How does Stage 2 research turn baseline data into a personal development plan?
Stage 2 of the project, research: conducting further research into the chosen factor, analysing the collected results, and using the analysis to create a personal development plan (PDP).
An SQA Advanced Higher Physical Education answer on Stage 2 of the project, research: conducting further research into the chosen factor, analysing the collected results against a model performer, and using the analysis to create a personal development plan with goals and methods, with worked exam-style answers.
Reviewed by: AI editorial process; not yet individually human-reviewed
Have a quick question? Jump to the Q&A page
Jump to a section
What this part of the course is asking
Stage 2 is the research and analysis heart of the project. Advanced Higher asks you to conduct further research into your chosen factor, analyse the data you have collected, and use that analysis to build a personal development plan (PDP) with clear goals and justified methods. This is where evidence becomes a plan.
Conducting further research
Further research deepens understanding and improves credibility. Development decisions made from research and a solid baseline are far stronger than guesses, and more data improve the reliability of the picture the candidate is working from.
Analysing the collected results
A common method is to present the data clearly (tables, graphs, summaries) so patterns and the priority development need stand out. Honest analysis distinguishes results from interpretation.
Creating the personal development plan
The methods must match the factor: appropriate methods and models of practice for a skill, the relevant principles of training for a physical factor, or psychological approaches (imagery, restructuring, routines) for a mental or emotional factor. Each choice should be justified from the research, so the plan is coherent and evidence-based.
Try this
Q1. State what a personal development plan should contain besides goals. [1 mark]
- Cue. Development methods suited to the factor, a timescale, and a plan for monitoring progress.
Q2. Explain why comparing baseline data against a model performer is useful in Stage 2. [2 marks]
- Cue. It shows the size and nature of the gap between current and target performance, pinpointing the development need and giving a benchmark to measure later improvement against.
Exam-style practice questions
Practice questions written in the style of SQA exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
SQA AH style6 marksExplain how a candidate uses the results of their research and data collection to create a personal development plan.Show worked answer →
A 6-mark answer needs the link from analysis to a plan with goals and methods.
First the candidate analyses their collected data: they compare baseline results against a model performer or standard to identify the size and nature of the gap, and they read qualitative data to understand why the factor is limiting performance. This pinpoints the specific development need.
From that analysis they set specific, measurable goals (both outcome and process goals) and choose development methods that suit the factor: appropriate methods and models of practice for a skill, or the relevant principles of training for a physical factor, or psychological approaches for a mental or emotional factor. The plan also sets a timescale and how progress will be monitored. Markers reward analysing the data against a benchmark, setting goals from it, and selecting appropriate, justified development methods.
SQA AH style6 marksExplain why further research into the chosen factor strengthens the project.Show worked answer →
A 6-mark answer needs the purpose of further research and how it improves the project.
Further research means gathering additional information about the factor beyond the candidate's own first data: reading about the factor and effective approaches, and collecting more or better data on their own performance. It deepens understanding of the factor and of which development approaches are known to work.
It strengthens the project because development decisions are then evidence-based rather than guesses: the candidate chooses methods that research supports and tailors them to their own analysed needs, which makes the personal development plan more likely to succeed and the report more credible. It also improves reliability, because more data give a firmer baseline. Markers reward defining further research, linking it to better-justified development choices, and noting the gain in credibility or reliability.
Related dot points
- The Advanced Higher PE project (70 marks) and Stage 1, the project proposal: selecting a factor and performance context, justifying the choice, and planning how to collect baseline information.
An SQA Advanced Higher Physical Education answer on the project (70 marks) and Stage 1, the project proposal: the four-stage structure, how the project is assessed, and how to select and justify a factor and performance context and plan baseline data collection, with worked exam-style answers.
- Stage 3 of the project, implementing the personal development plan: carrying out the planned development over time, monitoring and adapting it, and summarising how the plan was implemented.
An SQA Advanced Higher Physical Education answer on Stage 3 of the project, implementing the personal development plan: carrying out the planned development over time, monitoring progress and adapting the plan, applying the principles of effective practice and training, and summarising how the plan was implemented, with worked exam-style answers.
- Stage 4 of the project, post-development analysis and evaluation: re-testing against the baseline, analysing progress, evaluating the effectiveness of the development process, and identifying future development needs.
An SQA Advanced Higher Physical Education answer on Stage 4 of the project, post-development analysis and evaluation: re-testing against the baseline, analysing progress, evaluating the effectiveness of the whole development process, and identifying future development needs, with worked exam-style answers.
- Methods of collecting information on factors impacting performance: qualitative and quantitative methods, observation schedules and video analysis, questionnaires and self-report inventories, standardised fitness tests, comparison with a model performer, and the reliability and validity of data.
An SQA Advanced Higher Physical Education answer on collecting information about factors impacting performance, covering qualitative and quantitative methods, observation schedules and video analysis, questionnaires and self-report inventories, standardised fitness tests, comparison with a model performer, and the reliability and validity of data, with worked exam-style answers.
- Analysing and developing performance: the cyclical analysis process, setting goals from data, principles of effective practice, methods and models of practice, principles of training, and monitoring and evaluating development.
An SQA Advanced Higher Physical Education answer on analysing and developing performance, covering the cyclical analysis process, setting goals from data, the principles of effective practice, methods and models of practice, principles of training, and monitoring and evaluating development, with worked exam-style answers.