Netball Practitioner 1

THE REPUBLIC OF UGANDA
Ministry of Education and Sports
Directorate of Industrial Training
Assessment and Training

Package
For a
NETBALL PRACTITIONER
Qualification Level: 1
Occupational Cluster: Physical Education
September 2020
Developed by: Funded by:
Qualifications Standards Department Government of Uganda
Directorate Of Industrial Training
Assessment and Training Package
For a
NETBALL PRACTITIONER
Qualification Level: 1
Occupational Cluster: Physical Education
Plot 97/99 Jinja Road/ Corner 3rd Street,
P.O Box 20050, Lugogo, Kampala, Uganda
Tel: +256 414 253 704; +256 312 279 344
E-mail: [email protected]
Web: www.dituganda.org
© Directorate of Industrial Training

2021
ISBN: 978-9913-626-23-1
ISO: 9001:2015 Certificate No.: UG92580A
All rights reserved. No reproduction or copy transmission of this publication may be

made without written permission or in accordance with the provisions of the
Copyright, Designs and Patents Act or under the terms of licence permitting limited
copying issued by the licencing agency in Uganda. Any person who does any
unauthorised act in relation to this publication may be liable to criminal prosecution
and civil claims for damages.
UVQF: Assessment and Training Package (ATP) for a NETBALL PRACTITIONER
QUALIFICATION LEVEL: 1 September 2020
Under BTVET Act, 2008, the functions of the Directorate of Industrial Training are:
(a) To identify the needs of the labour market for occupational competencies that
fall under the UVQF.
(b) To regulate apprenticeship schemes.
(c) To foster and promote entrepreneurial values and skills, as an integral part of
the UVQF.
(d) To secure adequate and sustainable financing for the efficient operations of
the Directorate.
(e) To accredit training institutions or companies as assessment centres.
(f) To determine fees payable under the Act.
(g) To develop, apply, expand and improve the purposeful application of Uganda
vocational qualifications defined in the UVQF.
(h) To assess and award Uganda Vocational Qualifications.
(i) To promote on-the-job training in industry for apprenticeship, traineeship and
indenture training and for other training such as further skills training and
upgrading.
(j) To prescribe the procedure for the making of training schemes.
Further to the above provisions, there is an established Uganda Vocational

Qualifications Framework (UVQF), under part V of the BTVET Act, 2008. It is stated
that:
The purpose of the UVQF is to;

(a) Define occupational standards in the world of work.
(b) Define assessment standards.
(c) Award vocational qualifications of learners who meet the set standards of
different studies.
(d) Provide guidelines for modular training.
The UVQF shall follow principles of Competence Based Education and Training
(CBET) which include:
(a) Flexible training or learning modules.
(b) Positive assessment and Certification.
(c) Assessment of Prior Learning.
(d) Recognition of formal and non-formal training.
(e) Self-paced or individual learning.
(f) Work place learning.
i
For award and recognition of certificates, the BTVET Act, 2008 provides that:
(1) The Directorate and other examination boards established under the Act
shall award certificates and diplomas for Business, Technical or Vocational
Education and Training under the UVQF.
(2) The Certificates and Diplomas to be awarded shall be in the form prescribed
by the Minister on the recommendation of the Industrial Training Council.
(3) The Certificates and Diplomas awarded under the Act shall be recognised in
the Uganda education system and by the labour market.
Under the TVET Implementation Standards 2020, the proposed new mandate of the
Directorate of Industrial Training shall be restricted to promoting the highest
standards in the quality and efficiency of industrial training in the country and
ensuring an adequate supply of properly trained manpower at all levels in the
industry and the world of work.
The functions shall include:

(a) Regulating Industrial Training and Trainers.
(b) Developing Industrial Training Curricula.
(c) Harmonising Curricula and Certificates of competence.
(d) Assessing Industrial Training.
(e) Development of Occupational Standards and Assessment and Training
Packages (ATPs) for Trade Testing for the industry and world of work.
(f) Awarding certificates in that respect.
At operational level in the Directorate, the Qualification Standards Department

performs development tasks related to concepts, procedures and instruments for
establishment of the UVQF in close collaboration with both public and private
stakeholders in vocational training.
In particular, the Department organises and coordinates the development of

Assessment and Training Packages for use in competence-based vocational
training as well as standards-based assessment and certification.
The Directorate has therefore produced this Assessment and Training Package for
use in implementing Competence-Based Education and Training mechanisms.
ii
TABLE OF CONTENTS
Word from Permanent Secretary ................................................................iv

Executive Summary .....................................................................................vi
Acknowledgement ..................................................................................... viii
Abbreviations and acronyms ......................................................................ix
Key definitions ............................................................................................. x
1.0 ATP-PART I ........................................................................................ 1
Occupational Profile for a Netball Practitioner ............................... 1
2.0 ATP-PART II ....................................................................................... 9
Training Modules for a Netball Practitioner .................................... 9
3.0 ATP-PART III .................................................................................... 23
Assessment Instruments for a Netball Practitioner ..................... 23
Written Test Items (Samples) ......................................................... 25
4.0 ATP- PART IV .................................................................................. 36
Information on Development Process ........................................... 36
iii
Word from Permanent Secretary

The Kajubi Report (1989) and the Uganda Government White Paper on Education
Review (1992) emphasised that the Uganda Secondary School Education should
be vocationalised.
The World Bank Report on education in Uganda 2007 observed that although
Uganda was experiencing steady economic growth on one hand, the secondary
education curriculum was inadequately addressing the social and economic needs
of the country on the other. The Report further noted that it is not the very top
academic cadres that contribute most to the growth of the GDP but rather the
competent middle level technicians that are flexible and technologically literate that
the economy needs in the labour market at all levels.
Correspondingly, the NDP III 2020/21- 2024/5 highlights (i) low labour productivity
(ii) high youth unemployment (38%) (iii) low transition rates from training to
employment (35%) as some of the key challenges to Human Capital Development
in Uganda.
In order to overcome these challenges, NDP III 2020/21- 2024/5, under objective 2
peaks the need to train the learners for the urgently needed skills and mainstream a
dual education and training system. This paved way for the development of the
lower secondary school vocational curriculum which supports both academic and
vocational training.
The afore is in line with the Uganda Vision 2040. Under section 261, it emphasises
that learners will be accorded opportunities to excel in the skills areas they are
placed into. These will range from sports and cut to technical and vocational
training. Hitherto, section 262 clearly states that the entire education system will be
changed to emphasise practical skills, attitude and moral values.
Government of Uganda through the Ministry of Education and Sports rolled out the
New Lower Secondary Curriculum in secondary schools countrywide during the first
term of the academic year 2020. The overall goal of this curriculum is to produce
graduates with employable skills and who are competitive in the labour market. It
should be emphasised that vocational training will produce graduates who are
employable. In the New curriculum, emphasis will be on equipping learners with
employable skills and competencies. This will enable learners perform the requisite
duties of the specified occupations. This is the reason why the lower secondary
school vocational curriculum was tailored to the assessment requirements of the
world of work.
Reading from the Curriculum Framework page 12, it is stated that the learners will
be assessed by DIT. Upon assessment and certification, the graduates will be
employable and competitive in the labour market. It’s against this background that
DIT, within its mandate vested in the BTVET Act, 2008 comes on board to take the
lead in the development of the requisite Assessment and Training Packages (ATPs)
for the various occupations that will be assessed under the Lower Secondary
Curriculum.
iv
The ATPs can be used by any training provider and/or those who wish to present
themselves for Occupational Assessment and Certification.
Herewith, the Directorate of Industrial Training presents the Assessment and

Training Package for training, assessment and certification of a NETBALL
PRACTITIONER QUALIFICATION LEVEL 1.
Finally, I thank all individuals, organisations and review partners who have
contributed and/or participated in the review of this noble document.
Alex Kakooza
Permanent Secretary
v
Executive Summary
This Assessment and Training Package is a Competence-Based Education and
Training (CBET) tool and consists of three major parts:
0.1 PART I: The Occupational Profile (OP) of a NETBALL PRACTITIONER.

