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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Plan practice sessions and teach sport skills 
SAQA US ID UNIT STANDARD TITLE
14459  Plan practice sessions and teach sport skills 
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  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 plan series of sport practice sessions and use effective methods of instruction to help performers learn skills at the beginner and intermediate levels.

In addition the learner will be well-positioned to extend their learning and practice to other areas where the aspects of careful planning and instruction are used to enhance group and individual performance of skills, or to strive toward unit standards and practice at higher levels.

Competent qualifying learners will be able to work effectively with groups and individuals in sport instruction settings, thus accelerating the rate of sport skill development as well as raising the standard of sport performance 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 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 
Design progressions for skill learning appropriate to the type(s) of skills and the level 
OUTCOME NOTES 
1. Design progressions for skill learning appropriate to the type(s) of skills and the level of skillfulness of the learner.

For example:
  • Describe how motor skills are learned.
  • Describe the stages of learning.
  • Describe the principles of learning in relation to open and closed skills, self-paced and externally paced skills, and discrete and continuous skills.
  • Describe the characteristics of skilled performance.
  • Identify the fundamental skills in a specific sport and indicate how they relate to skill development at the top-level. 

  • 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. Sport-related movement activities that develop sensory and perceptual abilities are presented in effective learning progressions.
    2. The "games sense" approach to learning game tactics is employed.
    3. A positive learning environment is created and maintained.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Learning progressions are modified and appropriate feedback is given according to the performance characteristics of beginning level performers.
    5. Learning progressions are modified and appropriate feedback is given according to the performance characteristics of beginning level 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 
    Design practice activities that develop the underlying sensory-perceptual skills/abilities 
    OUTCOME NOTES 
    Design practice activities that develop the underlying sensory-perceptual skills/abilities that support skill learning in sport.

    For example:
  • Discuss the relationship between skills and underlying sensory-perceptual skills/abilities.
  • Implement a series of tasks that will improve eye-hand and foot-eye coordination.
  • Implement a series of tasks that will improve visual skills/abilities.
  • Implement a series of tasks that will improve vestibular, proprioceptive and balance skills/abilities. 

  • 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. Sport-related movement activities that develop sensory and perceptual abilities are presented in effective learning progressions.
    2. The "games sense" approach to learning game tactics is employed.
    3. A positive learning environment is created and maintained.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Learning progressions are modified and appropriate feedback is given according to the performance characteristics of beginning level performers.
    5. Learning progressions are modified and appropriate feedback is given according to the performance characteristics of beginning level 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 
    Present a series of practice sessions that follow a progression designed to help beginners 
    OUTCOME NOTES 
    Present a series of practice sessions that follow a progression designed to help beginners improve performance in a sport.

    For example:
  • Identify when and how to provide demonstrations of skills.
  • Explore the use of mini-games as a learning medium.
  • Explore modifications in rules and equipment to support learning.
  • Determine the most appropriate methods for incorporating the learning of basic rules.
  • Determine the most appropriate coaching methods to use to encourage learning.
  • Deliver the most effective types of feedback to support beginners' efforts.
  • Design practice sessions of appropriate length and frequency to maximise beginners' learning.
  • Officiate/umpire games/competitions. 

  • 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. Sport-related movement activities that develop sensory and perceptual abilities are presented in effective learning progressions.
    2. The "games sense" approach to learning game tactics is employed.
    3. A positive learning environment is created and maintained.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Learning progressions are modified and appropriate feedback is given according to the performance characteristics of beginning level performers.
    5. Learning progressions are modified and appropriate feedback is given according to the performance characteristics of beginning level 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 
    Present a series of practice sessions that follow a progression designed to help performers 
    OUTCOME NOTES 
    Present a series of practice sessions that follow a progression designed to help intermediate performers improve performance in a sport.

    For example:
  • Identify when and how to provide demonstrations of skills.
  • Determine the most appropriate coaching methods to use to encourage learning.
  • Determine the most appropriate methods for incorporating the learning of rules.
  • Deliver the most effective types of feedback to support intermediates' efforts.
  • Design practice sessions of appropriate length and frequency to maximise intermediates' learning.
  • Officiate/umpire games/competitions. 

  • 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. Sport-related movement activities that develop sensory and perceptual abilities are presented in effective learning progressions.
    2. The "games sense" approach to learning game tactics is employed.
    3. A positive learning environment is created and maintained.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Learning progressions are modified and appropriate feedback is given according to the performance characteristics of beginning level performers.
    5. Learning progressions are modified and appropriate feedback is given according to the performance characteristics of beginning level 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 
    Integrate tactical learning with skill learning in the "games sense" approach to sport 
    OUTCOME NOTES 
    Integrate tactical learning with skill learning in the "games sense" approach to sport instruction.

