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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Perform assessments and fitness tests for special populations

SAQA US ID	UNIT STANDARD TITLE
13922	Perform assessments and fitness tests for special populations
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

The qualifying learner achieving this unit standard in combination with context expertise standard(s) will be able to determine the risks of testing, before carrying out a fitness test on special populations and modify fitness tests according to the needs and aims of the special population. Achieving this Unit Standard also means that he/she will also be able to educate participants about their existing fitness status, relative to health-related standards norms; provide data helpful in the development of exercise prescriptions; collect baseline and follow-up data that allows for evaluation of progress by the exercise participant/s.

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: It is assumed that a learner wishing to enter a programme leading to this unit standard has workplace literacy and communication equivalent to NQF Level 4 and numeracy equivalent to NQF Level 3 plus Communication NQF level 4, Literacy NQF level 4, Test and evaluate health related fitness NQF level 5.

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

Interpret data collected in the screening process in order to make decisions.

OUTCOME NOTES

1. Interpret data collected in the screening process in order to make decisions regarding the special population For example: Participant is three months pregnant and has a history of regular exercise Child has a history of chronic asthma and wishes to embark on an exercise programme

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 that 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. Data is accurately recorded and stored systematically 2. Confidentiality and integrity of information is maintained 5. Testing methodology is valid, accurate and repeatable 3. Results are interpreted accurately and explained Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE: 4. Purpose, method and adaptation of fitness test is explained 6. Displays non-judgmental culturally sensitive attitude 7. Characteristics and requirements of special populations are considered in the testing method and the feedback 8. Requirements for testing disabled special populations are also considered and protocols are adapted 9. Keeps track of own learning and performance and evaluates it against this unit standard and own expectations

SPECIFIC OUTCOME 2

Modify screening and fitness tests for special populations.

OUTCOME NOTES

2. Modify screening and fitness tests for special populations (also considering modifications that may be necessary for disabled) For example: Adapt protocols and methods Adapt questionnaires and screening procedures Adapt feedback

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 that 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. Data is accurately recorded and stored systematically 2. Confidentiality and integrity of information is maintained 5. Testing methodology is valid, accurate and repeatable 3. Results are interpreted accurately and explained Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE: 4. Purpose, method and adaptation of fitness test is explained 6. Displays non-judgmental culturally sensitive attitude 7. Characteristics and requirements of special populations are considered in the testing method and the feedback 8. Requirements for testing disabled special populations are also considered and protocols are adapted 9. Keeps track of own learning and performance and evaluates it against this unit standard and own expectations

SPECIFIC OUTCOME 3

Differentiate between physiological, psychological, anatomical and biomechanical characteristics.

OUTCOME NOTES

3. Differentiate between the physiological, psychological, anatomical and biomechanical characteristics of special populations.

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 that 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. Data is accurately recorded and stored systematically 2. Confidentiality and integrity of information is maintained 5. Testing methodology is valid, accurate and repeatable 3. Results are interpreted accurately and explained Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE: 4. Purpose, method and adaptation of fitness test is explained 6. Displays non-judgmental culturally sensitive attitude 7. Characteristics and requirements of special populations are considered in the testing method and the feedback 8. Requirements for testing disabled special populations are also considered and protocols are adapted 9. Keeps track of own learning and performance and evaluates it against this unit standard and own expectations

SPECIFIC OUTCOME 4

Develop a unique testing protocol based on the requirements of the special population.

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 that 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. Data is accurately recorded and stored systematically 2. Confidentiality and integrity of information is maintained 5. Testing methodology is valid, accurate and repeatable 3. Results are interpreted accurately and explained Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE: 4. Purpose, method and adaptation of fitness test is explained 6. Displays non-judgmental culturally sensitive attitude 7. Characteristics and requirements of special populations are considered in the testing method and the feedback 8. Requirements for testing disabled special populations are also considered and protocols are adapted 9. Keeps track of own learning and performance and evaluates it against this unit standard and own expectations

SPECIFIC OUTCOME 5

Perform the appropriate fitness test.

