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.