DRAFT SCHOOL SPORT POLICY FRAMEWORK DISCUSSION DOCUMENT

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DRAFT SCHOOL SPORT POLICY FRAMEWORKDISCUSSION
DOCUMENT
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BACKGROUND AND PREAMBLE
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• 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

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• 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
  Childrens Rights
• Manifesto on Values, Education and Democracy
• 2007 White Paper of Sport and Recreation process
• Childrens Act (2005) the Childrens Bill
  (2006)
• Millennium Development Goals (Global Obligations)
• School Sport Framework signed by the Ministers on
  17 March 2005
• Constitution and development strategies of USSASA

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Establishing. THE FRAMEWORK OF COLLABORATION
for SCHOOL SPORT

• Collaboration Mandate signed by the
• Ministers of Education and Sport and Recreation
• 17th March 2005

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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.

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This FRAMEWORK OF COLLABORATION can be
accomplished through the achievement of the
following objectives
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OBJECTIVES

• To formalise Governments 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.

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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 HEIs 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.

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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.

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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

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THE WAY FORWARD
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1. UNDERSTANDING THE DOMAINS OF RESPONSIBILITY
The Framework of Collaboration for School Sport
South Africa requires an understanding of the
respective Departments domains of responsibility
at National, Provincial and Local levels.
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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)

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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

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2. UNDERSTANDING THE LEVELSOF ENGAGEMENT
WITHSCHOOL SPORT
The Framework of Collaboration for School Sport
South Africa requires an understanding of the
proposed Governance for School Sport
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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.

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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.

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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.

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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.

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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.
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TIERS OF GOVERNANCE

• There will be three (3) tiers of governance,
  namely
• A Board of Directors
• An Executive Committee and
• A Full Council.

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BOARD OF DIRECTORS

• The Board of Directors, (highest decision making
  and executing body of the organisation), shall
  consist of
• 1 x SRSA (Ministers Representative)
• 1 x DoE (Ministers 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.

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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.

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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.

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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.

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EXECUTIVE SUB-COMMITTEE 1

• Executive Committees 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.

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EXECUTIVE SUB-COMMITTEE 2

• Marketing and Funding
• To market all levels of the organisation and
• To seek funding for all levels of the
  organisation.

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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.

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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).

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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.

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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 Principals 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.

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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.

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UNDERSTANDING THE DELIVERABLES WITHINSCHOOL 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.
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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 0 - 9
IP 10 - 12
SP 13 - 15
FET 16 - 18
ADULT 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
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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.

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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/Exposu
  re 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)

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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

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ECD / FOUNDATION PHASECONCEPT 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

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EXAMPLE QUARTERLY EXERCISE ACTIVITIES(LSEN
INVOLVEMENT IS INFUSED THROUGHOUT)
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.
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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.

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SENIOR PHASECONCEPT 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.

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SENIOR PHASECONCEPT 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.

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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.

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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).

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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
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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.

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DEVELOPMENT OF THE VISION AND MISSION AND THE
LOOKFOR SCHOOL SPORT
The Framework of Collaboration for School Sport
South Africa requires the development of clear
Vision and Mission statements for School Sport
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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.

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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.

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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).

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NAME

• The name of the organisation shall be

SCHOOL SPORT SOUTH AFRICA (SSSA Triple S A)
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MOTTO

• The proposed motto of the organisation shall be

LIFELONG EDUCATION THROUGH SPORT
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COLOURS

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

BOTTLE GREEN and OLD GOLD
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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.

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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
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IN PROCESS.