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

Apply the principles of growth and development to coaching 
SAQA US ID UNIT STANDARD TITLE
13716  Apply the principles of growth and development to 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  5 
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 
The qualifying learner achieving this unit standard in combination with context expertise standard(s) will be able to apply knowledge about growth and development to the design and implementation of sport programmes for children and youth.

In addition the learner will be well-positioned to extend their learning and practice to other areas where understanding patterns of physical, social, emotional and cognitive growth and development will support professional practice, or to strive toward unit standards and practice at higher levels.

Competent qualifying learners will be able to design and implement sport experiences for young sports performers that will ensure that they get an optimal start in the sport of their choice, which will lay a solid foundation for their future participation in sport, either to pursue excellence in competition or simply recreational opportunities. 

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 and numeracy equivalent to NQF level 5. 

UNIT STANDARD RANGE 
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in examples for each outcome. 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 the scope and complexity of what is required. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Analyse the phases of physical and motor growth and development 
OUTCOME NOTES 
Analyse the phases of physical and motor growth and development and the implications for coaching, content of practice and opportunities for competition.

For example:
  • Describe the physical and motor changes that occur at different stages of maturation and what impact they have on coaching children and adolescents.
  • Outline the ways in which the different physical and motor growth and development phases/stages may influence training and competition programmes. 
    		•

    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 that 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.
    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Skill learning progressions follow the patterns of physical growth and development.
    2. A holistic plan for school sport development is presented that integrates physical, motor, emotional and cognitive needs of performers.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    3. Intensity of training and competition opportunities are adjusted to the social and emotional development levels of the performers.
    4. Content and coaching methods applied in practice sessions are modified according to the specific physical, motor, cognitive, social and/or emotional characteristics of specific performers.
    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. report 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. 
    		•

    SPECIFIC OUTCOME 2 
    Analyse the phases of social and emotional development 
    OUTCOME NOTES 
    Analyse the phases of social and emotional development and the implications for coaching, content of practice and opportunities for competition.

    For example:
  • Describe the behavioural changes that occur at different stages of social and emotional maturation and what impact they have on coaching children and adolescents.
  • Outline the ways in which the different social and emotional phases/stages may influence training and competition programmes 
    		•

    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 that 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.
    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Skill learning progressions follow the patterns of physical growth and development.
    2. A holistic plan for school sport development is presented that integrates physical, motor, emotional and cognitive needs of performers.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    3. Intensity of training and competition opportunities are adjusted to the social and emotional development levels of the performers.
    4. Content and coaching methods applied in practice sessions are modified according to the specific physical, motor, cognitive, social and/or emotional characteristics of specific performers.
    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. report 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. 
    		•

    SPECIFIC OUTCOME 3 
    Analyse the phases of cognitive development and the implications 
    OUTCOME NOTES 
    Analyse the phases of cognitive development and the implications for coaching, content of practice and opportunities for competition.

    For example:
  • Describe the behavioural changes that occur at different stages of cognitive maturation and what impact they have on coaching children and adolescents.
  • Outline the ways in which the different cognitive development phases/stages may influence training and competition programmes. 
    		•

    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 that 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.
    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Skill learning progressions follow the patterns of physical growth and development.
    2. A holistic plan for school sport development is presented that integrates physical, motor, emotional and cognitive needs of performers.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    3. Intensity of training and competition opportunities are adjusted to the social and emotional development levels of the performers.
    4. Content and coaching methods applied in practice sessions are modified according to the specific physical, motor, cognitive, social and/or emotional characteristics of specific performers.
    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. report 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. 
    		•

    SPECIFIC OUTCOME 4 
    Produce a plan for the development of adolescents within a selected sport. 
    OUTCOME NOTES 
    Integrate the principles of physical, motor, social, emotional and cognitive to produce a plan for the development of adolescents within a selected sport.

