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: 

Coach the fundamental principles of the game of rugby 
SAQA US ID UNIT STANDARD TITLE
244561  Coach the fundamental principles of the game of rugby 
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 4  NQF Level 04 
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 will be able to coach the fundamental principles of the game of rugby. Furthermore, the learner will be able to show a comprehensive understanding of the game of rugby, explaining the basic components of rugby, strategising a gameplan and showing understanding of the important principles of the sport.

In achieving this unit standard, the learner will display the competency and the skills required to coach beginners to intermediate players the essential skills of the sport and prepare the teams for not only playing tag and touch rugby but moving into the game plan of sevens and a full component of 15 man rugby.

The qualifying learner may work in a school, community club or organisation, as part of a multi disciplinary team, under the supervision of a senior coach. He/she may also work on his/her own, coaching rugby at beginner to intermediate level.

On achievement of this unit standard, the learner will be able to:
  • Explain the basic laws governing the game of rugby.
  • Identify safety requirements for the game of rugby.
  • Develop rugby strategy and record keeping skills.
  • Plan and implement practice sessions.
  • Teach the basic skills and conditioning of rugby. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are competent in:
  • The unit standard " Conduct coaching to beginners of rugby".
  • Communication at NQF Level 3. 

  • UNIT STANDARD RANGE 
    Where applicable, range statements have been included under individual specific outcomes or assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Teach the basic laws that govern the game of rugby. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The role of the referee as adjudicator of the rugby laws is described in the context of fair play and ethical behaviour. 

    ASSESSMENT CRITERION 2 
    The different technical officials are listed and their roles described in the context of fair play and ethical behaviour. 

    ASSESSMENT CRITERION 3 
    The laws of the game of rugby are explained through analysing a game. 

    SPECIFIC OUTCOME 2 
    Identify safety requirements for the game of rugby. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The role of the coach is explained in the context of safety of the rugby player. 

    ASSESSMENT CRITERION 2 
    Examples of dangerous play are identified in rugby and explained as they affect the rugby player and teams. 

    ASSESSMENT CRITERION 3 
    The interventions and safety equipment to ensure safe play of her use are described with examples of their use. 

    ASSESSMENT CRITERION 4 
    Examples of common injuries that are associated with the game of rugby are listed with examples. 

    ASSESSMENT CRITERION 5 
    The principles of fair play and the ethics of the game are taught in the context of rugby safety. 

    SPECIFIC OUTCOME 3 
    Plan and implement practice sessions. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The objectives of the game are identified to ensure uniformity of practice for the team. 
    ASSESSMENT CRITERION RANGE 
    The principles of winning against having fun, the benefits of teamwork, personal growth, self worth.
     

    ASSESSMENT CRITERION 2 
    The principles of growth and development are included in the training programme. 

    ASSESSMENT CRITERION 3 
    The game plans of the team are determined using the objectives of the team, the current strengths and weaknesses of the team and their opposition. 

    ASSESSMENT CRITERION 4 
    Practice sessions are planned and implemented in accordance with lesson and game plan requirements, consideration of the environmental, logistics and safety needs. 

    ASSESSMENT CRITERION 5 
    A range of practice sessions are developed for beginner to intermediate players to introduce them to the game and encourage interest. 
    ASSESSMENT CRITERION RANGE 
    Changing field size, duration of play, using mini games.
     

    SPECIFIC OUTCOME 4 
    Develop rugby strategy and record keeping skills. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The purpose and playing requirements of each position in the team are identified and taught to players to ensure understanding of their role and function within the specific game plan or pattern. 

    ASSESSMENT CRITERION 2 
    Match analysis requirements are identified and implemented in the game. 

    ASSESSMENT CRITERION 3 
    A logbook of the coaching sessions and games is kept to enable the coach to critically reflect on the effectiveness of coaching and playing. 

    ASSESSMENT CRITERION 4 
    Player records are maintained to ensure currency of player information, development and progress. 

    SPECIFIC OUTCOME 5 
    Teach the basic skills and conditioning of rugby. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The technical skills of rugby are taught in the practice sessions. 
    ASSESSMENT CRITERION RANGE 
    Technical skills: scrummage, line-outs, kick-offs, positional play.
     

    ASSESSMENT CRITERION 2 
    The individual, unit and team skills for teaching the game of rugby are identified. 

    ASSESSMENT CRITERION 3 
    The basic principles of physical conditioning are explained and applied in practice sessions. 
    ASSESSMENT CRITERION RANGE 
    Physical conditioning: warm-up, cool-down, cardio respiratory endurance, muscular strength, muscular endurance, flexibility.
     

    ASSESSMENT CRITERION 4 
    The basic principles of mental skills training are described in the context of training and game preparation. 

    ASSESSMENT CRITERION 5 
    Appropriate teaching and coaching methods are used in the lesson plans to meet the needs of the beginner to intermediate coach. 
    ASSESSMENT CRITERION RANGE 
    Listening skills, communication feedback, teaching styles, instructional styles.
     


    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 
  • History and sociology of the game of rugby.
  • Laws of the game.
  • Ethics and fair play.
  • Tactical game planning and patterns.
  • Communication/leadership skills.
  • Safety and injury prevention.
  • Lesson planning.
  • Conditioning. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Solve problems dealing with progression of activities and skills. 

    UNIT STANDARD CCFO WORKING 
    Working effectively with others and in a team. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and language skills. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology. 

    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 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  64369   Further Education and Training Certificate: Sport Coaching: Juniors/Beginners  Level 4  NQF Level 04  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.