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FROM REGIONAL TO DISTRICT STRUCTURES

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									DRAFT SCHOOL SPORT
 POLICY FRAMEWORK


DISCUSSION DOCUMENT


                      1
BACKGROUND
    AND
 PREAMBLE
In stepping out of the School Sport systems of
yesteryear and acknowledging the role played
   by the United School Sport Association of
     South Africa (USSASA), the following
    reference legislations, National Policies,
reports, international protocols were consulted
 in order to establish a way forward for School
      Sport in the Republic of South Africa:


                                             3
•   Constitution of the Republic of South Africa (RSA)
•   Education legislation, National Policies and reports
•   National Curriculum Statements (both GET & FET)
•   Relevant agreements of the Education Labour Relations Council
•   Relevant Labour Laws, regulations and arrangements
•   Sport and Recreation White Paper, legislation and reports
•   Ministerial Task Team (MTT) Report on Sport and Recreation
•   Government Programme of Action & Presidential decrees
•   International protocols, especially those on Children’s Rights
•   Manifesto on Values, Education and Democracy
•   2007 White Paper of Sport and Recreation process
•   Children’s Act (2005) & the Children’s Bill (2006)
•   Millennium Development Goals (Global Obligations)
•   School Sport Framework signed by the Ministers on 17 March 2005
•   Constitution and development strategies of USSASA
       Establishing….
   “THE FRAMEWORK OF
     COLLABORATION”
             for
      SCHOOL SPORT

      Collaboration Mandate signed by the
Ministers of Education and Sport and Recreation
                17th March 2005
JOINT COMMITMENT STATEMENTS:
• The transformation of sport and recreation in The Republic
  of South Africa is integral to the overall transformation of
  the South African society.
• Sport and recreation are important vehicles for building a
  transformed and non-racial society.
• Sport and recreation are critical for the promotion of
  national reconciliation, social cohesion and national
  identity.
• The transformation of school sport in ordinary public
  schools therefore, must be embedded in the
  transformation of sport and recreation in the country.



                                                           6
              This
       “FRAMEWORK OF
      COLLABORATION”
     can be accomplished
through the achievement of the
      following objectives:
                      OBJECTIVES
• To formalise Government’s responsibility for Physical Education and
  school sport with a special focus on Constitutional principles of
  democracy, non-racialism, non-sexism, equity, redress and quality
  access, and to use school sport programmes as a vehicle to entrench
  acceptable values among young people.
• To foster a sense of pride, honour and patriotism in our school-going
  youth through properly organised, managed and coordinated school
  sport programmes.
• To use school sport as a means to extend schools to contribute to
  community advancing centres for Education and Recreation which will in
  turn transform schools into stable, functional and vibrant institutions of
  learning and centres of community life.
• To ensure and increase access to and accessibility of safe and secure
  facilities in which school sport and physical education programmes as
  well as community recreation initiatives can be coordinated for optimal
  utilisation of all the human, physical and financial resources available.
      OBJECTIVES (CONTINUED
•   To ensure that Human Movement (HM) / Physical Education (PE) is provided
    incrementally from the lowest school levels of the General Education and
    Training (GET) Band to the last level of the Further Education and Training
    (FET) Band.

•   To strategically plan for the resource capacity to deal with the extramural,
    extracurricular and co-curricular school sport programmes and demonstrate that
    these plans have clear articulations with Human Movement / Physical Education
    in the National Curriculum Statements.

•   To recommend, manage and monitor the professional training integration of
    Human Movement / Physical Education training at HEI’s as part of the broader
    professional teacher development strategy to address supply and demand of
    professionally qualified HM / PE educators.

