How does a performer choose and apply the right approaches to develop a factor?
Approaches to developing performance, including how a performer selects approaches that match the factor and the stage of learning, principles such as progression and specificity, and examples of approaches for the physical, mental, emotional and social factors.
An SQA Higher Physical Education answer on the approaches to developing performance, covering how to select approaches that match the factor and stage of learning, principles such as progression and specificity, and examples for each of the four factors.
Reviewed by: AI editorial process; not yet individually human-reviewed
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What this dot point is asking
The SQA wants you to describe approaches to developing performance, justify why an approach suits a factor and a stage of learning, and explain how training principles such as progression and specificity shape the choice. This is the second stage of the development process: turning the information gathered into action.
The answer
Choosing approaches that match the factor
Matching the approach to the stage of learning
The principle of specificity
The principle of progression
Other principles to apply
Examples in context
A netball player developing two factors shows approach selection. For a physical weakness in shooting consistency (a closed skill at the associative stage), they use progressive practice: many repetitions from a set spot, then varying the distance and angle, then adding a defender and a time limit, so progression and specificity build a reliable game skill. For an emotional weakness, anxiety before big games, they build a relaxation and self-talk routine, practised in training so it is automatic by match day. Each approach matches its factor and stage, and each is designed with progression in mind. A player who tried to fix shooting nerves with more sprints, or who practised shooting only from one easy spot, would not improve. Justifying the match and the principles is what the SQA rewards in this stage of the process.
Try this
Q1. State what is meant by the principle of specificity. [1 mark]
- Cue. An approach must match the demands of the activity and the factor being developed.
Q2. Describe one approach to develop a factor and explain why it is suitable. [4 marks]
- Cue. Match the approach to the factor and stage of learning, and apply progression so the challenge rises as the performer improves.
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 Higher 20204 marksDescribe one approach you used to develop a factor and explain why it was suitable.Show worked answer →
A -mark describe-and-explain question, half on the approach and half on the justification.
Describe the approach, for example a progressive passing drill that starts static and unopposed, then adds movement, then adds a defender, to develop a physical-factor skill.
Explain why it was suitable: it matches the skill and its stage of learning, applies progression so the challenge rises as the skill improves, and is specific to the demands of the game. Marks come from the justification, not just the description.
SQA Higher 20236 marksExplain how the principles of progression and specificity influence the approaches a performer chooses to develop a factor.Show worked answer →
A -mark explain question rewarding developed use of both principles.
Specificity means the approach must match the demands of the activity and the factor being developed, so endurance training for a games player uses game-like intervals rather than only steady running.
Progression means the challenge increases gradually as the performer improves, so a skill drill adds pressure and opposition over time, and a fitness programme raises intensity, keeping the performer challenged without overload. The marks come from explaining how each principle shapes the choice and design of the approach.
Related dot points
- Methods of collecting information about the factors impacting on performance, including the difference between qualitative and quantitative methods, examples such as observation schedules, video analysis, standardised tests, questionnaires and match analysis, and why a performer uses more than one method.
An SQA Higher Physical Education answer on the methods of collecting information about the factors impacting on performance, covering qualitative and quantitative methods, examples such as observation schedules, video analysis and standardised tests, and why more than one method is used.
- Planning, monitoring and recording a personal development plan, including setting SMART targets, structuring a programme over time, the methods used to monitor progress such as training diaries and retesting, and why ongoing recording matters.
An SQA Higher Physical Education answer on planning, monitoring and recording a personal development plan, covering SMART targets, structuring a programme over time, monitoring methods such as training diaries and retesting, and why ongoing recording matters.
- Evaluating performance development and identifying future development needs, including comparing results against the baseline and targets, judging the effectiveness of the approaches, and justifying decisions about what to develop next.
An SQA Higher Physical Education answer on evaluating performance development and identifying future development needs, covering comparison against the baseline and targets, judging the effectiveness of approaches, and justifying future development decisions.
- Skills as an area of the physical factor: the qualities of a skilled performance, the classification of skills (simple to complex, open and closed), the stages of learning (cognitive, associative, autonomous), and how skill quality affects performance.
An SQA Higher Physical Education answer on skills as a physical factor, covering the qualities of a skilled performance, the classification of skills, the cognitive, associative and autonomous stages of learning, and how skill quality affects performance.
- Fitness as an area of the physical factor: physical fitness components (endurance, strength, speed, flexibility), skill-related fitness components (agility, balance, coordination, reaction time, power), mental fitness, and how strengths and weaknesses in fitness affect performance.
An SQA Higher Physical Education answer on fitness as a physical factor, covering physical fitness components, skill-related fitness components, mental fitness, and how strengths and weaknesses in fitness affect performance in named activities.
Sources & how we know this
- SQA Higher Physical Education Course Specification — SQA (2019)