This Occupational Profile which was reviewed by Netball practitioners
practicing in the world of work, mirrors the duties and tasks that Netball
practitioners are expected to perform.
0.2 PART II: Training Modules in the form of guidelines to train Netball
practitioners both on the job as well as in training centres (or combinations of
both venues of learning). The Training Modules herein have been reviewed
basing on the Occupational Profile and hence are directly relevant for
employment.
0.3 PART III: Assessment Instruments in the form of performance (Practical)

and written (theory) test items that can and should be used to assess whether
a person complies with the requirements of employment as a NETBALL
PRACTITIONER. These assessment instruments were reviewed jointly by job
practitioners (Netball Practitioner) and instructors based on the occupational
profile and training modules.
0.4 While the Occupational Profile (OP) contained in PART I of this document
provides the information on WHAT a person is expected to do competently
in the world of work, the test items, - including performance criteria- of PART
III qualify the HOW and/or HOW WELL a person must do the job.
0.5 The modular format of the curriculum (PART II) allows learners to acquire job
specific skills and knowledge (i.e. competencies) module by module. A single
module can be accomplished within a relatively short duration allowing
flexibility for learners to move directly into an entry level job, go for further
modules or advance to higher levels of training. Modular courses allow more
learners to access the training system because training centres as well as
companies can accommodate more learners in a given period of time.
0.6 In addition to improved access, equity and relevance of BTVET, the UVQF will
also enable people who are convinced to have acquired competencies laid
down in this ATP through prior training and on-the-job experience to access
assessment and certification directly; be it on the basis of a single module, a
group of modules or all modules pertaining to the occupation at once. This
achievement will facilitate Recognition of Prior Learning (RPL).
vi
0.7 The parts of this Assessment and Training Package were sequentially
reviewed as follows:
i Part 1: Occupational Profile: August 2020

ii Part 2: Training Modules: August 2020
iii Part 3: Assessment Instruments (initial bank): August 2020
This ATP (or parts of it) may be periodically revised to match the dynamic trends in
the occupation and hence issued in different versions.
DIT takes responsibility of any shortcomings that might be identified in this

publication and welcomes suggestions for effectively addressing the
inadequacies. The suggestion can be communicated to DIT through P.O. Box
20050, Kampala or through email [email protected].
Patrick Byakatonda
Ag Director
vii
Acknowledgement
The Qualifications Standards Department of DIT acknowledges the valuable
contributions to the review of this Assessment and Training Package by the
following persons, Institutions and organisations:
• Members of the DIT Industrial Training Council.
• The Director and staff of DIT.

• Ministry of Education and Sports.
• The practitioners from the world of work.
• Teachers and instructors of netball practitioner from various secondary
schools.
• Agriculture Curriculum Specialists from NCDC.
• Examination specialists from UNEB.
• The facilitators involved in guiding the development panels in their activities.
• The Government of Uganda for financing the development of this ATP.
viii
Abbreviations and Acronyms

A&C Assessment and Certification
ATP Assessment and Training Packages
CBET Competency Based Education and Training
DIT Directorate of Industrial Training
ITC Industrial Training Council
GoU Government of Uganda
LWA Learning-Working Assignment
MC Modular Curriculum
MoES Ministry of Education and Sports
OP Occupational Profile
PEX Practical Exercise
PTI Performance (Practical) Test Item
QS Qualification Standards
RPL Recognition of Prior Learning
TIB Test Item Bank
TVET Technical, Vocational, Education and Training
UNF Uganda Netball Federation
UVQ Uganda Vocational Qualification
UVQF Uganda Vocational Qualifications Framework
WTI Written (Theory) Test Item
ix
Key definitions
Assessment Assessment is the means by which evidence is gathered and
judged to decide if an individual has met the stipulated assessment
standards or not. Testing is a form of formal assessment.
Certification Certification is a formal procedure to issue a certificate
(qualification) to an individual that has demonstrated during formal
assessment that he/she is competent to perform the tasks specified
in the occupational profile.
Competence Integration of skills, knowledge, attitudes, attributes and expertise

in doing /performing tasks in the world of work to a set standard.
Competency (Occupational) competency is understood as the ability to perform

tasks common to an occupation to a set standard.
CBET Competence-Based Education and Training means that programs:

1. have content directly related to work
2. focus is on ‘doing something well’
3. assessment is based upon industry work standards, and
4. curricula are developed in modular form
Duty A duty describes a large area of work in performance terms. A duty

serves as a title for a cluster of related Tasks (see also: TASK).
Learning- LWAs are simulated or real job situations / assignments that are
Working suitable for learning in a training environment (e.g. “small
Assignment projects”). In a working environment, LWAs are real work
(LWA) situations/assignments.
Module Modules are part(s) of a whole curriculum. Modules can be

considered as “self-contained” partial qualifications which are
described by learning outcomes or competencies and which can be
assessed and certified individually.
Occupational An Occupational Profile is an overview of the duties and tasks a job

Profile (OP) incumbent is expected to perform competently in employment.
Occupational Profiles developed by practitioners from the world of

work enhance the relevance of training and learning to the
requirements of the world of work.
x
Occupational Profiles define what a person is supposed to do in

performance terms. It also contains generic information
regarding related knowledge and skills, attitudes/behavior, tools,
materials and equipment required to perform as well as trends/
concerns in the occupation.
Occupational profiles are the reference points for developing

modular curricular and assessment standards
Qualification A qualification is a formal reward for demonstrating competence,

based on formal assessment against set standards and provided
to the individual in the form of a certificate specifying the nature
of the competence.
Task Job tasks represent the smallest unit of job activities with a
meaningful outcome. Tasks result in a product, service, or
decision. They represent an assignable unit of work and have a
definite beginning and ending point. Tasks can be observed and
measured. (Also see: Duty)
xi
1.0 ATP-PART I
Occupational Profile for a NETBALL PRACTITIONER
1.1 The OCCUPATIONAL PROFILE (OP) for “Netball Practitioner below defines
the Duties and Tasks a competent Netball Practitioner is expected to
perform in the world of work (on the job) in Uganda and the East African
region today.
1.2 Since it reflects the skill requirements of work life, the Occupational Profile is
the reference document for the subsequent development of training modules
and assessment instruments (test items) which are directly relevant to
employment in Ugandan and the East African businesses and industries.
1.3 To ensure that the Occupational Profile is relevant for employment in Uganda
and East Africa, the DIT used the method of “occupational/job profiling.
This approach involves the brainstorming of a panel of 8 to 12 competent job

