Advanced Diploma in Sport, Exercise and Recreational Therapy

Purpose

The need for suitably qualified practitioners in the field of sport injuries and related therapies has become evident as measures need to be taken to address the challenges of preventing and treating sport injuries in both adult and youth sport. The aging population and its associated physical and mental illnesses are also becoming a particular field of interest as wellness associated with an increase in the expected life span brings with it a specific need for recreational therapy and associated skills.

The prevalence of and increased establishment of health and wellness associated institutions and the emphasis placed by medical aid schemes on the management of wellness rather than illness, brings with it an increased need for practitioners practising health and wellness associated skills, both in sport and in age-associated activities. The value of health and wellness in the practising of sport and its associated economic impact as well as the economic value of managing age-related recreational activities has brought new career opportunities in the respective fields. Practitioners of careers related to this field will also be able to provide advice on nutritional aspects of healthy living in the pursuit of wellbeing.

The following sources were perused to obtain a broad background indicating the need for skilled practitioners of recreational therapy as well as contributing to current programmes offered by existing health and wellness institutions. The results clearly indicate that the programme as proposed seems to be unique as no qualification exactly like this seems to be registered with SAQA by any institution.

The following actual knowledge is assumed to be in place in order to embark on learning

• Competency in the language of instruction of the programme.
• Competency in Recreation and Sport Science at NQF Level 7 or equivalent.
• Ability to work independently.

Recognition of Prior Learning

Learning that has been acquired through formal, informal and non-formal means is recognised for the fulfilment of the requirements of this qualification or part of the qualification. It is required that through assessment practices, the student should demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification. Recognition of Prior Learning is performed by means of an Integrated Assessment as mentioned in the previous paragraph.

This Recognition of Prior Learning may allow for accelerated access to further learning. All Recognition of Prior Learning is subject to quality assurance by the relevant accredited Education and Training Quality Assurance Body and is conducted by a registered workplace assessor.

Access to the Qualification

• Diploma: Sports Management (NQF Level 6) or equivalent appropriate qualification with Recreation and Sport Science as third year/Major subjects.
• An appropriate diploma with approval from the Centurion Akademie Academic Board.
• An appropriate Bachelor's degree.

• Sport Massaging and Stretching 407, NQF Level 7, 20 Credits.
• Applied Exercise Physiology 407, NQF Level 7, 20 Credits.
• Advanced Measurement and Human Performance 407, NQF Level 7, 20 Credits.
• Therapeutic Recreation 407, NQF Level 7, 20 Credits.
• Sport and Recreation Injuries 407, NQF Level 7, 20 Credits.
• Wellness Nutrition 407, NQF Level 7, 20 Credits.

Students will be required to show that they are competent against the following

• Demonstrate the application of knowledge of the main areas of applied exercise science, sport massaging and recreational therapeutics.
• The understanding of key terms, concepts, laws, principles, rules and theories of disciplines as related to the main areas as depicted, including the knowledge and application of appropriate biological and physiological concepts should be demonstrated through the application thereof in the design of exercise for recreational therapeutics.
• Students should know and understand the principles and practice of exercise therapeutics, physical measurements and how it relates to the fields of sport science and recreational therapy as well as fitness, human performance and new developments in sport nutrition and sport Injuries. This should be demonstrated in the design of programmes applicable to specific groups with particular needs subject to recreational therapeutics.
• The student should be able to Identify, evaluate and apply appropriate strategies to defined physiological and physical challenges in an unfamiliar related field such as biokinetics, medical and rehabilitation fields. Demonstrate the application of known theory and skills to solve such new unfamiliar problems within the context. Recognize when problem falls outside of scope of competence and who to refer it to.
• Evaluate, select and apply appropriate training and evaluation techniques and skills according to particular accepted methods and procedures and techniques within the context of a clearly defined problem in a sport scientific, familiar and unfamiliar context.
• Effectively apply criteria of Human Nutrition for Health, Fitness and Sports Performance in order to understand and illustrate weight maintenance and weight loss through proper nutrition and exercise. Understand and apply the role of water, electrolytes and temperature regulation in the weight maintenance programme through the design and implementation of an appropriate programme.
• Demonstrate competency through the evaluation, selection and application of appropriate massaging techniques and skills.
• Prove competency in a wide range of applications pertaining to recreational therapeutics; provide insight into the basic knowledge, attributes, and skills students need in order to perform adequately in the field; demonstrate how to work with various populations during therapeutic recreation.
• Recognize the importance of measurements and evaluation in a changing society; demonstrate how to use quantitative aspects of measurements. Identify the nature of tests and their administration and apply such tests to individuals with disabilities resulting from sport injuries.
• Distinguish, recognize and act with full cognisance of ethical implications such as intellectual property issues, privacy, copyright and confidentiality within the context of the sport science profession, including the optimum and correct application and use of appropriate computer software, proprietary processes, exercise principles and data management and confidentiality.
• Demonstrate the evaluation of the appropriateness of different sources of information such as the quality and legitimacy of open source information pertaining to sport science, physiology and exercise science, such as the evaluation of internet versus accredited, published research papers and textbooks. Demonstrate adequately the ability to select the most appropriate information related to the task and to apply well-developed processes of analysis, synthesis and evaluation based on acquired appropriate information.
• Write an acceptable project or task proposal, including effective designs and an acceptable product report and operational instructions to communicate the design and application of complex physical and physiological applications to a colleague and/or client.
• Compare and evaluate similar and different systems operating within the same context indicating clearly the existing or non-existing relationships that characterise different physiological and/or physical systems and their potential impact on each other. Suggest appropriate actions to address significant differences in solving identified problems.
• Apply given criteria pertaining to physiological and/or physical systems to accurately identify and address own task-specific learning needs in a given context, and to support the learning needs of others.
• Effectively complete group tasks identified by a competent team and/or industry. Take responsibility for own decisions and actions and those of others in the group. Apply and utilise resources showing a high level of responsibility.

The assessor will be able to determine students' competency pertaining to these outcomes by using formative and summative assessment methods to measuring their ability to:

• Demonstrate the effective communication of information reliably and coherently in the design of exercise programmes using appropriate and professional formats.
• Apply the acquired competence as reflected in the communication through the design and implementation of appropriate exercise programmes.
• Demonstrate the application of the key terms, concepts, facts, principles, rules and theories of applied exercise science, sport massaging and recreational therapeutics in the interaction with selected appropriate groups through exercise programmes and consultation.
• Show an understanding of the interrelatedness of the different areas of Sport, Exercise and Recreational Therapy and how actions, ideas or developments impact on applications of theory and practice; demonstrate through inclusion in programmes.
• Evaluate, select and apply the appropriate applications and techniques to solve problems in familiar and unfamiliar contexts.
• Show the ability to work independently and as part of a team, taking responsibility for decisions made.
• Demonstrate an understanding of the ethical and social implications of management decisions and actions on the organisation, community and society at large by analyzing existing societal structures.
• Identify own learning needs and support the learning needs of others.

Assessment methods include

• Self assessment activities.
• Knowledge tests.
• Case studies.
• Report writing.
• Research and project based assignments.
• Written examinations.

Integrated Assessment

Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no student is disadvantaged. Learning, teaching and assessment are in line with each other.

The term 'Integrated Assessment' implies that theoretical and practical components should be assessed together. During integrated assessments the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies.

A variety of methods must therefore be used in assessment. Tools and activities must be appropriate to the context in which the student is working. Where it is not possible to assess the student in the workplace or on-the-job, simulations, case studies and other similar techniques should be used to provide a context appropriate to the assessment.

Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.