How does a candidate analyse and evaluate the performance development process and plan ahead?
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.
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What this part of the course is asking
Stage 4 closes the loop. Advanced Higher asks you to re-test the factor against your baseline, analyse the progress made, evaluate how effective the whole development process was and why, and identify future development needs. This is the most evaluative stage and the one that most clearly shows independent, critical thinking.
Re-testing against the baseline
The comparison is presented clearly (before-and-after figures, graphs) so the change stands out. The candidate distinguishes a genuine, sustained change from normal variation by relating the re-test to the monitoring trend.
Analysing progress
Evaluating the development process
This critical, self-aware judgement is what distinguishes a high-marked project. Simply reporting that performance improved is not evaluation; explaining why the process did or did not work, with reference to the evidence, is.
Identifying future development needs
Try this
Q1. State why the re-test should use the same methods as the baseline. [1 mark]
- Cue. So the before-and-after comparison is like-for-like and any change reflects the performer, not a change of method.
Q2. Explain why identifying future development needs shows understanding of the development process. [2 marks]
- Cue. Development is cyclical, so the evaluation should feed the next round of analysis and development; planning the next priority shows the candidate treats it as ongoing rather than finished.
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 style8 marksExplain how a candidate evaluates the effectiveness of their performance development process in Stage 4.Show worked answer →
An 8-mark answer needs the re-test, the judgement of effectiveness, and the reasoning behind it.
The candidate re-tests the factor using the same methods as the baseline and compares the results, so any change in performance is measured on a like-for-like basis against the original data and the goals set in Stage 2. This shows whether and by how much the factor improved.
Evaluating effectiveness goes beyond the numbers: the candidate judges how well the development process worked and why. They consider whether the methods chosen were appropriate, whether the monitoring and adaptations helped, what barriers arose and how they affected progress, and the reliability and validity of their data. They distinguish whether improvement was due to the development or to other factors. A strong evaluation is balanced and honest, identifying both strengths and weaknesses of the process. Markers reward the like-for-like re-test, a judgement of effectiveness with reasons, and critical reflection on the process and data.
SQA AH style4 marksExplain why identifying future development needs is part of the project.Show worked answer →
A 4-mark answer needs what future development needs are and why they belong in the project.
Future development needs are the next priorities for improving performance, identified from the Stage 4 analysis: a factor that did not improve enough, a new development need revealed by the work, or the next factor to tackle now this one has progressed.
They belong in the project because performance development is cyclical: evaluation should feed into the next cycle of analysis and development rather than stopping. Identifying future needs shows the candidate understands the process as ongoing and can plan ahead, which is exactly the independent, evaluative skill the course develops. Markers reward defining future needs and linking them to the cyclical nature of development.
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 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.
- 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.
- 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.
- 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.