practitioners guided by trained and experienced facilitators. During a two-day
workshop the panelists define the duties and tasks performed in employment,
as well as the prerequisite skills, knowledge, attitudes, tools and equipment,
and the future trends and concerns in the occupation/job.
1.4 The panelists, facilitators and coordinators who participated in developing this
Occupational Profile for are listed on the following page.
1 The DACUM-method was used. DACUM is an acronym for ‘Develop A Curriculum’
1 ATP Part I
[Occupational Profile]
Expert Panel
Kawooya Vicent Kiwanuka
National Coach/National Insurance
Kisomose N. Annet (UNF)
Nassanga Zubbeda (UNF)
Alwenyi Alice (UNF)
Meeme Ruth (Uganda Prisons)
Nyongesa Imelda (Uganda Prisons) THE REPUBLIC OF UGANDA
Kiiza Luke (Kyadondo S.S) Ministry of Education and Sports
Namuli Mariam (UPDF Netball Club)
Atwegyeise Marion (Buddo SS) Directorate of Industrial Training
Nankya Immaculate
Trinity College Nabbingo
Mande Aminah (Kololo High School)
Kibira James Robert
Blessed Sacrament Kimaanya S.S
Occupational Profile
Ssentumbwe William
St. Noa Girls’ Nsangi
Ssentongo Kisuule (SMASK)
For a
Musanje Shamim (Kibuli S.S)
Atukei H. Proscovia (Kyambogo Unive)
''NETBALL PRACTITIONER''
Kibwota Gillian Shirley (LVTI)
Namate Rose (Kyaddondo S.S)
Kaala N. Rosette (Posta Netball Club)
Mafabi Beatrice (Elgon Doves Netball Club)
Kayaga Gorett (Buloba PTC)
Auma Josephine Catherine
St. Francis S.S
Abalo Florence (Uganda Police/ UNF)
Awayo Esther (Uganda Police/UNF)
Achan Jesca (Uganda Prisons) Developed by: Qualifications Standards
Bogere James Nelson (UCU) Department of Directorate of
Lukowe Vivian (UCU) Industrial Training
Anonget Esther (DIT Coach)
Ddembe N. Hajara (MoES)
Nanteza Alice (Former National Player)
Allo Brenda Dradria (Ediofe Girls S.S)
Dates of workshop: 21stSeptember –25th
Dawa Hope (Nkumba University)
September 2020
Eyaru Irene (KCCA)
Co-ordinator
Elizabeth Ruth Mukyala
Facilitators
Asiimwe M. Sarah
Nakafeero Suzan
Directorate Industrial of Training
Funded by
Government of Uganda
2 ATP Part I
NOMENCLATURE FOR THE OCCUPATION OF NETBALL PRACTITIONER
Definition: A NETBALL PRACTITIONER: This is a person who has the

competence to play, train, officiate, manage, and develop a netball game.
JOB ORGANISATION CHART FOR A NETBALL PRACTITIONER
• Physiotherapists
PEERS NETBALL • Sponsors/ NGOs
PRACTITIONER • Training institutions
• Caterers • Hand ballers
LEVEL III • External media
• Coaches • Basket • National Council of
ballers Sports
• Media
• Footballers • Uganda Netball
• Team doctors • Rounders Federation (UNF)
• First aiders players • Suppliers
• Athletes • INF
• Umpires
• Common wealth
• Scorers • Cricketers NETBALL games
• Volley ballers PRACTITIONER Associations
• Time keepers
• Rugby LEVEL II • Africa Netball
• Managers players • DIT/ BTVET/
• PE teachers • Hockey MoES/NCDC
• Nutritionists players • Parents
• INF
• Fitness • EANA
instructors • Uganda Olympic
committee
• Psychologists
NETBALL • FISO
• Medical • FASO
PRACTITIONER
personnel • East African
LEVEL I
university games
• AUS
Internal Links Technical

External Links
Links
Descriptions for the levels in the occupation of ‘Netball Practitioner’
UVQ Level 1 Netball Practitioner: Is a person who plays netball competently

and performs game supporting activities.
UVQ Level 2 Netball Practitioner: Is a person who has the competence to
organise and officiate a netball game.
UVQ Level 3 Netball Practitioner: Is a person who has the competences to
coach and manage a netball game.
3 ATP Part I
Duties and Tasks
A. PLAN NETBALL A1 Identify A2 Identify A3 Prepare

GAME netball venue resources budget
A4 Mobilise A5 Prepare the A6 Develop game
resources materials, tools schedule
and equipment
B. ESTABLISH B1 Identify site B2 Select site B3 Clear site

NETBALL COURT
B4 Level site B5 Plant grass B6 Install
macadam or
polymeric
rubber floor
B7 Demarcate B8 Position and
activity area fix goal posts
C. PLAY NETBALL C1 Take toss C2 Take position C3 Take centre

GAME pass
C4 Pass ball C5 Defend goal C6 Attack goal
C7 Perform foot C8 Shoot ball

work
D. MANAGE D1 Develop D2 Scout for D3 Recruit netball

NETBALL TEAM team talented players players
structure
D4 Provide D5 Organise team D6 Follow up
welfare team
D7 Promote D8 Assign roles D9 Keep team

team record
E. COACH E1 Design E2 Prepare E3 Organise the

NETBALL training training court
PLAYERS schedules sessions
E4 Brief players E5 Train players E6 Mentor and
inspire players
E7 Assess E8 Perform E9 Develop game

players physical tactics,
fitness techniques and
formations
E10 Appraise E11 Manage E12 Make training
players discipline reports
4 ATP Part I
F. UMPIRE F1 Prepare for F2 Inspect court F3 Inspect teams

NETBALL GAME the game
F4 Oversee F5 Start game F6 Enforce rules

tossing
F7 Communicate F8 Manage time F9 Confirm score

technical
decisions
F10 Restart play F11 Manage F12 End game
player’s
discipline
F13 Prepare game
report
G. MAINTAIN G1 Prepare G2 Keep G3 Repair and

TOOLS, maintenance inventory replace
MATERIALS schedule equipment
AND
EQUIPMENT G4 Remark the G5 Clean G6 Store tools,
court materials materials and
equipment
H. MARKET H1 Organise H2 Form clubs H3 Participate in

NETBALL game competitions
exhibitions
H4 Source for H5 Brand team H6 Advertise team
sponsors and
partner with
corporate
bodies
H7 Establish
networks
I. PERFORM I1 Prepare first aid I2 Identify sick/ I3 Perform warm

OCCUPATIONAL kit injured players ups and cool
SAFETY AND downs
HEALTH I4 Administer first I5 Make reports I6 Observe
PRECAUTIONS aid nutritional
guidance
I7 Take medical I8 Display safety I9 Inspect court
check ups signs
I10 Manage waste
5 ATP Part I
J. PERFORM J1 Plan activity J2 Prepare J3 Organise and

