, time management assessment

    Develop an intervention program based on the needs and goals of the participant.
    For Example:
  • Strengths and weaknesses
  • Behaviour change
  • Prioritisation of actions
  • Set lifestyle change plan and strategy

    Equip the individual with skills and mechanisms to balance their lives.
    For Example:
  • Relaxation techniques.
  • Personal life planning.
  • Conflict management.
  • Assertiveness.
  • Visualization.

    Display appropriate communication and lay counselling skills.
    For Example:
  • Communication with groups and/or individuals.
  • Listening.
  • Reflecting.
  • Acknowledging.
  • Containing.
  • Paraphrasing. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to:

    Describe the components of stress.
    For Example:
  • Chronic change
  • Poor time management
  • Anxiety with regard to performance

    Advise on lifestyle changes for improved stress management.
    For Example:
  • Identify the concept of stress
  • Benefits of exercise
  • Disadvantages of excessive alcohol intake or obesity

    Identify psychodynamic factors, which impact on lifestyle and/or performance.
    For Example:
  • Poor emotional support and stress
  • Anorexia and family history
  • Anxiety management for athletes

    Perform lifestyle screening and assessment to interpret and advise accordingly.
    For Example:
  • Identify negative habits such as smoking or excessive alcohol intake
  • Identify poor behaviour and identify behaviour modification processes
  • Interview according to industry accepted protocols such as stress screening, change indexes, time management assessment

    Develop an intervention program based on the needs and goals of the participant.
    For Example:
  • Strengths and weaknesses
  • Behaviour change
  • Prioritisation of actions
  • Set lifestyle change plan and strategy

    Equip the individual with skills and mechanisms to balance their lives.
    For Example:
  • Relaxation techniques.
  • Personal life planning.
  • Conflict management.
  • Assertiveness.
  • Visualization.

    Display appropriate communication and lay counselling skills.
    For Example:
  • Communication with groups and/or individuals.
  • Listening.
  • Reflecting.
  • Acknowledging.
  • Containing.
  • Paraphrasing. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to:

    Describe the components of stress.
    For Example:
  • Chronic change
  • Poor time management
  • Anxiety with regard to performance

    Advise on lifestyle changes for improved stress management.
    For Example:
  • Identify the concept of stress
  • Benefits of exercise
  • Disadvantages of excessive alcohol intake or obesity

    Identify psychodynamic factors, which impact on lifestyle and/or performance.
    For Example:
  • Poor emotional support and stress
  • Anorexia and family history
  • Anxiety management for athletes

    Perform lifestyle screening and assessment to interpret and advise accordingly.
    For Example:
  • Identify negative habits such as smoking or excessive alcohol intake
  • Identify poor behaviour and identify behaviour modification processes
  • Interview according to industry accepted protocols such as stress screening, change indexes, time management assessment

    Develop an intervention program based on the needs and goals of the participant.
    For Example:
  • Strengths and weaknesses
  • Behaviour change
  • Prioritisation of actions
  • Set lifestyle change plan and strategy

    Equip the individual with skills and mechanisms to balance their lives.
    For Example:
  • Relaxation techniques.
  • Personal life planning.
  • Conflict management.
  • Assertiveness.
  • Visualization.

    Display appropriate communication and lay counselling skills.
    For Example:
  • Communication with groups and/or individuals.
  • Listening.
  • Reflecting.
  • Acknowledging.
  • Containing.
  • Paraphrasing. 
    		•

    UNIT STANDARD CCFO CONTRIBUTING 
    Professional development relates to:

    Describe the components of stress.
    For Example:
  • Chronic change
  • Poor time management
  • Anxiety with regard to performance

    Advise on lifestyle changes for improved stress management.
    For Example:
  • Identify the concept of stress
  • Benefits of exercise
  • Disadvantages of excessive alcohol intake or obesity

    Identify psychodynamic factors, which impact on lifestyle and/or performance.
    For Example:
  • Poor emotional support and stress
  • Anorexia and family history
  • Anxiety management for athletes

    Perform lifestyle screening and assessment to interpret and advise accordingly.
    For Example:
  • Identify negative habits such as smoking or excessive alcohol intake
  • Identify poor behaviour and identify behaviour modification processes
  • Interview according to industry accepted protocols such as stress screening, change indexes, time management assessment

    Develop an intervention program based on the needs and goals of the participant.
    For Example:
  • Strengths and weaknesses
  • Behaviour change
  • Prioritisation of actions
  • Set lifestyle change plan and strategy

    Equip the individual with skills and mechanisms to balance their lives.
    For Example:
  • Relaxation techniques.
  • Personal life planning.
  • Conflict management.
  • Assertiveness.
  • Visualization.

    Display appropriate communication and lay counselling skills.
    For Example:
  • Communication with groups and/or individuals.
  • Listening.
  • Reflecting.
  • Acknowledging.
  • Containing.
  • Paraphrasing. 
    		•

    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  79886   National Certificate: Business Advising  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SERVICES 
    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 


    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 


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