SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Establish sustainable sport and fitness structures in a community 
SAQA US ID UNIT STANDARD TITLE
13955  Establish sustainable sport and fitness structures in a community 
ORIGINATOR
SGB Sport 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 02 - Culture and Arts Sport 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  6 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 		 2002-06-12  2005-06-12  SAQA 0742/02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2006-06-12   2009-06-12  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard 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 guide communities towards the establishment of sustainable Sport and Fitness structures. The learner will be able to relate to the different needs and sentiments of a specific community as it relates to Sport and Fitness.

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

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

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

It is assumed that the learner attempting this unit standard will show competence in the unit standard "Administer Sport and Fitness Facilities." 

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 
Approach and communicate with communities to involve them in Sport and Fitness activities. 
OUTCOME NOTES 
For example:
  • Show empathy with the needs and circumstances of the community.
  • Acknowledge the existing structures.
  • Respect the culture, protocol, community values and tribal authorities. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    See unit standard Notes for Assessment Criteria. 

    SPECIFIC OUTCOME 2 
    Market and promote sport, recreation and fitness benefits and values. 
    OUTCOME NOTES 
    For example:
  • Prepare and present proposals at public forums, small groups and stakeholders.
  • Advertise programmes.
  • Coordinate a network.
  • Create awareness. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    See unit standard Notes for Assessment Criteria. 

    SPECIFIC OUTCOME 3 
    Initiate and establish community commitment. 
    OUTCOME NOTES 
    For example:
  • Partnerships.
  • Mutual agreements.
  • Investment and contribution from community. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    See unit standard Notes for Assessment Criteria. 

    SPECIFIC OUTCOME 4 
    Facilitate the establishment of committees and/or clubs. 
    OUTCOME NOTES 
    For example:
  • Clarify respective roles and responsibilities.
  • Initiate and assist in a selection process.
  • Train committee members and assist them in the performance of roles and responsibilities.
  • Assist with fund raising and securing of sponsorships. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    See unit standard Notes for Assessment Criteria. 

    SPECIFIC OUTCOME 5 
    Compile a community profile. 
    OUTCOME NOTES 
    For example:
  • Perform a needs analysis.
  • Gather, analyse and prioritise information and needs.
  • List possible solutions and compile proposal. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    See unit standard Notes for Assessment Criteria. 

    SPECIFIC OUTCOME 6 
    Facilitate goal-setting processes. 
    OUTCOME NOTES 
    For example:
  • Identify and prioritise goals.
  • Train committee members and other stakeholders to plan and achieve the goals.
  • Activate the action plan.
  • Monitor and evaluate progress. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    See unit standard Notes for Assessment Criteria. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    N/A 

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

    Range of techniques:
  • Facilitation.
  • Communication.
  • Marketing.
  • Fundraising.
  • Coordination.
  • Entering a community.

    Networking and partnerships.
    Goal setting.
    Meeting procedures.
    Roles and responsibilities of committee members.
    Planning.
    Awareness creation.
    Capacity building.
    Protocol.
    Community structures and tribal authorities.
    Constitutions. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to:
  • Approach and communicate with communities to involve them in Sport and Fitness activities.
  • Market and promote sport and fitness benefits and values.
  • Initiate and establish community commitment.
  • Facilitate the establishment of committees and/or clubs.
  • Compile a community profile.
  • Facilitate goal-setting processes. 
    		•

    UNIT STANDARD CCFO WORKING 
    Teamwork relates to:
  • Initiate and establish community commitment.
  • Facilitate the establishment of committees and/or clubs.
  • Compile a community profile.
  • Facilitate goal-setting processes. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relate to:
  • Approach and communicate with communities to involve them in Sport and Fitness activities.
  • Market and promote sport and fitness benefits and values.
  • Initiate and establish community commitment.
  • Facilitate the establishment of committees and/or clubs.
  • Compile a community profile.
  • Facilitate goal-setting processes. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to:
  • Initiate and establish community commitment.
  • Facilitate the establishment of committees and/or clubs.
  • Compile a community profile.
  • Facilitate goal-setting processes. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to:
  • Approach and communicate with communities to involve them in Sport and Fitness activities.
  • Market and promote sport and fitness benefits and values.
  • Initiate and establish community commitment.
  • Facilitate the establishment of committees and/or clubs.
  • Compile a community profile.
  • Facilitate goal-setting processes. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to:
  • Approach and communicate with communities to involve them in Sport and Fitness activities.
  • Market and promote sport and fitness benefits and values.
  • Initiate and establish community commitment.
  • Facilitate the establishment of committees and/or clubs.
  • Compile a community profile.
  • Facilitate goal-setting processes. 
    		•

    UNIT STANDARD CCFO CONTRIBUTING 
    Professional and societal development relates to:
  • Approach and communicate with communities to involve them in Sport and Fitness activities.
  • Market and promote sport and fitness benefits and values.
  • Initiate and establish community commitment.
  • Facilitate the establishment of committees and/or clubs.
  • Compile a community profile.
  • Facilitate goal-setting processes. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    UNIT STANDARD NOTES 
    Assessment 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, 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 (eg: 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. Communication with communities shows awareness of community values and protocol.
    2. A mutual agreement with stakeholders is compiled.
    3. A community profile which includes information on crime statistics, structure, population, age groups, gender, and special populations is compiled and included into an integrated development plan.
    4. A development plan, which is based on the community profile and includes goals, priorities, resources and activities, is compiled.
    5. A process to establish and support the operation of community structures is identified.
    6. A presentation to promote sport recreation and fitness and its benefits to the community is compiled. The presentation is suitable to various situations, such as the public, sponsors, fundraisers, media and advertising.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    7. Interaction and relationship with the community is monitored and evaluated and adapted if necessary.
    8. Reflect on, measure and evaluate performance in order to improve future practice and learning.


    Values

    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:
  • Respecting the natural and cultural environment.
  • Accepting and maintaining a non-discriminatory attitude towards diversity including, For example: differences in gender, race, religion, ability and culture. 
    		•

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


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.