ADMINISTRATIVE calendar budget coordinate
TASKS netball
competitions
J4 Conduct J5 Organise J6 Procure tools,

meetings training equipment and
courses material
J7 Supervise J8 Manage J9 Recruit staff

activities resources
J10 Assign roles J11 Make reports
6 ATP Part I
Additional Information
Generic Knowledge & Skills

1. Resource mobilisation 8. Time management
2. Public relations 9. Inter-personal relations
3. Environmental changes 10. Analytical skills
4. Safety, health and environment 11. Human resource management
5. Tools, equipment and implement 12. Planning skills
usage, operation and 13. Leadership skills
maintenance
14. Nutritional management
6. Problem solving
15. Fitness components e.g. agility
7. Counselling and guidance
16. Standard dimensions of a court
Tools, Materials and Equipment

1. Whistle 11. Bibs
2. Stopwatches 12. Balls
3. Manila paper 13. Nets
4. Pressure pump 14. Floor tapes
5. Pump needle 15. Netball coaching equipment
6. Marking material (paint, lime, etc.) e.g. cones and skittles
7. Scoring board or sheets 16. Netball starter pack
8. First aid kit 17. Sports foot ware
9. Wood and tarmac 18. Uniforms
10. Goal posts 19. Tape measures
7 ATP Part I
Attitudes/ Traits/ Behaviour Future Trends and Concerns

1. Honest 1. Inadequate competent netball
2. Trust worthy practitioners.
3. Transparency 2. Standardised training curriculum
4. Respect 3. Inadequate sponsorship of netball
5. Committed game activities
6. Faithfulness 4. Inadequate scholarship of potential
7. Time management netball players
8. Discipline 5. Inadequate and substandard netball
9. Team work infrastructure
10. Caring 6. Host tournaments at continental and
11. Body language international level
12. Commitment 7. Popularisation of netball
13. Self-control 8. Embrace global trends
14. Integrity 9. Body health (physical fitness)
15. Social 10. Capacity building
16. Tolerance 11. Commercialisation of the sport
17. Humility 12. Partnering with corporate bodies
18. Confidence 13. Match fixing
19. Perseverance 14. Age cheating
20. Hard work
8 ATP Part I
2.0 ATP-PART II
Training Modules for a NETBALL PRACTITIONER
2.1 A curriculum is a “guide / plan for teaching and learning” which provides a
guide to teachers, instructors and learners. In the envisaged system of
competence-based or outcome-oriented education and training (CBET),
Curricula are no longer the benchmark against which assessment is
conducted. It is rather the Occupational Profile and the related Test Items
that provide the benchmark for assessment as well as for Curriculum
development.
2.2 This modular format of the curriculum allows learners of the Netball
Practitioner occupation to acquire job specific skills and knowledge (i.e.
competencies) module by module. A single module can be accomplished
within a relatively short duration allowing learners to move directly into an
entry level job, do further modules and advance to higher levels of training.
Modular courses allow more learners to access the training system because
training centers as well as companies can accommodate more learners in a
given period of time.
2.3 The modules were developed jointly by both instructors from training centers
and job practitioners. They were developed using the Occupational Profile
as a reference point and taking into account the specifications of training
and learning outcomes in the form of Test Items described in Part II.
2.4 The modules contain “Learning-Working Assignments” (LWAs) and related

“Practical Exercises” (PEXs) as key elements.
LWAs are simulated or real job situations / assignments that are suitable for
learning in a training environment (e.g. “small projects”). In a working
environment, LWAs are real work situations.
PEXs are therefore sub-sets of a LWA.
2.5 In principle, and following the philosophy of Competence-Based Education

and Training (CBET), the modules can be used as a guide for learning in a
training center or at the work place; or combinations of both.
9 ATP Part II
[Training Modules]
WHO IS A NETBALL PRACTITIONER QUALIFICATION LEVEL 1?
A Netball Practitioner Level I: Is a person who plays netball competently and

performs game supporting activities.
TRAINING MODULES FOR A NETBALL PRACTITIONER UVQ LEVEL 1
Code Module Title Average duration

Contact hours Weeks
UE/NB/M1.1 Establish Netball Court 120 3
UE/NB/M1.2 Play Netball Game 160 4
Manage Court, Tools, Equipment
UE/NB/M1.3 80 2
and Material
UE/NB/M1.4 Perform Entrepreneurship Tasks 160 4
Summary 4 Training Modules 520 13
Note: Average duration is contact time but NOT calendar duration

It is assumed that:
• 1 day is equivalent to 8 hours of nominal learning and
• 1 month is equivalent to 160 hours of nominal learning.
Information given on the average duration of training should be understood as a

guideline. Quick learners may need less time than indicated or vice versa.
At completion of a module, the leaner should be able to satisfactorily perform the

included Learning Working Assignments, their Practical Exercises and attached
theoretical instruction, as the minimum exposure.
Prior to summative assessment by recognised agencies, the users of these Module

Guides are encouraged to carefully consider continuous assessment using samples
of (or similar) performance (practical) and written test items available in part 3 of this
ATP.
10 ATP Part II
[Training Modules]
Code UE/NB/M1.1
Module title M1.1: Establish Netball Court

Part of:
Related Qualification Uganda Vocational Qualification
(Netball Practitioner UVQ1)
Qualification Level 1
At the end of this module, the trainee shall be able to set
Module purpose
up a standard Netball court.
Learning-Working LWA 1/1: Clear Site
Assignments (LWAs) LWA 1/2: Level Ground
LWA 1/3: Demarcate Netball Court
LWA 1/4: Fix Goal Posts
LWA 1/5: Perform Occupational Health, Safety and
Environmental Protection Practices
Note:
1. The learning exercises must be repeated until the
trainee acquires a targeted competence.
2. The trainer is advised to deliver relevant theoretical
instruction with demonstrations as required to
perform each learning working assignment.
Related Practical LWA 1/1: Clear Site
Exercises (PEXs) PEX 1.1: Identify site
PEX 1.2: Select tools, equipment and materials
PEX 1.3: Slash the grass
PEX 1.4: Remove obstacles
LWA 1/2: Level Ground
PEX 2.1: Dig uneven ground
PEX 2.2: Fill up holes
PEX 2.3: Compress ground
LWA 1/3: Demarcate Netball Court
PEX 3.1: Take measurements
PEX 3.2: Mark lines
PEX 3.3: Mark centre circle
PEX 3.4: Mark goal circle
LWA 1/4: Fix Goal Posts
PEX 4.1: Take measurements of the goal post
PEX 4.2: Fix ring on the posts
PEX 4.3: Fix net
PEX 4.4: Erect goal posts
11 ATP Part II
[Training Modules]
PEX 4.5: Put protective gears on goal posts
PEX 5.1: Manage waste
PEX 5.2: Maintain general hygiene
PEX 5.3: Display safety notices
PEX 5.4: Fence off netball court
PEX 5.5: Wear personnel protective gear
Occupational health Precautions, rules and regulations on occupational
and safety health, safety and environmental protection included in
the listed related knowledge should be observed and
demonstrated during LWAs and PEXs.
Pre-requisite modules None
Related knowledge/ For occupational theory suggested for instruction/