•   To develop and build the capacity of (i) all learners to participate en mass in
    extramural and competitive school sport programmes; (ii) educators, coaches,
    community volunteers to deliver quality school sport programmes that will lead to
    lifelong participation in recreation and sport by all young people and strengthen
    the culture of learning and teaching in schools; and (iii) school governing bodies
    to execute section 21 functions of the South African Schools Act, 1996,
    especially those related to “extramural” school sport programmes.
   OBJECTIVES (CONTINUED)
• To organise inclusive and integrated school sport programmes for
  learners, including those with disabilities, that are learner-centered,
  learner-paced and that promote healthy life-practices, mutual respect,
  and career opportunities.
• To develop a respect and knowledge of the rich heritage embedded in
  traditional and indigenous games and enable participation with
  understanding and pride to the highest level of achievement.
• To strategically link school sport programmes to national interventions
  such the National Talent Identification and Development Initiative,
  Vuka South Africa: Move for your Health, HIV and AIDS Awareness
  Campaign, National Crime Prevention Strategy, moral regeneration,
  etc., in ensuring institutional safety and security, anti-doping,
  substance abuse, and adherence to a code of conduct in school sport.




                                                                     10
       SUMMARY:
 KEY SUCCESS FACTORS
OF IDENTIFIED OBJECTIVES
  •   COLLABORATION FRAMEWORK
  •   INFRACTURE SET-UPS
  •   OPPORTUNITY AND ACCESS FOR ALL
  •   QUALITY DELIVERY FOR ALL LEVELS
  •   SUSTAINABILITY
  •   CAPACITY BUILDING
  •   COMMUNICATION NETWORK
  •   FACILITIES
  •   BUDGET
  •   LEADERSHIP
THE WAY FORWARD
1.       UNDERSTANDING THE DOMAINS
            OF RESPONSIBILITY


    The Framework of Collaboration for School Sport South Africa requires an
understanding of the respective Department’s domains of responsibility at National,
                           Provincial and Local levels.
     DEPARTMENT OF EDUCATION
• SCHOOL  EDUCATION (DoE)

  – National Curriculum Statements & extramural school sport
    framework and articulations (Participate to live, learn and grow)
  – Teacher Development: Physical Education and Sport training with
    HEI cooperation, bursaries and programmes (IPET for teachers in
    training at institutions; & CPTD for teachers in service)
  – In-set teacher training (upgrade)
  – Teacher accreditation opportunity as “Coaches” (via SAQA)
  – Social Transformation, Justice and Cohesion
  – Human Rights and a Culture of Values
  – Inclusion of all learners
  – Outcome: Healthy Lifestyles, Positive Self-concept & Emotional
    well-being, Personal advancement
  – Goal: A Healthy, Happy, Safe and Secure Environment (involves
    also collaboration with DoH & SAPS and other players)

                                                                   14
SPORT & RECREATION SOUTH AFRICA

• SPORT  RECREATION & COMPETITION

  – Mass Participation (Sport for All)
  – Development (Identified Talent)
  – Elite Sport (SASCOC & National Federation articulations)
  – Sport Management Education and Training Initiatives (SAQA
    accredited)
  – National School Competitions and Tours
  – Awarding “colours” and defining standards for representation
  – Access to Support Services
2.     UNDERSTANDING THE LEVELS
        OF ENGAGEMENT WITH
           SCHOOL SPORT


The Framework of Collaboration for School Sport South Africa requires an
      understanding of the proposed Governance for School Sport
          LEVELS OF ENGAGEMENT
In determining a strategic way forward that includes all the relevant role-
players in School Sport, as well as being sure to create and provide
opportunity and access for all participants within the organisation, the
governance of School Sport shall make provision for various types of
affiliation, association and membership which define and commit the level
and scope of delivery, namely:

• Full Membership: Full Status;

• Associate Membership: Full Status, but 50% of the voting rights of the
  Full Member; and

• Ex-Officio: No Voting rights.


                                                                       17
                       AFFILIATION

• The organisation should be affiliated to the SOUTH AFRICAN SPORT
  CONFEDERATION AND OLYMPICS COMMITTEE (SASCOC).

• The organisation should be affiliated to the International Schools
  Federation (ISF), through its affiliation with SASCOC.

