How do you analyse a performance, find a weakness and justify a plan to improve it?
The analysis and evaluation of performance task: analysing strengths and weaknesses in one activity, prioritising one component or skill to improve, and producing a justified plan to improve it that applies the theory from Component 1.
A focused answer to Eduqas GCSE PE Component 2 on the analysis and evaluation of performance: how to analyse strengths and weaknesses in one activity, prioritise one weakness, and produce a justified plan to improve it that applies the theory (components of fitness, training methods, skill acquisition), and how the task is assessed.
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What this dot point is asking
Eduqas wants you to analyse a performance for strengths and weaknesses, prioritise one weakness, and produce a justified plan to improve it that applies the Component 1 theory.
What the task is
Analysing the performance
The first part is analysis: watching a performance (live or on video) and identifying strengths and weaknesses. A strength is a skill or component of fitness the performer does well; a weakness is one that lets the performance down. The analysis should use correct terminology (naming the skill or the component of fitness) and be supported by evidence from the performance, for example "the player's first touch is strong, controlling most passes cleanly", or "cardiovascular endurance is weak, with the player slowing noticeably in the final quarter".
Prioritising a weakness
Producing a justified plan
Why this matters
The analysis and evaluation of performance is where the whole course comes together: it draws on the components of fitness, fitness testing, the methods and principles of training, and skill acquisition (guidance and feedback) to improve a real performance assessed in the practical component. It mirrors what a coach does, and it rewards the ability to apply theory, justify decisions and use correct terminology, which is exactly what the Component 1 written paper also rewards.
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 20198 marksFor a chosen activity, analyse a performance to identify one strength and one weakness, and justify why the weakness should be prioritised for improvement.Show worked answer →
An analysis-and-evaluation task. Mark for a clear analysis, a justified priority weakness, and correct terminology.
Analysis: describe a strength (a skill or component the performer does well, with evidence, for example "accurate passing, completing most passes in a game") and a weakness (a skill or component that lets the performance down, for example "poor cardiovascular endurance, fading in the last quarter").
Justify the priority: explain why the chosen weakness matters most for this activity, for example that fading late costs goals and undermines every other skill, so improving it has the biggest effect on overall performance.
A strong answer uses correct terms (naming the component of fitness or the skill), supports the analysis with evidence from the performance, and gives a clear reason for the priority.
Eduqas 20218 marksProduce a justified plan to improve a prioritised weakness in a chosen activity, explaining the training methods and how you would monitor progress.Show worked answer →
An action-plan task. Mark for a relevant, justified plan that applies the theory.
The plan should select appropriate training methods for the weakness (for example continuous and interval training to improve cardiovascular endurance), apply the principles of training (specificity, progressive overload) and FITT, and be specific to the activity.
It should explain how to monitor progress, for example re-testing with the multi-stage fitness test against normative data, and justify each choice (why interval training suits a games player, why progressive overload is needed).
A top answer links the method to the weakness, applies FITT and the principles of training, includes fitness testing to monitor progress, and justifies the choices, showing the theory applied to a real performance.
Related dot points
- The structure of the non-exam assessment practical performance (three activities, at least one team and one individual), how performance is assessed under formal or fully competitive conditions, the approved activity lists, and how skills, techniques and decision making are marked.
A focused answer to Eduqas GCSE PE Component 2 practical performance: the structure of the non-exam assessment (three activities, at least one team and one individual), assessment under formal or fully competitive conditions, the approved activity lists, the marking of skills and decision making, and how the marks fit the qualification.
- The components of fitness (cardiovascular endurance, muscular endurance, strength, flexibility, speed, power, agility, balance, coordination and reaction time), how each is defined, and how they are applied to different sporting activities.
A focused answer to Eduqas GCSE PE Component 1 on the components of fitness: the definitions of cardiovascular endurance, muscular endurance, strength, flexibility, speed, power, agility, balance, coordination and reaction time, and how each is applied to a named sport.
- The methods of training (continuous, Fartlek, interval, circuit, weight, plyometric and flexibility training), what each develops, and how to choose the right method for a component of fitness, a performer and a sport.
A focused answer to Eduqas GCSE PE Component 1 on the methods of training: continuous, Fartlek, interval, circuit, weight, plyometric and flexibility training, what each develops, their advantages and disadvantages, and how to choose the right method for a performer.
- The purpose and limitations of fitness testing, the named tests for each component of fitness (such as the multi-stage fitness test, the sit and reach test, the Illinois agility run and the vertical jump), and how to interpret and use the results.
A focused answer to Eduqas GCSE PE Component 1 on fitness testing: why we test fitness, the named test for each component (multi-stage fitness test, sit and reach, Illinois agility run, vertical jump, grip strength, 30 m sprint), the limitations of testing, and how to use the results.
- The types of guidance (visual, verbal, manual and mechanical) and their advantages and disadvantages, and the types of feedback (intrinsic and extrinsic, knowledge of results and knowledge of performance, positive and negative), and how each suits different performers.
A focused answer to Eduqas GCSE PE Component 1 on guidance and feedback: the four types of guidance (visual, verbal, manual, mechanical) with their pros and cons, the types of feedback (intrinsic and extrinsic, knowledge of results and performance, positive and negative), and which suit a beginner versus an expert.
Sources & how we know this
- Eduqas GCSE (9-1) Physical Education C550QS specification — Eduqas (2016)