SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Develop the social and psychological aspects of sport performance

SAQA US ID	UNIT STANDARD TITLE
14464	Develop the social and psychological aspects of sport performance
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 6	Level TBA: Pre-2009 was L6	15
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2018-07-01	2023-06-30	SAQA 06120/18
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		2027-06-30

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

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

PURPOSE OF THE UNIT STANDARD

The qualifying learner achieving this unit standard in combination with context expertise standard(s) will be able to apply knowledge about sport psychology to help sport performers develop the mental skills needed to perform at the intermediate and advanced levels in their sport.

In addition the learner will be well-positioned to extend their learning and practice to other areas where the principles of sport psychology are applied to enhance performance and where an understanding of the sociological aspects of sport can support professional practice, or to strive toward unit standards and practice at higher levels.

Competent qualifying learners will be able to help performers acquire the self-discipline and personal management skills needed to sustain their sport participation, as well as to help performers understand how sport participation is rooted in social issues, thus increasing the potential for sport to become an agent for positive social development in South Africa.

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 numeric equivalent to NQF level 5. Learners also must have successfully completed the National Certificate in Coaching Science NQF level 5 as prerequisite learning.

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

Develop practice activities/games designed to promote team cohesion and co-operation.

OUTCOME NOTES

For example:

Explain the relationship between group performance and group dynamics.

Identify practical guidelines for promoting cohesion.

Describe the role of co-operation in competitive sport contexts.

Identify practical guidelines for eliminating "social loafing."

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.
The following should serve as guidelines for assessing specific outcomes, essential embedded knowledge and critical-cross-field outcomes:

Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
1. Positive social interaction is promoted among team/group members.
2. Techniques related to the control of competitive anxiety and stress is presented to intermediate and advanced level performers.
3. Techniques for encouraging the "flow state" are included in coaching behaviors.
Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
4. Mental skills development programmes for advanced level sport performers are adjusted to meet the unique needs of selected performers in selected sports.
5. Strategies are applied and modified to support the recovery or retirement of an inured athlete.
6. Strategies are implemented and modified to promote re-dress discrimination and promote transformation in a selected sport.

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

Identify and describe the mental skills required for successful performance in sport

OUTCOME NOTES

For example:

Outline the underlying principles of a variety of mental skills relevant to sport.

Describe the psychological demands of a specific sport.

Outline the mental skills training needed by performers in that specific sport.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

Discuss the possible influences of the psychological aspects of sport on individual performers.

OUTCOME NOTES

For example:

Explain the interrelationship between mental skills and sport performance.

Analyse the impact of anxiety and competitive stress on performers.

Examine competition as a form of social evaluation.

Identify the effects of sports participation on character development and sportsmanship.

Define the "flow" state and describe how it can impact performance.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

Critique a mental skills training programme for sport

OUTCOME NOTES

For example:

Describe the range of situations in which mental skills training may be important.

Identify and describe the elements of a mental skills training programme for intermediate level performers.

Identify and describe the elements of a mental skills training programme for advanced level performers.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

Describe the psychological trauma of sport injuries and retirement/termination from sports

OUTCOME NOTES

Describe the psychological trauma of sport injuries and retirement/termination from sports participation.

For example:

Discuss approaches to mental skills training for the injured sport performer.

Identify strategies for dealing with negative feelings about career termination.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

Discuss issues related to social status and patterns of discrimination in sport.

OUTCOME NOTES

For example:

Identify social and/or economic factors that influence patterns of participation in selected sport.

Identify patterns of discrimination by gender, age and race/ethnicity in selected sports.

Identify patterns of discrimination in sport against persons with disabilities.

Examine the role of sport in relations to transformation in South Africa.

Suggest strategies for using sport as an agent for positive change in South Africa, e.g. Sport against Crime, etc.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.

Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.

Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.

Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.

Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution which is accredited by the relevant ETQA.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving relates to specific outcomes:

Develop practice activities/games designed to promote team cohesion and co-operation.
Identify and describe the mental skills required for successful performance in sport.
Critique a mental skills training programme for sport

UNIT STANDARD CCFO WORKING

Teamwork relates to specific outcomes:

Develop practice activities/games designed to promote team cohesion and co-operation.
Discuss the possible influences of the psychological aspects of sport on individual performers
Discuss issues related to social status and patterns of discrimination in sport

UNIT STANDARD CCFO ORGANISING

Self-organisation and management relates to specific outcome:

Develop practice activities/games designed to promote team cohesion and co-operation.

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to specific outcomes:

Identify and describe the mental skills required for successful performance in sport.
Discuss the possible influences of the psychological aspects of sport on individual performers
Critique a mental skills training programme for sport
Discuss issues related to social status and patterns of discrimination in sport

UNIT STANDARD CCFO COMMUNICATING

Communication relates to specific outcomes:

Develop practice activities/games designed to promote team cohesion and co-operation.
Discuss the possible influences of the psychological aspects of sport on individual performers

UNIT STANDARD CCFO SCIENCE

Use of science and technology relates to specific outcomes:

Describe the psychological trauma of sport injuries and retirement/termination from sports participation.

UNIT STANDARD CCFO DEMONSTRATING

Inter-relatedness of systems relates to specific outcomes:

Develop practice activities/games designed to promote team cohesion and co-operation.
Discuss the possible influences of the psychological aspects of sport on individual performers
Describe the psychological trauma of sport injuries and retirement/termination from sports participation
Discuss issues related to social status and patterns of discrimination in sport

UNIT STANDARD CCFO CONTRIBUTING

Learner and societal development relates to specific outcomes:

Develop practice activities/games designed to promote team cohesion and co-operation.
Identify and describe the mental skills required for successful performance in sport.
Discuss the possible influences of the psychological aspects of sport on individual performers.
Critique a mental skills training programme for sport
Describe the psychological trauma of sport injuries and retirement/termination from sports participation
Discuss issues related to social status and patterns of discrimination in sport

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. Group dynamics and cohesion.
2. Character development and sportsmanship.
3. Mental skills training.
4. Psychology of injuries.
5. Sport sociology.

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	67692	National Diploma: Coaching Science	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

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