theory demonstration, the trainer is not limited to the outline
below. In any case, related knowledge/ theory may be
obtained from various recognised reference materials as
appropriate:
• Standard dimensions of the court
• Appropriate tools, equipment and materials
• Waste management
• Usage of clearing, leveling and measuring tools
• Rules of the game
Average duration of 120 hours (15 days) of nominal learning suggested to
learning include
• 4 days of occupational theory and
• 11 days of occupational practice
Suggestions on The acquisition of competencies (skills. Knowledge,
organisation of attitudes) described in this module may take place at a
learning training center or its equivalent provided all equipment
and materials required for training are in place.
Assessment Assessment to be conducted according to established
regulations by a recognised assessment body using
related practical and written test items from Item bank
Minimum required slasher, hoes, rakes, wheelbarrow, tape measure, ropes,
tools/ equipment/ watering can, axe
implements or
equivalent
Minimum required paint, lime, steel, poles, water

materials and
consumables or
equivalent
12 ATP Part II
[Training Modules]
Special notes • The theory must be integrated into the practice during
training.
• In the absence of macadam or polymeric rubber,
improvise with a grass field for practical
13 ATP Part II
[Training Modules]
Code UE/NB/M1.2
Module title M1.2: Play Netball
Part of:
Related Qualification Uganda Vocational Qualification
At the end of the module, the trainee shall be able to
Module purpose
execute Netball skills and play game competently.
Learning-Working LWA 2/1: Prepare for the Game
Assignments (LWAs) LWA 2/2: Pass Ball
LWA 2/3: Catch Ball
LWA 2/4: Perform Landing
LWA 2/5: Perform Pivoting
LWA 2/6: Defend Opponent
LWA 2/7: Dodge Opponent
LWA 2/8: Perform Offence
LWA 2/9: Shoot Ball
Note:
instruction with demonstrations as required to
perform each learning working assignment.
Related Practical LWA 2/1: Prepare for the Game
Exercises (PEXs) PEX 1.1: Wear attire
PEX 1.2: Have team talk
PEX 1.3: Perform warm up
PEX 1.4: Inspect players
PEX 1.5: Take position on court
PEX 1.6: Toss for centre pass
LWA 2/2: Pass Ball
PEX 2.1: Perform chest pass
PEX 2.2: Perform shoulder pass
PEX 2.3: Perform bounce pass
PEX 2.4: Perform overhead pass
PEX 2.5: Perform under arm
PEX 2.6: Perform lob pass
14 ATP Part II
[Training Modules]
LWA 2/3: Catch Ball

PEX 3.1: Receive high ball
PEX 3.2: Receive medium/chest level ball
PEX 3.3: Receive low ball
PEX 3.4: Reach out for ball
LWA 2/4: Perform Landing
PEX 4.1: Perform one-foot landing
PEX 4.2: Perform double feet landing
PEX 4.3: Perform one- two landing
LWA 2/5: Perform Pivoting
PEX 5.1: Carryout front pivot
PEX 5.2: Carryout reverse pivot
LWA 2/6: Defend Opponent
PEX 6.1: Perform one on one defense
PEX 6.2: Carryout zonal marking
PEX 6.3: Perform space denial
LWA 2/7: Dodge Opponent
PEX 7.1: Carryout body feint
PEX 7.2: Observe body speed
PEX 7.3: Change direction
LWA 2/8: Perform Offence
PEX 8.1: Change position
PEX 8.2: Change speed
PEX 8.3: Sprint attack
PEX 8.4: Maintain spacing
LWA 2/9: Shoot Ball
PEX 9.1: Perform standing shot
PEX 9.2: Perform jump shot
PEX 9.3: Perform single handed shot
PEX 9.4: Perform double handed shot
Environmental Protection Practices.
PEX 10.1: Administer first aid
PEX 10.2: Display safety notices
PEX 10.3: Carryout warm ups and cool downs
PEX 10.4: Observe personal hygiene
15 ATP Part II
[Training Modules]

and safety health, safety and environmental protection included in
Pre-requisite modules None
appropriate:
• Rules of the game
• Player positions
• Player movements
• Agree on playing strategy at the start of the game
• Familiarising with the court before playing
• Management skills on team leading and other
responsibilities
• Play formations (zigzag, linear etc.)
Average duration of 160hrs (20 days) of nominal learning suggested to
learning include:
Suggestions on The acquisition of competencies (skills, knowledge,
learning training center or its equivalent provided all equipment
and materials required for training are in place.
related practical and written test items from Item bank
Minimum required goal posts, stop watch, score board, tables and chairs,
tools/ equipment/ ball, sports foot wear, whistle, score sheet
implements or
equivalent
Minimum required uniforms, stationery
materials and
consumables or
equivalent
training
• Build team work
• Assign responsibilities
• Empower team leader
16 ATP Part II
[Training Modules]
Code UE/NB/M1.3
Module title M1.3: Manage Court, Tools, Equipment and Materials
Part of:
Related
Uganda Vocational Qualification
Qualification
By the end of this module, the trainee shall be able to
Module purpose
maintain facility, tools, equipment and materials.
Learning-Working LWA 3/1: Acquire Tools and Equipment
Assignments LWA 3/2: Maintain Tools and Equipment
(LWAs)
LWA 3/3: Maintain Court
LWA 3/4: Perform Occupational Health Safety and
Note:
instruction with demonstrations as required to perform
each learning working assignment.
Related Practical LWA 3/1: Acquire Tools and Equipment
Exercises (PEXs) PEX 1.1: Identify tools and equipment needed
PEX 1.2: Procure tools and equipment
PEX 1.3: Keep inventory
PEX 1.4: Prepare store
PEX 1.5: Store tools and equipment
LWA 3/2: Maintain Tools and Equipment
PEX 2.1: Prepare maintenance schedule
PEX 2.2: Identify faulty/broken tools and equipment
PEX 2.3: Replace broken parts of tools and equipment
PEX 2.4: Repair tools and equipment
PEX 2.5: Service tools and equipment
PEX 2.6: Clean tools and equipment
PEX 2.7: Keep maintenance records
LWA 3/3: Maintain Court
PEX 3.1: Clean court
PEX 3.2: Perform minor repairs
PEX 3.3: Replace with new macadam or polymeric
rubber floor
17 ATP Part II
[Training Modules]
PEX 3.4: Paint surface
PEX 3.5: Remark painted lines
LWA 3/4: Perform Occupational Health Safety and
PEX 4.1: Display safety signs and rules
PEX 4.2: Carryout regular checkups on the equipment
PEX 4.3: Make proper specification of the equipment
PEX 4.5: Wear sports attire
PEX 4.6: Perform firefighting
PEX 4.8: Mend materials
Occupational health Precautions, rules and regulations on occupational health,
and safety safety and environmental protection included in the listed
related knowledge should be observed and demonstrated
during LWAs and PEXs.
Pre-requisite
None
modules
appropriate:
• Proper storage
• Market survey
• Budgeting
• Site selection
• Quality survey
• Mending technique
• Sewing technique
• Fire-fighting techniques
• Resource mobilisation
• Safety measures
• Record keeping techniques
• Knowledge on equipment and facility needed
• Paint with anti-slip paint with desired color
Average duration of 120hrs (15 days) of normal learning suggested.
learning • 5 days of occupational theory.
• 10 days of occupational practice.
learning training centre or its equivalent provided all equipment and
materials required for training are in place.
18 ATP Part II
[Training Modules]