• The organisation should be affiliated to the Confederation of Southern
  African School Sports Association (COSASSA), through its affiliation
  with SASCOC.

• The School Sport South Africa – {Name of the Code} will be affiliates,
  associates and/or members of specific National Federations.
  Arrangements relating to the status of the affiliation, association
  and/or membership will be negotiated with the national federations,
  via SASCOC.

                                                                     18
                       MEMBERSHIP
The following shall be eligible for membership of the organisation:

• The Implementers, who shall each implement and develop an
  individual code of sport. Each of these implementers shall be code
  specific and shall be known as the School Sport SA – {Name of Code},
  which will include learners with special educational needs (LSEN). An
  example of this is School Sport SA – Athletics.

• Each National Code Committee shall have full status membership to
  School Sport South Africa, while the individual Code National
  Federations shall each have ex-officio status membership.

• Arrangements shall be made with National Federations regarding the
  affiliation, association and membership of School Sport SA – {Name of
  the Code} to the respective National Federations.

                                                                      19
          MEMBERSHIP (Continued)
• The Enablers, who shall create an enabling environment for the
  implementation of school sport, as well as monitor, evaluate,
  feedback and support the implementation, progress, development
  and growth of school sport.

• These Enablers shall be Sport and Recreation South Africa (SRSA)
  and each of its provincial departments, the Department of Education
  (DoE) and each of its provincial departments and the South African
  Sport Confederation and Olympics Committee (SASCOC). These
  structures shall each have full status membership.

• The Governors shall guide, monitor, evaluate and give feedback to
  the Enablers. These Governors shall be the Teacher Unions (TUs)
  and the School Governing Bodies (SGBs), who shall each have full
  status membership.

                                                                   20
    3. UNDERSTANDING THE
 GOVERNANCE MODEL FOR SCHOOL
           SPORT


    The Framework of Collaboration for School Sport South Africa requires an
understanding of the proposed structure of the Governance for School Sport and its
                    operations: National, Provincial, and Local.
           TIERS OF GOVERNANCE

There will be three (3) tiers of governance, namely:

• A Board of Directors;

• An Executive Committee; and

• A Full Council.




                                                       22
              BOARD OF DIRECTORS
• The Board of Directors, (highest decision making and executing body of
  the organisation), shall consist of:

   –   1 x SRSA (Minister’s Representative)
   –   1 x DoE (Minister’s Representative)
   –   1 x TUs (1 x Teaching Profession Representation)
   –   1 x SGBs (1 x Combined Governance Representation)
   –   1 x SASCOC
   –   1 x Chief Executive Officer (CEO ex-officio & non-voting, who will
       provide secretariat support to the Board of Directors)

• The Ministers of Education as well as Sport and Recreation shall ratify
  the membership.


                                                                     23
             BOARD OF DIRECTORS
The Board of Directors shall:

• Have a 3-year term of office;
• Employ a CEO, whose status will be ex-officio to the Board;
• Execute its brief as per the prescripts of the Law, e.g. the Companies
  Act and PFMA;
• Meet at least every 6 months, or when deemed necessary;
• Have the Chairperson and the Deputy Chairperson (at least at Chief
  Director level) appointed by the Ministers from within SRSA and DoE
• Future: Board to nominate a chair and vice, and Ministers appoint.




                                                                      24
          EXECUTIVE “ENABLING”
          COMMITTEE STRUCTURE
The Executive Committee shall consist of:

•   1 x Chairperson (SRSA);
•   1 x Deputy Chairperson (DoE);
•   1 x Secretariat (DoE until CEO is appointed);
•   1 x Chairperson of Policy, Research and Development;
•   1 x Chairperson of Codes and Mentors; and
•   1 x Chairperson of Marketing and Funding.