OUTCOME NOTES

5. Perform the appropriate fitness test for identified special population in a client sensitive manner, taking into account the needs, abilities and goals and possible disability. For example: Older participant is extremely overweight so girth measurements could be taken instead of skin fold callipers Pregnant participant is unable to do push-ups so test is modified according to limitations of pregnant condition

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 that 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. Data is accurately recorded and stored systematically 2. Confidentiality and integrity of information is maintained 5. Testing methodology is valid, accurate and repeatable 3. Results are interpreted accurately and explained Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE: 4. Purpose, method and adaptation of fitness test is explained 6. Displays non-judgmental culturally sensitive attitude 7. Characteristics and requirements of special populations are considered in the testing method and the feedback 8. Requirements for testing disabled special populations are also considered and protocols are adapted 9. Keeps track of own learning and performance and evaluates it against this unit standard and own expectations

SPECIFIC OUTCOME 6

Provide feedback on the results of tests

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 that 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. Data is accurately recorded and stored systematically 2. Confidentiality and integrity of information is maintained 5. Testing methodology is valid, accurate and repeatable 3. Results are interpreted accurately and explained Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE: 4. Purpose, method and adaptation of fitness test is explained 6. Displays non-judgmental culturally sensitive attitude 7. Characteristics and requirements of special populations are considered in the testing method and the feedback 8. Requirements for testing disabled special populations are also considered and protocols are adapted 9. Keeps track of own learning and performance and evaluates it against this unit standard and own expectations

SPECIFIC OUTCOME 7

Maintain records to ensure repeatability and validity of testing

OUTCOME NOTES

7. Maintain records to ensure repeatability and validity of testing For example Track progress of client

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 that 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. Data is accurately recorded and stored systematically 2. Confidentiality and integrity of information is maintained 5. Testing methodology is valid, accurate and repeatable 3. Results are interpreted accurately and explained Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE: 4. Purpose, method and adaptation of fitness test is explained 6. Displays non-judgmental culturally sensitive attitude 7. Characteristics and requirements of special populations are considered in the testing method and the feedback 8. Requirements for testing disabled special populations are also considered and protocols are adapted 9. Keeps track of own learning and performance and evaluates it against this unit standard and own expectations

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

1. Exercise physiology and physiology of special populations 2. Applied kinesiology and biomechanics. 3. The testing procedure and the impact of this data on the chosen method of fitness testing. 4. Appropriate verbal and non-verbal communication skills within the context of data gathering and fitness testing. 5. The issues surrounding respect for personal space and appropriate physical contact within the testing environment. 6. The role of other health care practitioners and the appropriateness of referrals, when necessary. 7. The scientific criteria underlying fitness testing (I.e. accuracy, validity, reliability, relevance, specificity, objectivity, variables). 8. Informed consent and the various fitness tests and their protocols (outlined in the attached appendix), as well as an understanding of when they are appropriate to use. 9. Safety precautions and preparation requirements for fitness testing. 10. Emergency management procedures, first aid and CPR. 11. Injuries, illnesses, complications and risk factors and how these may impact on the testing method.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving relates to: Interpret data collected in the screening process in order to make decisions regarding the special population For example: Participant is three months pregnant and has a history of regular exercise Child has a history of chronic asthma and wishes to embark on an exercise programme Modify screening and fitness tests for special populations (also considering modifications that may be necessary for disabled) For example: Adapt protocols and methods Adapt questionnaires and screening procedures Adapt feedback Develop a unique testing protocol based on the requirements of the special population

UNIT STANDARD CCFO WORKING

Teamwork relates to: Modify screening and fitness tests for special populations (also considering modifications that may be necessary for disabled) For example: Adapt protocols and methods Adapt questionnaires and screening procedures Adapt feedback Develop a unique testing protocol based on the requirements of the special population Perform the appropriate fitness test for identified special population in a client sensitive manner, taking into account the needs, abilities and goals and possible disability. For example: Older participant is extremely overweight so girth measurements could be taken instead of skin fold callipers Pregnant participant is unable to do push-ups so test is modified according to limitations of pregnant condition Provide feedback on the results of tests

