Diploma in Sports Management

Purpose

This qualification is primarily vocational or industry specific. The knowledge emphasises general principles and applications. The purpose of the Diploma is to develop graduates who can demonstrate focused knowledge and skills in a particular field. Typically they will have gained experience in applying such knowledge and skills in a workplace context. A depth and specialisation of knowledge, together with practical skills and experience in the workplace enable successful learners to enter a number of career paths and to apply their learning to particular employment contexts from the outset.

Rationale

The need for suitably qualified practitioners in the field of sport and sports facilities management has become evident as measures need to be taken to address the challenges of sports management.

This qualification focuses on the professional management and marketing of sport and was developed to address the challenges of sports management and administration in South Africa. Sport has become professional and professionalism in sport requires the professional management of sport. The qualification aims to provide the learner with the skills and knowledge to become a coach and/or a manager of sports on local, regional and national level. In order to be successful, learners should have a keen interest in sports, but of greater importance is his or her ability to develop as a coach and/or manager. A qualifying learner at this level is competent to perform middle management responsibilities and other elected sports activities within the sports and physical recreation industry. The learner will be able to understand and address the economic value as well as dangers of sports and recreation in society. The learner will be able to analyse and offer solutions to the associated problems in this regard. These solutions will be applicable within generic society as a whole and very directly applicable to the South African situation.

Sports Management also provides qualifying learners with a basic knowledge of and competence in the application of training techniques. The learner will be able to independently carry out required duties, make decisions and solve problems in the context of the workplace. A study conducted highlight the need for skilled practitioners of recreational therapy as well as contributing to current qualifications offered by existing health and wellness institutions.

Recognition of Prior Learning (RPL)

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 learner 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.

Entry Requirements

• Senior Certificate.

Or

• National Senior Certificate in Diploma Studies.

Or

• A Higher Certificate or Advanced Certificate in sports or a cognate field.

This qualification comprises compulsory and elective modules at NQF Levels 5, 6 and 7 totalling a minimum of 370 Credits.

Modules at NQF Level 5

• Sport Management 105, 20 Credits.
• Fitness Sciences 105, 20 Credits.
• Sport Science 105, 20 Credits.
• Coaching Methodology 105, 12 Credits.
• Sport Marketing 105, 12 Credits.
• Sport Coaching 105, 12 Credits.
• Recreation 105, 12 Credits.
• Child Kinetics105, 12 Credits.

Elective Modules

• Accounting 105 (Additional subject - compulsory for access to Teacher Education), 12 Credits.
• Economics 105 (Additional subject - compulsory for access to Teacher Education), 12 credits.

Total 132 Credits.

Modules at NQF Level 6

• Sport Management 3, 20 Credits.
• Fitness Sciences 206, 20 Credits.
• Sport Science 206, 20 Credits.
• Sport Marketing 206, 20 Credits.
• Sport Coaching Assessment 206, 20 Credits.
• Principles of Sport Psychology 306, 20 Credits.
• Recreation Therapy 306, 20 Credits.
• Child Kinetics Therapy 306, 20 Credits.
• Sport Coaching Rehabilitation 306, 20 Credits.

Elective Module

• Child Kinetics Therapy 306, 20 Credits.
• Recreation Therapy 306, 20 Credits.

Total 200 Credits.

Modules at NQF Level 7

• Sport Management 307, 20 Credits.
• Fitness Sciences 307, 20 Credits.
• Sport Science and Research Methodology 307, 30 Credits.

Total 70 Credits.

1. Demonstrate an understanding of management in multiple branches and disciplines within the larger sports management profession.
2. Demonstrate the ability to conduct practices and competitions that enhance the physical, social and emotional growth of the athletes and develop overall programmes.
3. Identify and analyse the various sport consumer markets and understand the fundamental marketing principles/concepts related to sport and apply them in various sport management settings.

Associated Assessment Criteria for Exit Level Outcome 1

• Management process is applied to the different functional areas of a sport organisation.
• Ethical principles are applied to the management of sport and fair play in sport is promoted.
• Principles of entrepreneurship in the sport, recreation and fitness industry are applied.
• Human resources management principles and processes in a sport organisation are applied.
• Appropriate knowledge of sport governance and compliance with legal requirements in a sport organisation is applied.
• Business management principles in a sport organisation are recognised and applied.
• General business writing skills, presentations skills and how to improve internal and external communication for the sport industry is demonstrated.
• Sport tour is planned and a team is managed on a sport tour and sport facilities.
• An understanding of the psychology of sport performance is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 2

• Differences between physical fitness and physical activity and how physical fitness influences body weight is outlined.
• The importance of wellness in personal growth is explained.
• The positive influence of exercise on cardiovascular risk factors are explained.
• The effect of exercise to be more efficient are highlighted.
• The steps in developing a coaching philosophy are applied.
• The ability to set coaching objectives is demonstrated.
• Different coaching styles are identified and an appropriate Coaching style is selected.
• The importance of coaching for character is understood.
• Strategies for coaching diverse athletes are recognised and applied.

Associated Assessment Criteria for Exit Level Outcome 3

• Marketing in terms of sports is explained.
• The importance of customer satisfaction is outlined and strategies to ensure satisfaction are applied.
• The concept of exchange is learned.
• Different marketing management philosophies are compared.
• The difference between sales and marketing orientations is indicated.
• The marketing environment is studied and analysed.
• The importance of new marketing opportunities is recognised.
• The importance of the consumer decision-making process when buying new products is identified.
• The importance of branding on products and how packaging can establish a competitive advantage is indicated.

Integrated Assessment

Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner 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 learner is working. Where it is not possible to assess the learner 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.