                                                           25
           EXECUTIVE COMMITTEE
               FUNCTIONS

The Executive Committee (Exco.) shall:

• Function and execute its brief as per the “Framework for
  Collaboration” document;

• Meet at least on a quarterly basis, or when deemed necessary;

• Have as its reference groups, its three (3) sub-committees, namely:
  (a) Policy, Research and Development; (b) Codes and Mentors; and
  (c) Marketing and Funding. These sub-committees shall meet at
  least on a quarterly basis, or when deemed necessary.




                                                                   26
 EXECUTIVE SUB-COMMITTEE #1
Executive Committee’s three (3) sub-committees, who will each meet on at
least a quarterly basis, or when deemed necessary, shall be:

Policy, Research and Development:

 • Policy, research and development with regard to all aspects of the
   organisation;

 • Included in their brief is monitoring, evaluation, feedback and proposed
   corrective action of all aspects of the organisation.




                                                                       27
EXECUTIVE SUB-COMMITTEE #2
Marketing and Funding:

• To market all levels of the organisation; and

• To seek funding for all levels of the organisation.




                                                        28
 EXECUTIVE SUB-COMMITTEE #3
Codes and Mentors:

• To create and/or foster an enabling environment and support base and
  systems for codes to function efficiently and effectively as single-coded
  entities;
• Will facilitate and collaborate on multi-skills and multi-coded events;
• Will facilitate and/or coordinate Code:
   – Business Plan development;
   – Monitoring and Report writing;
   – Mass Participation;
   – Infusion of Social Awareness programmes;
   – Festivals / Tournaments; and
   – Competitions.

                                                                       29
           EXCO SUB-COMMITTEE #3
                 (Continued)
Codes and Mentors:

• Will facilitate and/or coordinate codes:

• Talent Identification. The talent identified will then be channelled to,
  for example, the SASCOC academies; and

• Development and Mass Participation Programmes in each of the
  following:

    –   ECD / Foundation Phase;
    –   Intermediate Phase;
    –   Senior Phase;
    –   Further Education and Training Band (FET); and
    –   Learners with Special Education Needs (LSEN).

                                                                        30
             EXCO SUB-COMMITTEE #3
                   (Continued)
•   That codes elect coordinators for each of the following:
     – ECD / Foundation Phase; Intermediate Phase; Senior Phase; FET Band;
       and LSEN.

•   The annual phasing-in of programmes, starting from the ECD / Foundation
    Phase during 2008. These programmes will assist with both learner and
    teacher education, development and growth, and will be funded through the
    School Sport Mass Participation Programme (SSMPP).

•   Shall appoint and assign a mentor to each of the National Code Committees,
    where the mentor shall have ex-officio status on the relevant National Code
    Committee (NCC); and

•   The mentor shall, amongst other duties, act as a link between the School Sport
    SA – {Name of the Code} and its relevant National Federation, where the
    School Sport SA – {Name of the Code} shall affiliation, association and/or
    membership status as negotiated.

                                                                              31
                     FULL COUNCIL
The Full Council shall consist of:

•   The Executive Committee;
•   1 x Representative from each of the National Codes;
•   1 x Representative from each of the National Federations;
•   1 x South African Principal’s Association (SAPA);
•   1 x Representative of each of the National Teacher Unions;
•   1 x Representative of each of national SGB associations;
•   1 x Representative from SASCOC; and
•   1 x Representative from each of the provincial Departments of
    Education as well as Sport and Recreation.




                                                               32
                    FULL COUNCIL
• Each of the representatives on the Full Council shall have full
  membership status.

• The Full Council shall be a consultation body and its meetings shall
  take the form of a conference, which will be hosted at least once
  every six (6) months, or when deemed necessary.




                                                                    33
       4.        UNDERSTANDING THE
                 DELIVERABLES WITHIN
                    SCHOOL SPORT



  The Framework of Collaboration for School Sport South Africa requires an
understanding of the proposed “deliverables” within the School Sport Model at
                    National, Provincial and Local levels.
                 SPORT CONTINUUM
          Proposed that a Provincial and National Athletes’ Sport
         & Recreation Progression Opportunity Plan is developed.


