How does the analysis and evaluation of performance task work, and how are strengths and weaknesses identified?
The analysis and evaluation of performance: observing and analysing a performance, identifying and prioritising strengths and weaknesses, and structuring the task to draw on the areas of study.
A focused answer to Eduqas A-Level PE on the analysis and evaluation of performance task: observing and analysing a performance, identifying strengths and weaknesses, prioritising the most important weakness to address, and structuring the task so it draws on the five areas of study.
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What this dot point is asking
Eduqas wants you to explain the analysis and evaluation of performance task: how to observe and analyse a performance, identify and prioritise strengths and weaknesses, and structure the task to draw on the areas of study.
Observing and analysing the performance
Identifying strengths and weaknesses
Prioritising the weakness to address
Exam-style practice questions
Practice questions written in the style of WJEC Eduqas exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
Eduqas 20184 marksExplain how a performer should identify and prioritise a weakness when analysing their own performance for the NEA.Show worked answer →
A Component 3 analysis question. Two marks for identifying, two for prioritising.
To identify a weakness, the performer observes and analyses the performance systematically (using video, observation and comparison with an elite or perfect model) to find the components, skills, techniques, tactics or fitness elements that fall short. To prioritise, the performer judges which weakness has the greatest impact on the overall performance and should be addressed first: a weakness that is fundamental (one that limits many other aspects, such as a fitness or core-skill weakness) or that most affects the outcome is prioritised over a minor or rarely used one. Prioritising matters because time and training are limited, so the development plan must target the weakness that will bring the biggest improvement.
A common dropped mark is not justifying the priority; the chosen weakness must be the one with the greatest impact.
Eduqas 20216 marksDescribe how a performer would carry out the analysis and evaluation of performance task, from observation to the selection of a weakness to improve, drawing on the areas of study.Show worked answer →
A Component 3 process question. Markers reward the analysis process, the use of the areas of study, and the justified selection.
Award marks for: the performer first observes and analyses the performance, ideally using video and comparison with a perfect or elite model, breaking the performance into its components (skills, techniques, tactics, fitness and psychological factors). They identify both strengths (to confirm what is working) and weaknesses (the gaps from the model), drawing on the areas of study to explain them: for example a weakness might be physiological (poor aerobic fitness limiting late-game performance), biomechanical (a flawed technique reducing efficiency), psychological (anxiety affecting key moments) or related to skill acquisition (a skill stuck in the associative stage). They then prioritise the weaknesses by impact, selecting the one that, if improved, would most raise overall performance, and justify the choice. This selected weakness becomes the focus of the development plan. So the task moves from systematic observation, through theory-based identification of strengths and weaknesses, to a justified selection of the priority weakness, with the areas of study used throughout to explain why each weakness occurs.
A top answer shows a systematic analysis, uses the areas of study to explain weaknesses, and justifies the priority selection.
Related dot points
- The NEA practical performance: performing or coaching in one activity, the assessment against sport-specific criteria under formal conditions, the role of video evidence, and internal assessment with external moderation.
A focused answer to Eduqas A-Level PE on the Component 3 practical performance: performing or coaching in one chosen activity, how it is assessed against sport-specific criteria under formal or competitive conditions, the role of video evidence, and the internal assessment and external moderation process.
- Applying theory to performance: using exercise physiology, biomechanics, sport psychology, skill acquisition and sport and society to explain strengths and weaknesses and to justify improvement.
A focused answer to Eduqas A-Level PE on applying theory to performance: using exercise physiology, biomechanics, sport psychology, skill acquisition and sport and society to explain a performer's strengths and weaknesses, with worked links from each area of study to a real performance.
- Developing an action plan: designing a justified development plan for the prioritised weakness, selecting appropriate training methods or coaching, applying SMART goals, and evaluating the plan.
A focused answer to Eduqas A-Level PE on developing an action plan: designing a justified development plan for a prioritised weakness, selecting the right training methods or coaching interventions, applying SMART goals and the principles of training, and evaluating whether the plan worked.
- Information processing and decision-making: the stages of information processing (input, decision-making, output, feedback), Welford's model, selective attention, and the factors affecting reaction time including Hick's law and the psychological refractory period.
A focused answer to Eduqas A-Level PE on information processing: the input, decision-making, output and feedback stages, Welford's model, selective attention, simple and choice reaction time, Hick's law, the psychological refractory period and how performers improve response speed.
- Memory and feedback: the multi-store memory model, strategies to aid retention and retrieval, and the types and use of feedback at different stages of learning.
A focused answer to Eduqas A-Level PE on memory and feedback: the multi-store memory model (sensory store, short-term and long-term memory), strategies to improve encoding, retention and retrieval, and the types of feedback (intrinsic, extrinsic, positive, negative, knowledge of results, knowledge of performance) and their use across the stages of learning.
Sources & how we know this
- Eduqas A Level Physical Education Specification — Eduqas (2016)