SayPro Online Course SAQA 11516666809

Description

Associated Assessment Criteria for Exit Level Outcome 1:

Administration functions are applied according to best practice guidelines.
The sporting environment and equipment is monitored for fair and safe implementation in relation to the rules or laws of the sport relevant to the event.
The importance of communicating decisions by means of a report is explained with examples.
> Range: Report includes but is not limited score sheet, match report, tournament report and risk assessment report.
Code of Conduct, philosophies, rules and behavioural codes are adhered to in the context of a specific sport federation.

Associated Assessment Criteria for Exit Level Outcome 2:

Federation safety regulations and procedures are adhered to in order to ensure safety of participants, spectators, officials and volunteers.
Relevant legislation, rules and regulations and practices affecting the sporting environment are identified and explained in terms of their application.
Potential risks and safety hazards are identified and explained in order to take precautionary measures.
Emergency incidents are identified and described in order to manage the game/competition by applying emergency procedures in accordance with organisational requirements within the context of first aid.
Incidents and injuries are responded to timeously according to standard operating procedures and Occupational Health and Safety Legislation.
Participants with special needs are catered for or managed in the context of technically officiating of a sport.
> Range: Special needs include but are not limited to HIV, special populations and or and various categories of disability.
Current sport officiating practices are employed to minimise risk.

Associated Assessment Criteria for Exit Level Outcome 3:

Values and ethics in sport or fitness activities are demonstrated in a manner that behaviour complies with respective codes of conduct and discipline.
Rules and regulations are applied in competitive situations to ensure fair competition.
Effective communication is applied during technical officiating activities.
Planning and preparation for competition activities is conducted to achieve the goal of the game/competition.
> Range: Planning and preparation refers to activities to be conducted before, during and after the game/competition.
Claims of rule infractions, or complaints lodged by participants are resolved based on established regulations.
Knowledge of conflict resolution is demonstrated through the use of techniques and effective interpersonal skills.
Penalties are assessed based on established rules and regulations.
Sport environment requirements and sporting equipment are inspected and maintained to ensure compliance to regulations and safety of participants and spectators.
Signals are applied to participants or other officials to facilitate identification of infractions or otherwise regulate play or competition.
Events are recorded according to established standards for play, or to measure performance of participants.
Actions of participants at sporting events are observed to regulate competition and detect infractions of rules.
Communication strategies are applied to confer with other sporting officials and facility managers to provide information, coordinate activities, and discuss problems.

Associated Assessment Criteria for Exit Level Outcome 4:

An understanding of legislation relating to sport in South Africa is demonstrated using a given case study.
> Range: Legislation includes but is not limited to municipal by-laws, provincial ordinances and national acts.
Knowledge of and understanding of laws, rules, regulations and procedures regulating a specific sporting code is demonstrated with examples when officiating a match or game.
Sports federation’s code is selected in order to officiate at respective levels.
Technical officiating skills are demonstrated in a competitive environment at a specific sporting event.
Leadership skills are demonstrated to effectively lead a community sport or fitness activity.
Information regarding participants and sporting activities is recorded and maintained in accordance with organisational requirements.

Integrated Assessment:

The core component of this qualification represents a codifying of the activities of the senior site or provincial guide. Assessment of every one of the assessment criteria belonging to the core component can be completed during the course of a guided experience. That is, with the exception of those theoretical aspects, (such as relevant legislation) which are best assessed in the form of a written examination, the entire core assessment should be integrated.

Furthermore, the assessment criteria contained in the fundamental unit standards can, almost entirely, be fully assessed in the course of carrying out the activities required by the core component.

Guiding skills, the extent and accuracy of the candidate’s knowledge and the care for clients’ needs can likewise be assessed in the process of conducting a client (or clients) on a guided experience.

Integrated assessment at this level will evaluate the learner’s ability to combine actions and ideas across a range of activities and knowledge areas.

The integrated assessment must specifically assess the learner’s ability to:

Demonstrate competence by means of the practical application of the embedded knowledge in a manner that meets the performance standards required.
Illustrate a clear understanding of the concepts, theory and principles that underpin the practical action taken.

The assessment will require assessment methods that measure and evaluate evidence gathered from on-the-job activities. Since assessment practices must be open, transparent, fair, valid and reliable (ensuring that no learner is disadvantaged in any way whatsoever), an integrated assessment approach is incorporated into the qualification.

A variety of methods must be used in assessment, and tools and activities must be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in a workplace, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.

The term integrated assessment implies that theoretical and practical components should be assessed together. Whenever possible the assessment of knowledge, skills, attitudes and values shown in the Unit Standards should be integrated and, during integrated assessment, the assessor should make use of a range of formative and summative assessment tools and methods. Combinations of practical, applied, foundational and reflexive competencies should be assessed. Assessment should further ensure that all Specific Outcomes, Embedded Knowledge and Critical Cross-Field Outcomes are evaluated in an integrated way, utilising Assessment Criteria contained within each Unit Standard.

Assessors must assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience, as RPL assessment can be applied subject to the rules and criteria of the relevant ETQA.