SCHOOL SPORT = EDUCATIONAL SPORT = SPORT FOR ALL = RECREATIONAL SPORT
                            (MASS PARTICIPATION)

      ECD/FP        IP              SP         FET        ADULT
       0-9        10 - 12         13 - 15     16 - 18   RECREATION
      T/ID TO      T/ID TO       T/ID TO     T/ID TO      T/ID TO
      CLUB          CLUB          CLUB        CLUB        CLUB
CLUB SPORT = FEDERATION SPORT = ACTIVITY OF CHOICE = SPECIALISATION SPORT
                             (ELITE SPORT)


  N.B. SOCIAL AWARENESS INFUSION STRATEGIES THROUGHOUT
                 SPORT CONTINUUM
• Definitions:

   – School Sport = Educational Sport = Sport for All = Recreational
     Sport = Mass Participation; and

   – Club Sport = Federation Sport = Activity of Choice = Specialisation
     Sport = Elite Sport.

• Social Awareness:

   – Social justice, cohesion, inclusion and awareness infusion strategies
     must be applied throughout all the functions of the organisation; and

   – Life skills education, development and growth must underpin all
     activities of the organisation.
       LEARNER PROGRAMMES & PROGRESSION
ECD / Foundation Phase: Modified Sport
Ages – Birth to 6  Developmental Play & Skills Development  Intra-Class Ages –
        7  Developmental Play & Skills Development  Intra-School: Move-It Moving Matters ®
        8 & 9  Modified Activities & Introduction/Exposure of Rules  Intra-Cluster

Intermediate Phase: Mini-Sport
Ages – 10, 11 & 12  Intra-School, Intra-Cluster & Intra-District Festivals

Senior Phase: Full Field
Ages – 13  School-based Inter-District and Inter-Provincial Festivals (Top Schools)
         14  School-based leagues
         15  Selected Inter-Provincial Specialised Tournaments (School Sport SA)

FET Band: Specialisation
Ages – 16  Selected Inter-Provincial Specialised Tournaments (School Sport SA & SASCOC)
        17  School/Club-based leagues
        18  Selected Inter-Provincial Specialised Tournaments (School sport SA & SASCOC)


           TEACHER DEVELOPMENT COURSES, CLINICS, ETC., NEEDS TO TAKE
                 PLACE ACCORDING TO THE PROGRESSION STAGES


                                                                                       12
              EXAMPLE LEARNER ACTIVITIES
All learner activities are age, grade and phase specific. Examples of
learner activities based on the holistic development of a learner:
•   BALL GAME ACTIVITIES
    WINTER:    Volleyball; Basketball; Netball; Football; Rugby; Hockey; Table Tennis;
               Korfbal; Badminton; Squash; Handball

    SUMMER:        Cricket; Baseball; Softball; Tennis; Water Polo; Golf

•   MOVEMENT ACTIVITIES
    Athletics; Cross-Country; Dancesport; Drama; Drum Majorettes; Gymnastics; Swimming;
    Synchronised Swimming; Boxing; Equestrian

•   CREATIVE THINKING ACTIVITIES
    Chess; Creative Problem Solving; Creative Writing; Debating; Music; Visual Arts;
    Motivation; Darts; Pool; Board Games (e.g. Scrabble, drafts, etc.)

•   GENERAL
    Indigenous Games; Fitness Activities; Recreational Activities; Coordination of Eye-body
    movements; Balancing; Manual Dexterity

                                                                                      38
ECD / FOUNDATION PHASE:CONCEPT PROVISION
•   GRADES:         R and 1 Move-It Moving Matters ®
•   AGES:           6 and 7
•   EMPHASIS:       Fun; manual dexterity; coordination of eye-body movements; etc.
•   ACTIVITIES:     Throwing, catching, kicking, stopping, balancing, skipping, hitting
•   FORMAT:         Using different apparatus and equipment
•   DAYS:           Tuesdays & Thursdays
•   PLAYING TIME:   Approximately 30 minutes per session

