Diploma in Wellness Recreation Management

Purpose

The purpose of the diploma is to develop diplomates who can demonstrate focused knowledge and skills in recreation management. Learners will develop knowledge, together with practical skills through work integrated learning, to enable graduates to apply their learning in the parks, recreation and facility management arena.

Rationale

There is a reported lack of adequate knowledge, expertise and practical skills in recreation management, especially recreation marketing, parks and recreation facility management, and planning, implementation and control of community, commercial and outdoor recreation programs in South Africa. This qualification will provide a set of very important and essential skills to prospective recreation management practitioners. The qualification will address the national skills shortage and diplomats will be equipped to take up positions as: recreation administrators, community recreation development officers, and recreational parks and facility managers. The qualification is intended to equip learners with detailed knowledge of the main areas of public and commercial recreation industry. Qualifying learners will be able to apply principles, rules and theories of these areas to unfamiliar but relevant contexts. In addition, on completion of the qualification, learners will be able to plan and execute personal and social well-being programmes and events, plan and maintain a variety of recreational facilities, apply business management principles, and demonstrate applied competence in a work-integrated environment.

Recognition of Prior Learning (RPL)

As per institutional policy, credits towards this qualification may be obtained by means of Recognition of Prior Learning (RPL).

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate National Qualifications Framework (NQF) Level 4.

This qualification comprises of compulsory and elective modules at National Qualifications Framework (NQF) Level 5 and 6 totalling at 360 Credits.

Compulsory Modules, Level 5, 178 Credits

• Communication for Academic Purposes, 10 Credits.
• Commercial Recreation Management I, 24 Credits.
• Life Skills I, 2 Credits.
• Recreation Management I, 24 Credits.
• WIL in Recreation Management I, 10 Credits.
• Sport, Fitness and Recreation Management, 24 Credits.
• Leisure and Tourism I, 24 Credits.
• Information Literacy I, 2 Credits.
• Computer Literacy, 10 Credits.
• Wellness and Community Management I, 12 Credits.
• Amenity and Facility Management I, 24 Credits.
• Outdoor Recreation Practice I, 12 Credits.

Compulsory Module 2, Level 6, 152 Credits

• Recreation Management II, 24 Credits.
• Commercial Recreation Management II, 24 Credits.
• Work Integrated Learning (WIL) in Recreation Management II, 14 Credits.
• Commercial Recreation Management III, 30 Credits.
• WIL in Recreation Management III, 30 Credits.
• Recreation Management III, 30 Credits.

Electives Module 3, Level 6, 30credits (Choose one Module)

• Outdoor Recreation Leadership II, 30 Credits.
• Amenity & Facility Management II, 30 Credits.
• Wellness & Community Management II, 30 Credits.

1.Demonstrate detailed knowledge of the main areas of public and commercial recreation including an understanding of and an ability to apply the key terms, concepts, facts, principles, rules and theories of these areas to unfamiliar but relevant contexts; and knowledge of an area or areas of specialisation and how that knowledge relates to other fields, disciplines or practices.

2.Evaluate and select resources, apply appropriate methods, procedures or techniques when addressing client needs in the development of personal and social well-being programmes and events.

3.Demonstrate an ability to select and apply appropriate methods, procedures or techniques in planning, overseeing and maintaining a variety of recreational facilities.

4.Demonstrate an understanding of, and an ability to apply the key terms, concepts, facts, principles, rules and theories of business management.

5.Evaluate own performance against given criteria, and accurately identify and address task-specific learning needs in the context of work integrated learning.

The following Associated Assessment Criteria will be used in an integrated manner across the Exit Level Outcomes

• Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
• Work effectively with others as a member of a team, group, organisation, community.
• Organising and managing oneself and one's activities responsibly and effectively.
• Collecting, analyse, organising and critically evaluating information.
• Use science and technology effectively and critically, showing responsibility towards the environment and health of others.
• Demonstrate an understanding of the world as a set of related systems by realising that problem solving contexts do not exist in isolation.
• Contribute to the full development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance.
• Reflect and explore a variety of strategies to learn more effectively.
• Participate as a responsible citizen in the life of local, national and global communities, culturally and aesthetically sensitive across a range of social contexts.
• Explore education and career opportunities and develop entrepreneurial opportunities.

Integrated Assessment

Assessment is done on the following basis: In the assessment strategy as a whole, evidence must be demonstrated through a variety of continuous options which can include problem solving assignments and strategies, projects, written and oral examinations, log books and practical exercises, presentations and demonstrations. Some strategies will be more suited to assess foundational competence while others are more suited to assess practical and reflexive competence. The final integrated assessment needs to measure applied competence. It would be in the form of continuous assessment. It should assess whether learners are able to co-ordinate and manage all recreation activities through research, plan, and design and conduct (practical competence), understand the theoretical basis for these actions (foundational competence), and reflect and evaluate the recreation activities and make changes to their practices (reflexive competence). A Work Integrated Learning Component will allow students to perform the practical and reflexive competence and will specifically be assessed by a portfolio which will be moderated and assessed in-line with institutional policies.