Health Sciences and Social Services - Promotive Health and Developmental Services
The Bachelor Health Sciences in Human Movement Science aims to develop learners to have a well-rounded knowledge and understanding of essential theories, scholarly positions, and primary methodologies relating to the field of physical activity, sport, and ergonomics. The overarching purposes of the qualification include:
The rationale behind offering this program lies in the definition of Ergonomics as a scientific discipline and profession focused on optimizing human well-being and system performance. The major disciplines in ergonomics include Physical, Cognitive, and Organizational Ergonomics.
Significant developments in ergonomics regulations in South Africa, particularly since the 2012 Occupational Health and Safety Conference, emphasize the need for education in Ergonomics. The HMS Department can play a crucial role in meeting this need by preparing learners for Postgraduate Honors in Ergonomics and contributing to the recognition and implementation of ergonomics practices in the country.
The following Associated Assessment Criteria applies across all the Exit Level Outcomes:
Integrated Assessment:
Integrated assessment is intended to assess the learner's ability to integrate the larger body of knowledge and competencies that are represented by overarching outcomes, either as a whole or as components of the qualification. Assessment includes formative and summative assessments, the former comprising assignments, worksheets, class tests and group work. Different mechanisms cater for learners' different learning styles and multiple intelligences when assessing learning outcomes, e.g. practicals, reports, oral presentations, portfolios, posters, case studies, projects, observations, role plays, essays etc. The practical assessment also assists learners to train their workplace skills. The practical assessments can also indicate in what field the learner will specialize. The assessment reflects learner performance and is an indicator of progress in acquiring the knowledge, skills and values that constitute the outcomes of modules and the qualification as a whole. The knowledge component is mainly assessed through written assessment and presentation, as well as through integrated assessment comprising the practical application of theory to case studies and mock-up scenarios. Skills and values needed for interaction in the broader social environment are imparted in the theoretical and practical contexts and applied in real-time during practicals in schools and the institution sports department. This is considered as an informal formative assessment as feedback is provided on-site in specific scenarios. Moreover, actual performance in the practical context informs the lecturer of the appropriateness or otherwise of teaching and learning strategies, providing for adjustment and improvement in teaching methodologies, curriculum sequence and content.
Formative Assessment:
Formative assessment provides learners with feedback on their performance, and to guide learners on how to improve their performance in the future. As such, formative assessment is designed to be for the benefit of learner learning rather than being for educational decision-making. Formative assessment serves to support the learner in the learning process towards the achievement of outcomes and to inform curriculum development. In the HMS department, formative assessment takes place on a fortnightly basis, with a minimum of 4 formative assessments per module constituting the course mark, and consists of class tests, assignments, and worksheets, for which feedback is provided before embarking on the next. Assessments are aimed at the integration of knowledge, skills, values, and attitudes, and insofar as possible, they are designed so that there are opportunities for learners to demonstrate the achievement of several outcomes within a single assessment task. Summative assessment performs the function of making a judgment on learner performance, and a minimum of two summative assessments per semester - or one per quarter - are required, with the summative assessment counting not more than 50% of the final mark.
This page includes information from the South African Qualifications Authority (SAQA) . Builtneat Pty Ltd trading as Study Start, has modified all or some of this information. SAQA has not approved, endorsed, or tested these modifications.