•   GRADES:         2 and 3
•   AGE:            8 and 9
•   EMPHASIS:       Fun and mass participation
•   ACTIVITIES:     Discovering and acquisition of basic skills
•   FORMAT:         Playing on a ¼ Field
•   DAYS:           Tuesdays & Thursdays
•   PLAYING TIME:   Actual playing time should not exceed 45 minutes

•   TIME:           After official contact time
•   EDUCATORS:      Foundation Phase
•   VENUES:         At each school

•   FESTIVALS:      During the school holidays, at the end of each relevant term
•   EVENT TYPE:     Multi-purpose, mass-based festivals and exhibitions
•   EVENTS:         Multi-code Sport participation and Creative Activity participation
•   VENUES:         Within each Community Cluster

•   MESSAGING:      Wellness & Health Promotion (HIV & AIDS awareness, Anti-abuse & Anti-violence Campaigns,
                    Behaviour Change, etc.)
•   STRATEGY:       Infused with mainstream activities
•   FORMAT:         Mass Rallies; Marches; Concerts; Fun Runs; Human Chains, etc.
            EXAMPLE QUARTERLY EXERCISE ACTIVITIES
                    (LSEN INVOLVEMENT IS INFUSED THROUGHOUT)

      TERM 1                  TERM 2                   TERM 3                   TERM 4
                       BASKETBALL               FOOTBALL                 BASEBALL
                       NETBALL                  HOCKEY                   CRICKET
                       VOLLEYBALL               RUGBY                    SOFTBALL
ATHLETICS              HANDBALL                 TABLE-TENNIS             TENNIS
SWIMMING               SQUASH                   KORFBAL                  WATER POLO
                                                                         BADMINTON
                       (BALL GAMES)             (BALL GAMES)             (BALL GAMES)

                       CROSS-COUNTRY            DANCESPORT               DRUM MAJORETTES
                       GYMNASTICS               PERFORMING ARTS          GOLF
ATHLETICS              EQUESTRIAN               BOXING                   SYNCHRO. SWIMMING
SWIMMING               INDIGENOUS GAMES         INDIGENOUS GAMES         INDIGENOUS GAMES

                       (MOVEMENT)               (MOVEMENT)               (MOVEMENT)

                       CR PROBLEM-SOLVING       MUSIC / DRAMA            VISUAL ARTS
ATHLETICS              CREATIVE WRITING         DEBATING                 CHESS
SWIMMING               BOARD GAMES              DARTS                    POOL

                       (CREATIVE THINKING)      (CREATIVE THINKING)      (CREATIVE THINKING)


  N.B. EVERY LEARNER MUST BE EXPOSED TO AT LEAST ONE FORM OF SPORT-RELATED ACTIVITY PER
        TERM, THUS COVERING AT LEAST FOUR FORMS OF SPORT-RELATED ACTIVITIES PER YEAR, I.E.
              ATHLETICS OR SWIMMING / BALL GAMES / MOVEMENT / CREATIVE THINKING.
    INTERMEDIATE PHASE: CONCEPT PROVISION
•   GRADES:         4; 5 and 6 Move-It Moving Matters ®
•   AGE:            10; 11 and 12
•   EMPHASIS:       Acquisition of basic skills, personal development, camaraderie, low-key competition
•   FORMAT:         Playing on a ½ Field
•   DAYS:           Tuesdays (Practice) & Thursdays (Mini-Games)
•   PLAYING TIME:   Two halves of 20 minutes with a 5 minute interval (for certain types of games)

•   TIME:           After official contact time
•   EDUCATORS:      Intermediate Phase
•   VENUES:         At each school and within each cluster

•   FESTIVALS:      During the school holidays, at the end of each relevant term
•   EVENT TYPE:     Multi-purpose, mass-based festivals and exhibitions
•   EVENTS:         Multi-skills and multi sport code participation and Creative Activity participation
•   VENUES:         Within each Education District