related practical and written test items from Item bank.
Minimum required poles, pressure pumps, waste bins, fire extinguisher,
tools/ equipment/ padlock, needles, head gears, moppers, wipers, first aid
implements or kit
equivalent
Minimum required water, gloves, paint, stationery, oil, glue, sisal roll, threads
materials and
consumables or
equivalent
training.
• In the absence of macadam or polymeric rubber netball
court, improvise with a grass field for practical
19 ATP Part II
[Training Modules]
Code UE/NB/M1.4
Module title M1.4: Perform Entrepreneurship Tasks
Part of:
Related
Uganda Vocational Qualification
Qualification
At the end of this module, a trainee shall be able to
Module purpose
establish a netball enterprise and market the game
Learning-Working LWA 4/1: Establish Netball Enterprise
Assignments LWA 4/2: Market Netball
(LWAs)
Note:
1. The learning exercises may be repeated until the
trainee acquires targeted competence;
instruction with demonstrations as required to perform
each learning working assignment
Related Practical LWA 4/1: Establish Netball Enterprise
Exercises (PEXs) PEX 1.1: Conduct feasibility study
PEX 1.2: Set up an organisational structure
PEX 1.3: Make budget
PEX 1.4: Mobilise resources
PEX 1.5: Recruit staff
PEX 1.6: Register enterprise
PEX 1.7: Design enterprise logo
PEX 1.8: Procure tools equipment and material
PEX 1.9: Keep records
LWA 4/2: Market Netball
PEX 2.1: Advertise netball
PEX 2.2: Brand the game
PEX 2.3: Organise exhibitions
PEX 2.4: Form clubs
PEX 2.5: Network with peers
PEX 2.6: Sell netball items and accessories
PEX 2.7: Carryout community outreaches
PEX 2.8: Partner with corporate bodies and sponsors
PEX 2.9: Manage fun base/ offer customer care
20 ATP Part II
[Training Modules]
LWA 4/3: Perform Occupation Health, Safety and

PEX 3.1: Wear personnel protective equipment
PEX 3.3: Maintain general hygiene
PEX 3.5: Sensitise workers and customers on emerging
health issues
and safety health, safety and environmental protection, included in
Pre-requisite
None
modules
appropriate:
• Marketing
• Mobilisation skills
• Communication skills
• Problem solving skills
• Organisational skills
• Resource management skills
Average duration of 160 hours (20days) of nominal learning suggested to
learning include;
learning training centre or its equivalent provided that all
equipment and materials required for this module training
are in place.
related written test items from item bank.
Minimum required
tools/ equipment/ papers, pens, rulers, calculators, markers, computers,
implements or projectors, files, cameras
equivalent
21 ATP Part II
[Training Modules]
Minimum required
materials and
consumables or papers, pens, files, rulers, markers, water.
equivalent
Special notes
22 ATP Part II
[Training Modules]
3.0 ATP-PART III

Assessment Instruments for a NETBALL
PRACTITIONER
3.1 Assessment of occupational competence is the procedure by which evidence is
gathered and judged to decide if an individual (candidate) has met the stipulated
assessment standards.
3.2 Assessment of occupational competence should comprise of both practical

(performance) testing and written (theory/knowledge) testing.
3.3 Based on the Occupational Profile and Training Modules, a combined panel of
job practitioners and instructors developed a substantial number of test items for
assessing (practical) performance as well as items for assessing occupational
knowledge (theory) all stored in an electronic Test Item Bank (TIB) at the
Directorate of Industrial Training.
3.4 Performance (Practical) Test Items (PTI) are closely related to typical work
situations in Ugandan business enterprises. They comprise of a test assignment
for candidates and assessment criteria and/or scoring guides for assessors’ use.
3.5 Written Test items (WTI) for written testing of occupational theory, (knowledge)
are presented in different forms which include:
• Short answer test items,
• Multiple choice test items and
• Matching test items.
These WTIs herein focus on functional understanding as well as trouble-shooting

typically synonymous with the world of work.
3.6 Composition of assessment/test papers will always require good choices of

different types of WTI in order to ensure the assessment of relevant occupational
knowledge required of candidates to exhibit competence.
3.7 The test items contained in the Test Item Bank may be used for
continuous/formative assessment during the process of training as well as for
summative assessment of candidates who have acquired their competences
non-formally or informally.
3.8 In this document, the following samples of test items for assessing both
performance (practical) and occupational knowledge (theory) of a NETBALL
PRACTITIONER are included:
23 ATP Part III

[Samples of Assessment Instruments]
3.9 Overview of test item samples included:
No. Type of Test Item Numbers included
1 Written (Theory)- short answer 2
2. Written (Theory)- multiple choice 2
3. Written (Theory)- matching item- with generic 2
4. Written (Theory)- matching item with cause and effect 1
5. Written (Theory)- matching item with work sequence 2
6. Performance (Practical) test items 1
Total 10
24 ATP Part III

WRITTEN TEST ITEMS (SAMPLES)
Test Item Database

DIT/ QS Written (Theory) Test Item- no. 1
Occupational Title: Netball Practitioner
Competence level: Level 1
Code no. UE/NB/M1.1
Short answer √
Multiple choice
Test Item type: Cause- Work-
Generic
Matching item Effect sequence
Complexity level: C1
Date of OP: September 2020
Related module: M1.1
Time allocation: 2 minutes
Test Item List four tools used to clear site for a netball court.
(i) ……………………………………………….
(ii) ……………………………………………….
Answer spaces
(iii) …………………………….……..………….
(iv) ……………………………………..………..
(i) Wheelbarrow
(ii) Panga
Expected key (iii) Axe

(answers) (iv) Hoes
(v) Spade
(vi) Slasher
25 ATP Part III

Test Item Database

Code no. UE/NB/M1.2
Short answer √
Multiple choice
Generic
Test Item State four skills required in organising a net ball team
(i) …………………………….
(ii) …………………………….
Answer spaces
(iii) …………………………….
(iv) …………………………....
(i) Communication skills

(ii) Counseling and guidance
(iii) Leadership skills
Expected key (iv) Public relations
(answers)
(v) Managerial skills
(vi) Problem solving skills
(vii) Technical skills
26 ATP Part III

Test Item Database

Code no. UE/NB/M1.1
Short answer
Multiple choice √
Generic
Test Item Which of the following materials is used in making a netball?
A. Plastic
Distractors and B. Rubber
correct answers C. Steel
D. Paint
Key (answer) B
27 ATP Part III

Test Item Database

DIT/ QS Written (Theory) Test Item- no.4
Code no.
Short answer
Multiple choice √
Generic
Which one of the following netball wear may be shared among

Test Item
players?
A. Bibs
Distractors and B. Canvass shoes
correct answers C. Stockings
D. Netball jersey
Key (answer) A
28 ATP Part III

