Higher Certificate in Sports Sciences

Purpose

The qualification aims to develop coaches who can function successfully in an interdisciplinary environment in order to improve athletes' and sports teams' performances using the latest techniques and research.

The qualification also serves to provide learners with the basic introductory knowledge, cognitive and conceptual tools and practical techniques for higher education studies in sports science. It emphasises selected general principles together with more specific procedures and their application.

Rationale

This qualification provides a basis for knowledge and skills development to improve learner performance by means of physical assessment, exercise and conditioning prescription, and research. It aims to develop coaches who can function successfully in an interdisciplinary environment in order to improve learners' and sports teams' performances using the latest techniques and research. It will therefore strive towards internationally recognised academic excellence, but with local relevance. The qualification will create an ideal learning environment incorporating lectures, tutorials, practical sessions, and problem solving. Learners will receive teaching and training by leaders in the field of Sports Science and coaching. Learners will get the opportunity to work with various sporting codes and athletes of various skill levels. Upon completion, it will provide learners wanting to further their studies with the opportunity to apply for the Bachelor, provided that a learner is in possession of an NSC and complies with the minimum requirements for admission to a Bachelor's Degree.

The qualification also serves to provide learners with the basic introductory knowledge, cognitive and conceptual tools and practical techniques for higher education studies in sports science. It emphasises selected general principles together with more specific procedures and their application. This qualification signifies that the learner has attained a basic level of higher education knowledge and competence in sport science education and is capable of applying such knowledge and competence in an occupation or role in the workplace.

Recognition of Prior Learning (RPL)

The institution conducts RPL in terms of the policy and guidelines of the institution to recognise other forms of formal, informal and non-formal learning and experience. In cases where learners do not comply with the formal admission requirements, the institution applies its RPL policy.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4, or equivalent.

This qualification consists of the following compulsory modules at NQF Level 5 totalling 122 Credits.

Compulsory Modules at Level 5, 122 Credits

• Life orientation 150, 12 Credits.
• Literacies in sports 150, 6 Credits.
• Literacies in sports 151, 6 Credits.
• Human movement studies and sport management 114, 8 Credits.
• Human movement studies and sport management 116, 8 Credits.
• Human movement studies and sport management 125, 8 Credits.
• Sports practical (Basic) 150 (JRC 150), 32 Credits.
• Foundations of recreation and sports management 111, 8 Credits.
• Sport injuries 141, 10 Credits.
• Fundamental nutrition 143, 8 Credits.
• Exercise and Training Principles 151, 8 Credits.
• Coaching Professionalism 151, 8 Credits.
• Academic orientation 109 (UPO 109) - Credits: 0.

1. Demonstrate well-developed literacy, numeracy and Information Technology (IT) skills.
2. Communicate effectively in general, as well as in relation to their studies using a variety of different media and approaches for different audiences and purposes.
3. Demonstrate a sound knowledgeable about human movement studies and sport management as well as the role of Life Orientation in the school curriculum.
4. To identify learning or social problems and work in partnership with professional service providers to address these.
5. Assess sports athletes in reliable and varied ways, as well as being able to use the results of assessment to improve coaching.
6. Demonstrate a positive work ethic, display appropriate values and conduct themselves in a manner that befits, enhances and develops the sporting and teaching professions.
7. Reflect critically, in theoretically informed ways and in conjunction with their professional community of colleagues in their own practice in order to constantly improve and adapt it to evolving circumstances.

Associated Assessment Criteria for Exit Level Outcome 1

• Successfully complete the ClickUP training.
• Produce coaching plans that reflect provision for different and appropriate use of media and technology suitable to content and learning needs.
• Utilise different and appropriate media and technology suitable to content and learning needs and to adapt when the chosen media or technology is not serving the intended purpose.
• Identify changes that need to be made for future practice to ensure a more effective integration of appropriate media and technology informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 2

• Communicate effectively in general, as well as in relation to their subject(s), using a variety of different media and approaches for different audiences and purposes.
• Communicate knowledge of subject and practice effectively using diverse and appropriate means.
• Adjust their communications to suit different contexts, purposes and audiences.
• Communicate knowledge of subject and practice effectively using diverse and appropriate means informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate a sound subject human movement studies and sport management as well as the role of Life Orientation in the school curriculum.
• Demonstrate an understanding of the fields of knowledge which underpin the subject/learning area/s of specialisation.
• Demonstrate a commitment to the epistemic values and principles which characterize the fields of knowledge in their area/s of specialisation.
• Use the kinds of evidence, modes of argument or criteria of adequacy appropriate to the fields of knowledge in their area/s of specialisation.
• Use the characteristic language, terminology and concepts of their subject/s of learning area/s appropriately, and with confidence.
• Discuss the content of curricular knowledge in their area/s of specialisation, and apply appropriate values and conceptual frameworks to problem solving in the relevant fields of knowledge.
• Interpret curricular knowledge in practice, in their area/s of specialisation, in terms of a broader understanding of the relevant fields of knowledge.
• Evaluate what learning material (including textbooks) should be selected, at what level, in what sequence, and how it should be assessed, in their area of specialisation (phase and subjects/learning areas).

Associated Assessment Criteria for Exit Level Outcome 4

• Identify learning or social problems and work in partnership with professional service providers to address these.
• Produce coaching plans that reflect provision for diverse learning needs in the form of alternative activities and assessment and/or the provision of additional supportive human and other resources.
• Adjust practice to suit different learning and learner needs in the process of coaching.
• Review practice in order to identify possible future improvements and that the student was able to make referrals and engage appropriate support from appropriate others when/if needed.

Associated Assessment Criteria for Exit Level Outcome 5

• Assess sports athletes in reliable and varied ways, as well as being able to use the results of assessment to improve coaching.
• Adjust assessment practice to suit different learning and learner needs in the process of coaching and the ability to maintain appropriate assessment records.
• Review practice in order to identify possible future improvements in assessment practice informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 6

• Demonstrate a positive work ethic, display appropriate values and conduct themselves in a manner that befits, enhances and develops the teaching and sporting professions.
• Reflect awareness of professional guidelines, values and practices such as the SACE Code of Conduct.
• Endure that planning reflects a professional commitment and interest.
• Observe practices that reflect appropriate values and behaviour such as punctuality, preparedness, non-discrimination, appropriate dress, behaviour and language.
• Ensure that feedback sessions with supervisors and mentors and the ways in which learners talk about their mentees, other learners, the workplace, sports union and education authorities and other stakeholders such as parents display appropriate values and conduct that befits, enhances and develops the teaching profession.

Associated Assessment Criteria for Exit Level Outcomes 7

• Reflect critically, in theoretically informed ways and in conjunction with their professional community of colleagues in their own practice in order to constantly improve and adapt it to evolving circumstances.
• Provide critical engagement with appropriate policy and theory.
• Ensure that feedback sessions with supervisors and mentors reflect critical engagement with appropriate policy and theory.

Integrated Assessment

The learner needs to complete practical assignments that require the application of their total knowledge based - applied competence - with all modules contributing to a well-rounded, balanced and well-informed entry level professional.

Completing a portfolio over the course of the qualification is a visual tool to illustrate their professional and personal growth over the periods and to enhance their reflective competence as an emerging professional.

The institution will be involved in the following processes in support of work placements

• Identifying appropriate sites for practice and entering into service level agreements with them.
• Working with the workplace authorities to identify, train and support work-based mentors to support learners on practice.
• Placing learners in work places to ensure they gain the necessary range of experiences.
• Assessing learners' practice in the work context.