•   MESSAGING:      Wellness & Health Promotion (HIV & AIDS awareness, Anti-abuse Campaigns,
                    Behaviour Change, etc.)
•   STRATEGY:       Infused with mainstream activities
•   FORMAT:         Mass Rallies; Marches; Concerts; Fun Runs; Human Chains, etc.
          SENIOR PHASE:CONCEPT PROVISION
•   GRADES:         7 Move-It Moving Matters ®
•   AGE:            13
•   EMPHASIS:       Development of skills, personal development, point-score competitions
•   FORMAT:         Playing on a Full Field
•   DAYS:           Tuesdays (Practice) & Thursdays (Games)
•   PLAYING TIME:   Two halves of 30 minutes with a 5 minute interval (for certain types of games)
•   VENUES:         At each school, cluster, district and province
•   TIME:           After official contact time
•   EDUCATORS:      Senior Phase

•   FESTIVALS:      Inter-District and Inter-Provincial School-based Festivals
•   WHEN:           During the school holidays, at the end of each relevant term
•   EVENT TYPE:     Multi-purpose, mass-based festivals and exhibitions
•   EVENTS:         Multi-code Sport participation and Creative Activity participation
•   VENUES:         Within the province

•   MESSAGING:      Wellness & Health Promotion (HIV & AIDS awareness, Anti-abuse Campaign,
                    Behaviour Change, etc.)
•   STRATEGY:       Infused with mainstream activities
•   FORMAT:         Mass Rallies; Marches; Concerts; Fun Runs; Human Chains, etc.
     SENIOR PHASE:CONCEPT PROVISION
•   GRADES:         8 & 9 Move-It Moving Matters ®
•   AGE:            14 & 15
•   EMPHASIS:       Further development of skills, personal development, point-score
                    competitions
•   FORMAT:         Playing on a Full Field
•   DAYS:           Tuesdays (Practice) & Thursdays (Games)
•   PLAYING TIME:   Two halves of 30 minutes with a 5 minute interval (for certain types of
                    games)
•   VENUES:         At each school and within each district and province
•   TIME:           After official contact time
•   EDUCATORS:      Senior Phase

•   TOURNAMENTS:    Selected Inter-District and Inter-Provincial Tournaments
•   WHEN:           During the school holidays, at the end of each relevant term
•   EVENT TYPE:     Multi-purpose tournaments that include exhibitions
•   EVENTS:         Combined Single-Code Sport participation and Creative Activity
                    participation
•   VENUES:         Within each province and nationally

•   MESSAGING:      Wellness & Health Promotion (HIV & AIDS awareness, Anti-abuse
                    Campaigns, Behaviour Change, etc.)
•   STRATEGY:       Infused with mainstream activities
•   FORMAT:         Mass Rallies; Marches; Concerts; Fun Runs; Human Chains, etc.
                FET BAND :CONCEPT PROVISION
•   GRADES:         10; 11 and 12 Move-It Moving Matters ®
•   AGE:            16; 17; and 18
•   EMPHASIS:       Further development of basic skills, personal development, individual and team
                    responsibilities, point-score competitions
•   FORMAT:         Playing on a Full Field
•   DAYS:           Tuesdays (Practice) & Thursdays (Games)
•   PLAYING TIME:   Two halves of 30 minutes with a 5 minute interval (for certain types of games)
•   VENUES:         At each school and within each district, region and province
•   TIME:           After official contact time
•   EDUCATORS:      Senior Phase

•   TOURNAMENTS:    Intra-Provincial and Inter-Provincial (National)
•   WHEN:           During the school holidays, at the end of each relevant term
•   EVENT TYPE:     Specialised Code Participation that include exhibitions
•   EVENTS:         Single-code Sport participation and Creative Activity participation
•   VENUES:         Within each province, nationally and internationally