    For example:
  • Identify differences in content and coaching styles as youth progress from their pre-teen to late-teenage years in terms of their sport programmes.
  • Identify how teenagers who "mature early" and who "mature late" can be accommodated in a sport development plan.
  • Describe the optimal structure for high school sport and physical education. 
    		•

    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 that 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.
    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Skill learning progressions follow the patterns of physical growth and development.
    2. A holistic plan for school sport development is presented that integrates physical, motor, emotional and cognitive needs of performers.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    3. Intensity of training and competition opportunities are adjusted to the social and emotional development levels of the performers.
    4. Content and coaching methods applied in practice sessions are modified according to the specific physical, motor, cognitive, social and/or emotional characteristics of specific performers.
    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. report 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. 
    		•

    SPECIFIC OUTCOME 5 
    Produce a plan for children's development within a selected sport. 
    OUTCOME NOTES 
    Integrate the principles of physical, motor, social, emotional and cognitive to produce a plan for children's development within a selected sport.

    For example:
  • Identify differences in content and coaching styles as children progress from fundamental movement to modified sport, to sport programmes.
  • Identify how children who "mature early" and who "mature late" can be accommodated in a sport development plan.
  • Describe the optimal structure for primary school sport and physical education 
    		•

    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 that 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.
    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Skill learning progressions follow the patterns of physical growth and development.
    2. A holistic plan for school sport development is presented that integrates physical, motor, emotional and cognitive needs of performers.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    3. Intensity of training and competition opportunities are adjusted to the social and emotional development levels of the performers.
    4. Content and coaching methods applied in practice sessions are modified according to the specific physical, motor, cognitive, social and/or emotional characteristics of specific performers.
    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. report 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. 
    		•


    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 knowledge and understanding of:

    1. Physical growth and development.
    2. Motor growth and development.
    3. Social growth and development.
    4. Emotional growth and development.
    5. Cognitive growth and development.
    6. The structure of school sport in South Africa.
    7. Programme design.
    8. Coaching behaviours. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to specific outcomes:
    Integrate the principles of physical, motor, social, emotional and cognitive to produce a plan for children`s development within a selected sport.
    Integrate the principles of physical, motor, social, emotional and cognitive to produce a plan for the development of adolescents within a selected sport. 

    UNIT STANDARD CCFO WORKING 
    Teamwork relates to specific outcomes:
    Integrate the principles of physical, motor, social, emotional and cognitive to produce a plan for children`s development within a selected sport.
    Integrate the principles of physical, motor, social, emotional and cognitive to produce a plan for the development of adolescents within a selected sport. 

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to specific outcomes:
    Analyse the phases of physical and motor growth and development and the implications for coaching, content of practice and opportunities for competition.
    Analyse the phases of social and emotional development and the implications for coaching, content of practice and opportunities for competition.
    Analyse the phases of cognitive development and the implications for coaching, content of practice and opportunities for competition. 

    UNIT STANDARD CCFO COMMUNICATING 
    Inter-relatedness of systems relates to specific outcomes:
    Integrate the principles of physical, motor, social, emotional and cognitive to produce a plan for children`s development within a selected sport.
    Integrate the principles of physical, motor, social, emotional and cognitive to produce a plan for the development of adolescents within a selected sport. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Learner and societal development relates to specific outcomes:
    Analyse the phases of physical and motor growth and development and the implications for coaching, content of practice and opportunities for competition.
    Analyse the phases of social and emotional development and the implications for coaching, content of practice and opportunities for competition.
    Analyse the phases of cognitive development and the implications for coaching, content of practice and opportunities for competition. 

    UNIT STANDARD ASSESSOR CRITERIA 
    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 that 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.
    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Skill learning progressions follow the patterns of physical growth and development.
    2. A holistic plan for school sport development is presented that integrates physical, motor, emotional and cognitive needs of performers.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    3. Intensity of training and competition opportunities are adjusted to the social and emotional development levels of the performers.
    4. Content and coaching methods applied in practice sessions are modified according to the specific physical, motor, cognitive, social and/or emotional characteristics of specific performers.
    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. report 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. 
    		•

    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, 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  67695   National Certificate: Coaching Science  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 


    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.