    For example:
  • Present target game, net/wall game, batting game and invasion game lessons and implement a problem-solving coaching method with learners.
  • Identify the key beginner level strategic concepts in a sport and design ways of introducing performers to those concepts in a progression.
  • Identify the key beginner level strategic concepts in a sport and design ways of introducing performers to those concepts in a progression. 

  • 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. Sport-related movement activities that develop sensory and perceptual abilities are presented in effective learning progressions.
    2. The "games sense" approach to learning game tactics is employed.
    3. A positive learning environment is created and maintained.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Learning progressions are modified and appropriate feedback is given according to the performance characteristics of beginning level performers.
    5. Learning progressions are modified and appropriate feedback is given according to the performance characteristics of beginning level 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 6 
    Utilise effective methods for creating and maintaining a positive learning environment 
    OUTCOME NOTES 
    Utilise effective methods for creating and maintaining a positive learning environment, including effective group management techniques.

    For example:
  • Demonstrate knowledge of different ways to organise groups for instruction, depending on size of group, available resources, and purpose of practice session.
  • Provide complete coaching plans for a series of practice sessions.
  • Evaluate practice sessions in relation to long-term and short-term skill development objectives. 

  • 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. Sport-related movement activities that develop sensory and perceptual abilities are presented in effective learning progressions.
    2. The "games sense" approach to learning game tactics is employed.
    3. A positive learning environment is created and maintained.
    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    4. Learning progressions are modified and appropriate feedback is given according to the performance characteristics of beginning level performers.
    5. Learning progressions are modified and appropriate feedback is given according to the performance characteristics of beginning level 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 that is accredited by the relevant ETQA 


  • Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to specific outcomes:

    Design progressions for skill learning appropriate to the type(s) of skills and the level of skillfulness of the learner.
    Design practice activities that develop the underlying sensory-perceptual skills/abilities that support skill learning in sport.
    Present a series of practice sessions that follow a progression designed to help beginners improve performance in a sport.
    Present a series of practice sessions that follow a progression designed to help intermediate performers improve performance in a sport.
    Integrate tactical learning with skill learning in the "games sense" approach to sport instruction.
    Utilise effective methods for creating and maintaining a positive learning environment, including effective group management techniques. 

    UNIT STANDARD CCFO WORKING 
    Teamwork relates to specific outcomes:

    Present a series of practice sessions that follow a progression designed to help beginners improve performance in a sport.
    Present a series of practice sessions that follow a progression designed to help intermediate performers improve performance in a sport.
    Integrate tactical learning with skill learning in the "games sense" approach to sport instruction.
    Utilise effective methods for creating and maintaining a positive learning environment, including effective group management techniques. 

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

    Present a series of practice sessions that follow a progression designed to help beginners improve performance in a sport.
    Present a series of practice sessions that follow a progression designed to help intermediate performers improve performance in a sport.
    Integrate tactical learning with skill learning in the "games sense" approach to sport instruction.
    Utilise effective methods for creating and maintaining a positive learning environment, including effective group management techniques. 

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to specific outcomes:

    Design progressions for skill learning appropriate to the type(s) of skills and the level of skillfulness of the learner.
    Design practice activities that develop the underlying sensory-perceptual skills/abilities that support skill learning in sport.
    Integrate tactical learning with skill learning in the "games sense" approach to sport instruction.
    Utilise effective methods for creating and maintaining a positive learning environment, including effective group management techniques. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to specific outcomes:

    Present a series of practice sessions that follow a progression designed to help beginners improve performance in a sport.
    Present a series of practice sessions that follow a progression designed to help intermediate performers improve performance in a sport.
    Integrate tactical learning with skill learning in the "games sense" approach to sport instruction.
    Utilise effective methods for creating and maintaining a positive learning environment, including effective group management techniques 

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

    Design progressions for skill learning appropriate to the type(s) of skills and the level of skillfulness of the learner. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Learner and societal development relates to specific outcomes:

    Present a series of practice sessions that follow a progression designed to help beginners improve performance in a sport.
    Present a series of practice sessions that follow a progression designed to help intermediate performers improve performance in a sport.
    Integrate tactical learning with skill learning in the "games sense" approach to sport instruction.
    Utilise effective methods for creating and maintaining a positive learning environment, including effective group management techniques. 

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

    UNIT STANDARD NOTES 
    NOTES (1): ESSENTIAL EMBEDDED KNOWLEDGE

    The qualifying learner is able to demonstrate knowledge and understanding of:

    1. Motor control.
    2. Motor learning.
    3. "Games sense" approach.
    4. Coaching methodology.
    5. Programme planning/curriculum planning.
    6. Evaluation of instruction.


    NOTES (2): VALUES
    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  Reregistered  2021-06-30  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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