•   MESSAGING:      Wellness & Health Promotion (HIV & AIDS awareness, Anti-abuse Campaigns,
                    Behaviour Change, etc.)
•   STRATEGY:       Infused with mainstream activities
•   FORMAT:         Mass Rallies; Marches; Concerts; Fun Runs; Human Chains, etc.
  MOVE-IT, MOVING MATTERS ®
• An innovative learner-centered programme;
• Fits into and articulates with the Life Orientation and the additional
  dedicated time for Physical Education;
• Builds the platform for sport participation in the enrichment
  programmes;
• Involves a set of equipment designed to enhance locomotion,
  manipulation and balance (fundamental motor skills) per learner;
• Recommends 30 minutes activity dose per day per child ;
• Is fun, unique and progressive; and
• Plans to roll-out in 2008 (Foundation – GET phase).
5. UNDERSTANDING THE FINANCIAL
 COMMITMENT FOR SCHOOL SPORT



 The Framework of Collaboration for School Sport South Africa requires an
  understanding of the proposed financial commitments for School Sport
                             FINANCE
• The status of the organisation shall be that of a Section 21 Company.

• The organisation shall employ and have on its payroll, a Chief Executive
  Officer, who shall as part of her/his functions, have ex-officio status on
  the various tiers of governance.

• With regard to finance, the organisation shall execute its brief as per the
  prescripts of the law, e.g., the Companies Act, the PFMA and Treasury
  Regulations.




                                                                         47
6.      DEVELOPMENT OF THE VISION
        AND MISSION AND THE “LOOK”
            FOR SCHOOL SPORT




The Framework of Collaboration for School Sport South Africa requires the
  development of clear Vision and Mission statements for School Sport
                                VISION
The vision of the organisation is that School Sport shall:
• Be implemented from school (curriculum implementation) to community
  (life application), and from community to school;
• Be the integral co-curricular, extramural and/or extracurricular
  components of the holistic education programme, and an enrichment of
  the curriculum implementation process; as well a value adding
  community opportunity for lifelong education and health as consequence
  of access and participation in the “extended” school and its enriching
  programmes;
• Provide for talent identification and further development as well as
  placement of outstanding performers;
• Provide and regulate age-associated and age-appropriated competitive
  structures and infrastructures to advance talented athletes from schools
  to clusters to clubs to regions to national to international arenas; and
• Provide for programmes which are (i) embedded in the Constitutional
  values and principles, (ii) promote social transformation and cohesion,
  national reconciliation and identity, and (iii) promote access and are
  accessible to all learners and the associated community.           49
                            MISSION
• It is the mission of School Sport South Africa to promote educational
  sport in schools, through, and at the levels of, participation, recreation
  and competition.

• It is the further mission of the organisation to utilise sport as a vehicle
  for development and for the promotion of healthy living and
  participation in lifelong activity.




                                                                         50
                        PRINCIPLES

In working and striving to achieve this mission, the following principles
apply:

 • Participation: Playing for fun (Introduction);

 • Recreation: Participating in physical activity for its own sake
   (Modification and variation); and

 • Competition: Preparing purposefully to win (Specialisation).
               NAME


 The name of the organisation shall be:



SCHOOL SPORT SOUTH AFRICA
    (SSSA = “Triple S A”)


                                          52
             MOTTO


    The proposed motto of the
       organisation shall be:


LIFELONG EDUCATION THROUGH SPORT




                                   53
       COLOURS
 The national colours of the
organisation (as per SASCOC's
    specifications) shall be:


   BOTTLE GREEN
            and
      OLD GOLD
                                54
                           INSIGNIA
• The insignia of the organisation shall be:




• The awarding of national colours will be under the supervision of the
  School Sport SA – Colours Committee. No unauthorised use of the
  official national colours or insignia will be permitted.


                                                                     55
7. UNDERSTANDING THE SHORT,
MEDIUM AND LONGER TERM ROLL-
   OUT FOR SCHOOL SPORT



The Framework of Collaboration for School Sport South Africa requires an
     understanding of the proposed Roll-Out plans for School Sport
IN PROCESS….

								
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