UNIT STANDARD CCFO ORGANISING

Self-organisation and management relates to: Interpret data collected in the screening process in order to make decisions regarding the special population For example: Participant is three months pregnant and has a history of regular exercise Child has a history of chronic asthma and wishes to embark on an exercise programme Modify screening and fitness tests for special populations (also considering modifications that may be necessary for disabled) For example: Adapt protocols and methods Adapt questionnaires and screening procedures Adapt feedback Differentiate between the physiological, psychological, anatomical and biomechanical characteristics of special populations. Develop a unique testing protocol based on the requirements of the special population Perform the appropriate fitness test for identified special population in a client sensitive manner, taking into account the needs, abilities and goals and possible disability. For example: Older participant is extremely overweight so girth measurements could be taken instead of skin fold callipers Pregnant participant is unable to do push-ups so test is modified according to limitations of pregnant condition Provide feedback on the results of tests Maintain records to ensure repeatability and validity of testing For example Track progress of client

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to: Interpret data collected in the screening process in order to make decisions regarding the special population For example: Participant is three months pregnant and has a history of regular exercise Child has a history of chronic asthma and wishes to embark on an exercise programme Differentiate between the physiological, psychological, anatomical and biomechanical characteristics of special populations. Provide feedback on the results of tests Maintain records to ensure repeatability and validity of testing For example Track progress of client

UNIT STANDARD CCFO COMMUNICATING

Communication relates to: Interpret data collected in the screening process in order to make decisions regarding the special population For example: Participant is three months pregnant and has a history of regular exercise Child has a history of chronic asthma and wishes to embark on an exercise programme Perform the appropriate fitness test for identified special population in a client sensitive manner, taking into account the needs, abilities and goals and possible disability. For example: Older participant is extremely overweight so girth measurements could be taken instead of skin fold callipers Pregnant participant is unable to do push-ups so test is modified according to limitations of pregnant condition Provide feedback on the results of tests

UNIT STANDARD CCFO SCIENCE

Use of science and technology relates to: Interpret data collected in the screening process in order to make decisions regarding the special population For example: Participant is three months pregnant and has a history of regular exercise Child has a history of chronic asthma and wishes to embark on an exercise programme Modify screening and fitness tests for special populations (also considering modifications that may be necessary for disabled) For example: Adapt protocols and methods Adapt questionnaires and screening procedures Adapt feedback Differentiate between the physiological, psychological, anatomical and biomechanical characteristics of special populations. Develop a unique testing protocol based on the requirements of the special population Perform the appropriate fitness test for identified special population in a client sensitive manner, taking into account the needs, abilities and goals and possible disability. For example: Older participant is extremely overweight so girth measurements could be taken instead of skin fold callipers Pregnant participant is unable to do push-ups so test is modified according to limitations of pregnant condition

UNIT STANDARD CCFO DEMONSTRATING

Inter-relatedness of systems relates to: Interpret data collected in the screening process in order to make decisions regarding the special population For example: Participant is three months pregnant and has a history of regular exercise Child has a history of chronic asthma and wishes to embark on an exercise programme Modify screening and fitness tests for special populations (also considering modifications that may be necessary for disabled) For example: Adapt protocols and methods Adapt questionnaires and screening procedures Adapt feedback Differentiate between the physiological, psychological, anatomical and biomechanical characteristics of special populations. Develop a unique testing protocol based on the requirements of the special population Perform the appropriate fitness test for identified special population in a client sensitive manner, taking into account the needs, abilities and goals and possible disability. For example: Older participant is extremely overweight so girth measurements could be taken instead of skin fold callipers Pregnant participant is unable to do push-ups so test is modified according to limitations of pregnant condition Provide feedback on the results of tests Maintain records to ensure repeatability and validity of testing For example Track progress of client

UNIT STANDARD CCFO CONTRIBUTING

Professional development relates to: Interpret data collected in the screening process in order to make decisions regarding the special population For example: Participant is three months pregnant and has a history of regular exercise Child has a history of chronic asthma and wishes to embark on an exercise programme Modify screening and fitness tests for special populations (also considering modifications that may be necessary for disabled) For example: Adapt protocols and methods Adapt questionnaires and screening procedures Adapt feedback Develop a unique testing protocol based on the requirements of the special population Provide feedback on the results of tests

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. SUPPLEMENTARY INFORMATION Knowledge of the ACSM guidelines for risk stratification and for facility grading would be important for this Unit Standard and should form part of the assessment criteria.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
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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