Test Item Database

Code no. UE/NB/M1.2
Short answer
Multiple choice
Test Item type:
Generic Cause- Effect Work-sequence
Matching item √
Match the following players to their direct opponents in netball

Test item game
Column A (Team A) Column B (Team B)

A Goal shooter 1 Centre player
B Goal attacker 2 Wing attacker
C Goal keeper 3 Goal shooter
D Goal defender 4 Goal attacker
E Wing attacker 5 Wing defender
F Wing defender 6 Goal defender
7 Goal keeper
Key (answer) A-7, B-6, C-3, D-4, E-5, F-2
29 ATP Part III

Test Item Database

Code no. UE/NB/M1.1
Short answer
Multiple choice
Test Item type: Cause-
Generic Work-sequence
Matching item Effect
√
Test item Match the following demarcations to their exact dimension.
Column A (Demarcations) Column B (Dimensions)

1 Sideline A 15.25M
2 Centre circle diameter B 690-710MM
3 Goal line C 3.05M
4 Goal posts height D 4.9M
5 Ball circumference E 0.9M
F 30.5M
G 150MM
Key (answer) 1-F, 2-E, 3-A, 4-C, 5-B
30 ATP Part III

Test Item Database

Code no. UE/NB/M1.2
Short answer
Multiple choice
Generic
√
Test Item Match the following faults to their causes in a Netball game.
Column A (Faults) Column B (Causes)

1 Obstruction in the goal circle A Poor dodging
2 Failure to score a goal B Poor landing
3 Sliding C Poor aiming
4 Held ball D Free pass
5 Offensive attack E Defending in less than 0.9M
F Poor positioning of team mates
Key (answer) 1-E, 2-C, 3-B, 4-F,5-A
31 ATP Part III

Test Item Database

Code no. UE/NB/M1.1
Short answer
Multiple choice
Generic
√
Related modules: M1.1
Test Item Arrange the following steps taken to establish a netball court.
Column A
Column B (work steps) in wrong chronological oeder
(chronology)
1st A Take measurement
2nd B Fix goal posts
3rd C Mark lines
th
4 D Slash site
5th E Level ground
6th F Select site
th
7 G Clean tools and equipment
8th H Compress the ground
Key (answer) 1-F, 2-D, 3-E, 4-H, 5-A, 6-C, 7-B, 8-G
32 ATP Part III

Test Item Database

Code no. UE/NB/M1.2
Short answer
Multiple choice
Generic
√
Arrange the following steps in the correct order taken when

Test Item
scoring a goal
Column A
Column B (work steps) in the wrong chronological order
(chronology )
1st A Aim at the goal
2nd B Receive the ball
3rd C Align body with goal posts
th
4 D Release by flicking the wrist
5th E Go for rebound
th
6 F Make a shot
Key (answer) 1-B, 2-C, 3-A, 4-D, 5-F, 6-E
33 ATP Part III

Test Item Database

DIT/ QS Performance Test Item- no.10
Code no. UE/NB/M1.4
Select the equipment used in shooting and perform a one-
Test Item:
hand shot
Complexity level: P.1
Related modules: M1.4
• Warm up and cool down activities
• Shooting skills,
Related skills and
• Familiarization with court,
knowledge:
• Ball handling
• Position taken while shooting
Required tools,
Materials and Goal posts, whistle, bibs, shoes, ball
Equipment:
Preferred venue: Netball court
Remarks for
Must be well dressed in Netball attire
candidates
Avail a trainee with all listed tools, equipment and materials
Remarks for assessors
Assessment Max. Score

# Scoring guide
criteria Process Result
1 Preparation for Wore proper attire
one-hand
• Jersey
shooting
• Sports shoes
• Bib 4
Carried out warm up exercises 3
Picked up the ball 3
34 ATP Part III

Assessment Max. Score

# Scoring guide
criteria Process Result
Identified the shooting circle 3
Positioned in the shooting circle 3
2 Position the ball Ball held by dominant hand high above the
4
head
Second hand placed at the side of the ball to
3
steady its position
Feet in a comfortable forward facing position 4
Firmed elbow positioning 3
Fingers widely spread 4
Positioned to shoot 4
3 Release the ball Released the ball with the help of wrist 3
Flicked wrist to release 3
Spinned ball with the help of index fingers 3
towards the ring
Aimed at the center point 3
Scored goal 4
4 Followed through Body allowed to move 4
Rare leg staggered to get support 4
5 After Performed cool down exercises 4
performance
activities Handed over the equipment 1
TOTAL 24 37
MAXIMUM 61
SCORE (Y)
35 ATP Part III

4.0 ATP- PART IV

INFORMATION ON DEVELOPMENT PROCESS
4.1 Development process (September 2020)
The Assessment and Training Package was exclusively developed by Netball

Practitioners, secondary school teachers who train Physical Education, and
curriculum development specialists working with the National Curriculum
Development Centre (NCDC).
The job expert panel, guided by UVQF Facilitators developed the Occupational
Profile that mirrors duties and tasks performed in the world of work and also
provided additional generic information regarding the occupation.
Basing on the Occupational Profile, they developed training modules that will
guide Netball Practitioners on the job as well as in training centres.
Basing on the Occupational Profile and Training Modules, they developed

Assessment Instruments that can be used to assess whether a person complies
with the requirements of employment as a Netball practitioner.
4.2 Methodology
The rationale for the Assessment and Training Package development was to link
Vocational Education and Training to the real world of work by bridging
Occupational Standards to Training Standards through industry-led Standards-
Based Assessment.
Active participation of Soccer trainers, job practitioners and NCDC Physical

Education specialist panels consolidated the development philosophy.
The panelists worked as teams in workshop settings complemented by off-

workshop field research and literature review activities including international
benchmarking.
4.3 Development Panels

The participating panels of Netball Practitioner job practitioners, secondary
school teachers who train Physical Education and curriculum development
specialists working with the National Curriculum Development Centre (NCDC)
required at the different stages of development exercise were constituted by
members from the following institutions/organizations:
36 ATP Part IV
[Development process]
Development Panel
No. Name Institution/ Organisation

1. Ms. Meeme Ruth Uganda Prisons Service
2. Ms. Achan Jesca Uganda Prisons Service
3. Ms. Awayo Esther Uganda Police Force

