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

Develop and implement team ethical behaviour and discipline 
SAQA US ID UNIT STANDARD TITLE
254457  Develop and implement team ethical behaviour and discipline 
ORIGINATOR
SGB Sport, Recreation & Fitness 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 02 - Culture and Arts Sport 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  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
2026-06-30   2029-06-30  

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

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
The learner achieving this unit standard will be able to foster ethical behaviuor and maintain team discipline and compliance to the code of conduct of the team. Competent learners will provide the environment for quality experiences to participants and thus strengthen the profession in general.

In particular, on completion of this unit standard, the learner is able to:
  • Establish policies on behaviour and discipline.
  • Establish consequences to ethical and disciplinary transgressions.
  • Ensure application of fair play practices.
  • Maintain procedures for team discipline. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    A learner undertaking this unit standard must already have:
  • Demonstrated competence against relevant unit standards at NQF Level 4 either through a previous qualification or through the Recognition of Prior Learning (RPL), which assesses workplace-based experiential learning.
  • Demonstrated competence in Language and Communication skills at NQF Level 4 or equivalent. 
    		•

    UNIT STANDARD RANGE 
    Range statements are either explicitly reflected or implied in the specific outcomes and assessment criteria of this unit standard. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Establish policies on behaviour and discipline. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    An organisational strategic plan is identified and developed. 
    ASSESSMENT CRITERION RANGE 
    Values and references to policies, discipline and codes of conduct for coaches and athletes.
     

    ASSESSMENT CRITERION 2 
    Legislative prescriptions are researched and identified to guide the policies on behaviour and team discipline. 
    ASSESSMENT CRITERION RANGE 
    Corporate governance, policies, procedures, grievance policies, disciplinary procedures.
     

    ASSESSMENT CRITERION 3 
    Policies are identified and referenced against the requirements of legislation and the organisational strategic plan. 

    SPECIFIC OUTCOME 2 
    Establish consequences to ethical and disciplinary transgressions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    A list of ethical standards are agreed and recorded. 
    ASSESSMENT CRITERION RANGE 
    Minimum and maximum consequences of non compliance are agreed in collaboration with the main role players.
     

    ASSESSMENT CRITERION 2 
    A disciplinary committee to monitor ethical behaviour and team discipline, is established. 

    ASSESSMENT CRITERION 3 
    A code of conduct is agreed, developed and signed by role players. 

    ASSESSMENT CRITERION 4 
    Doping control procedures are understood and applied by role players. 

    ASSESSMENT CRITERION 5 
    Channels of communication are established to ensure that a system exists and is utilised for two way communication. 

    SPECIFIC OUTCOME 3 
    Ensure application of fair play practices. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Patterns of appropriate behaviour are discussed regarding winning and losing. 

    ASSESSMENT CRITERION 2 
    Ethical principles are based on normative and secular standards with respect for others, the common good, virtue and integrity and explained. 

    ASSESSMENT CRITERION 3 
    A culture of fair play is fostered among all role players. 
    ASSESSMENT CRITERION RANGE 
    Includes but not limited to adherence to the national and sport laws, professional standards, espionage, not cheating, upholding the spirit of the game or the sport.
     

    SPECIFIC OUTCOME 4 
    Maintain procedures for team discipline. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Breaches of the code of good conduct are identified, referred to the disciplinary committee and appropriate action taken timeously. 

    ASSESSMENT CRITERION 2 
    Correct procedures are followed in accordance with disciplinary procedures. 
    ASSESSMENT CRITERION RANGE 
    Includes but is not limited to reporting, referral, and disciplinary actions.
     

    ASSESSMENT CRITERION 3 
    Appropriate measures are applied in the case of non-compliance. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • An individual wishing to be assessed against this unit standard (including through RPL) may apply to an assessment agency, assessor or provider institution accredited by the relevant Education and Training Quality Assurance body (ETQA), or one with an appropriate memorandum of understanding (MOU) with the relevant ETQA.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA, or one with an appropriate MOU with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard, or assessing this unit standard, must be accredited as a provider with the relevant ETQA, or one with an appropriate MOU with the relevant ETQA.
  • Moderation of assessment will be conducted by the relevant ETQA, or one with an appropriate MOU with the relevant ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The qualifying learner is able to demonstrate knowledge and understanding of:
  • Laws relating to banned substances and methods of application.
  • Governance issues, sport laws, professional standards.
  • Doping control and drug free regulations.
  • Disciplinary procedures.
  • Values, ethics, codes of conduct and cultural sensitivity, fair play.
  • Methods to ensure compliance.
  • Governance, laws, disciplinary procedures.
  • Identifying strategic plans, policies and procedures.
  • Establishing committees and lines of communication and reporting. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management are required when legislative prescriptions are researched and identified to guide the policies on behaviour and team discipline. 

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation is called for when breaches of the code of good conduct are identified, referred to the disciplinary committee and appropriate action taken timeously. 

    UNIT STANDARD CCFO COMMUNICATING 
    Additionally, communication is established as an area of development in its own right. Also, aspects of personal development feature throughout the achievement of this unit standard. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Professional development is evidenced when ethical principles are based on normative and secular standards with respect for others, the common good, virtue and integrity. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    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, 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  64369   Further Education and Training Certificate: Sport Coaching: Juniors/Beginners  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Elective  66809   Further Education and Training Certificate: Sport Technical Officiating  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Elective  60309   National Certificate: Sport Management  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 


    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.