4. Ms. Abalo Florence Uganda Police Force
5. Ms. Auma Josephine Catherine St. Francis SSS, Busunju
6. Ms. Namata Rose Kyadondo SSS, Matugga
7. Mrs. Kayaga Gorret Buloba PTC
8. MS. Nyongesa Imelda Uganda Prisons Service
9. Ms Alwenyi Alice Mengo SS
10. Ms. Mafabi Beatrice Nkoma SS
11. Mr. Bogere James Nelson Uganda Christian University
12. Mrs. Nassanga Zubbeda Nabbuto Uganda Netball Federation
13. Mr. Kawooya Vincent Kiwanuka National Insurance
14. Ms. Kaala Rosette Namuli Uganda Netball Federation
15. Ms. Atukei H. Proscovia Kyambogo University
16. Ms. Kisomose .N. Annet Uganda Netball Federation
17. MS. Aronget Esther DIT Coach
18. Ms. Musanje Shamim Kibuli SS
19. Ms. Kibwota Gillian Shirley Lugogo VTI
20. Ms. Dawa Hope Nkumba University
21. Ms. Nankya Immaculate Trinity College Nabbingo
22. Ms. SSetumbwe William St. Noah Girls Zana
23. Ms. Eyaru Irene KCCA
37 ATP Part IV
24. Mr. Kizza Luke Kyaddondo SS Matuga
25. Ms. Atwegyeise Marion Buddo SS
26. Ms. Kibira James Robert Blessed Sacrament Masaka
27. Ms. Namuli Mariam UPDF
28. Ms. Lukowe Vivian UCU
29. Ms. Allo Brenda Dradria Ediofe Girls SS
30. Ms. Nanteza Alice Sempala National Insurance Corporation
31. Ms. Mande Aminah Kololo High School
32. Ms. Ddembe .N. Hajarah MOES/PES Department
33. Mr. SSentongo Kisuule St. Mary’s Kitende
4.4 Quality Assurance panel

The quality checking panel comprised of a team with exceptional technical
expertise and experience as job practitioners, lecturers, sports administrators
and national curriculum development specialist.
The team carefully and objectively critiqued the entire ATP and assured that the
quality of the ATP meets the required standards.
Quality Checking Panel
No. Name Organisation
1 Mr. Katende S David National Council of sports (NCS)
2 Mr. Balagana Charles Mukiibi Kyambogo University
3 Mr. Tushabe Jonan Directorate of Industrial Training

National Curriculum Development Centre
4 Ms. Erinah Balungi
(NCDC)
5 Dr. Byaruhanga Kadoodooba Kyambogo University
6 Ms. Ddembe N Hajarah Ministry of Education and Sports (MoES)

7 Mr. Okou-Imakit J.M Kyambogo University
38 ATP Part IV
4.5 Facilitator team

This Assessment and Training Package was developed by a Facilitator team listed
below:
1. Team Leader: Ms. Mukyala Ruth, Ag Deputy Director, DIT
2. Facilitators: Ms. Asiimwe Mashaija Sarah, DIT and Ms. Nakafero
Suzan, DIT.
3. Facilitators (Quality checking process): Baliraba Elizabeth DIT
4. Data Entrants: Mr Bwango Tito
Ms. Nakafeero Susan
Ms. Alupo Lillian
Turyasingura Yusuf
5. Edited by: Ms. Mukyala Ruth Ag. DD, DIT, QS Dept. DIT
6. Coordinated by: Mr. Byakatonda Patrick, Ag. Director, DIT
4.6 Reference time:
The Assessment and Training Package was compiled in October 2020 and
may be periodically revised to match the dynamic trends in the occupation
and hence issued in different versions.
Reference:
1. Anita Navin (2012).A practice guide for players and coaches; Netball Practices and
Training
2. Anita Navin (2016). Coaching Youth Netball
3. Anna Sheryn and Chris Sheryn (2015. The Netball Practice Bible
4. Anna Sheryn, Chris Sheryn (2019).101 Youth Netball Drills Age 12-16
5. Christian R.N and Corcos D.M (1997). Coaches Guide to Teaching Sports
Skills; Human Kinetics books Champaign Illinois
6. Davis A Kimmet; Physical Education Theory and Practice
7. Deborah A. Willegh and Charles A Busher (1999). Foundation of Physical
Education and Sports; 13th edition
8. Lana McCarthy, Andy Martin, Geoff Watson (2020). Will to Win
9. Peter J.L Thompson (1991). Introduction to Coaching Theory
10. Schmidta Richard (1991). Foundation for Physical Therapy
39 ATP Part IV

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THE REPUBLIC OF UGANDA

Ministry of Education and Sports

Directorate of Industrial Training

Assessment and Training

Occupational Cluster: Physical Education

© Directorate of Industrial Training

ISO: 9001:2015 Certificate No.: UG92580A

All rights reserved. No reproduction or copy transmission of this publication may be

Further to the above provisions, there is an established Uganda Vocational

The purpose of the UVQF is to;

The functions shall include:

At operational level in the Directorate, the Qualification Standards Department

In particular, the Department organises and coordinates the development of

Word from Permanent Secretary ................................................................iv

Word from Permanent Secretary

Herewith, the Directorate of Industrial Training presents the Assessment and

0.1 PART I: The Occupational Profile (OP) of a NETBALL PRACTITIONER.

0.3 PART III: Assessment Instruments in the form of performance (Practical)

i Part 1: Occupational Profile: August 2020

DIT takes responsibility of any shortcomings that might be identified in this

• Members of the DIT Industrial Training Council.

• The Director and staff of DIT.

Abbreviations and Acronyms

Competence Integration of skills, knowledge, attitudes, attributes and expertise

Competency (Occupational) competency is understood as the ability to perform

CBET Competence-Based Education and Training means that programs:

Duty A duty describes a large area of work in performance terms. A duty

Module Modules are part(s) of a whole curriculum. Modules can be

Occupational An Occupational Profile is an overview of the duties and tasks a job

Occupational Profiles developed by practitioners from the world of

Occupational Profiles define what a person is supposed to do in

Occupational profiles are the reference points for developing

Qualification A qualification is a formal reward for demonstrating competence,

This approach involves the brainstorming of a panel of 8 to 12 competent job

1 The DACUM-method was used. DACUM is an acronym for ‘Develop A Curriculum’

NOMENCLATURE FOR THE OCCUPATION OF NETBALL PRACTITIONER

Definition: A NETBALL PRACTITIONER: This is a person who has the

JOB ORGANISATION CHART FOR A NETBALL PRACTITIONER

Internal Links Technical

Descriptions for the levels in the occupation of ‘Netball Practitioner’

UVQ Level 1 Netball Practitioner: Is a person who plays netball competently

Duties and Tasks

A. PLAN NETBALL A1 Identify A2 Identify A3 Prepare

B. ESTABLISH B1 Identify site B2 Select site B3 Clear site

C. PLAY NETBALL C1 Take toss C2 Take position C3 Take centre

C7 Perform foot C8 Shoot ball

D. MANAGE D1 Develop D2 Scout for D3 Recruit netball

D7 Promote D8 Assign roles D9 Keep team

E. COACH E1 Design E2 Prepare E3 Organise the

E7 Assess E8 Perform E9 Develop game

F. UMPIRE F1 Prepare for F2 Inspect court F3 Inspect teams

F4 Oversee F5 Start game F6 Enforce rules

F7 Communicate F8 Manage time F9 Confirm score

G. MAINTAIN G1 Prepare G2 Keep G3 Repair and

H. MARKET H1 Organise H2 Form clubs H3 Participate in

I. PERFORM I1 Prepare first aid I2 Identify sick/ I3 Perform warm

I10 Manage waste

J. PERFORM J1 Plan activity J2 Prepare J3 Organise and

J4 Conduct J5 Organise J6 Procure tools,

J7 Supervise J8 Manage J9 Recruit staff

J10 Assign roles J11 Make reports

Generic Knowledge & Skills

Tools, Materials and Equipment