How does a performer gather reliable information about the factors impacting on their performance?
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.
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What this dot point is asking
The SQA wants you to describe methods of collecting information about the factors impacting on performance, justify why a method suits a factor, and explain why a performer uses more than one method. This is the first stage of the performance development process and a recurring question-paper theme at Higher.
The answer
Why gathering information comes first
Qualitative and quantitative methods
Examples of methods
Matching the method to the factor
Why use more than one method
Examples in context
A footballer building a development plan gathers information across the factors with different methods. For the physical factor they complete a multi-stage fitness test (quantitative) for endurance and a partner observation schedule (quantitative) for passing success. For the mental factor they review video (qualitative) of their decisions in the final third. For the emotional factor they complete a questionnaire rating their anxiety before key games (mixed). For the social factor a coach observes their communication (qualitative). No single method would reveal all of this: the fitness test misses how decisions broke down, the video misses how the player felt. Together they triangulate a reliable picture, so the player can target the right weakness. Explaining why the combination is more trustworthy than any one method is exactly the Higher skill.
Try this
Q1. State the difference between a qualitative and a quantitative method. [2 marks]
- Cue. Quantitative produces numerical, comparable data; qualitative produces descriptive detail (the why and the feel).
Q2. Explain why a performer should use more than one method to gather information. [4 marks]
- Cue. Each method has limits, so combining them increases reliability and validity and confirms a genuine strength or weakness across the factors.
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 20224 marksDescribe one method you used to gather information about a factor impacting on your performance and explain why it was appropriate.Show worked answer →
A -mark describe-and-explain question, roughly half on the method and half on why it suited the factor.
Describe the method, for example a focused observation schedule completed by a partner during a game, tallying successful and unsuccessful passes.
Explain why it was appropriate: it gives a permanent, objective record of a physical-factor skill that can be expressed as a success percentage, is gathered in the real performance context, and provides a baseline to compare against later. Marks come from the clear justification, not just the description.
SQA Higher 20216 marksExplain why a performer should use more than one method to gather information about the factors impacting on their performance.Show worked answer →
A -mark explain question rewarding developed reasons.
Using more than one method increases reliability and validity: a quantitative method such as a standardised fitness test gives objective, comparable data, while a qualitative method such as video analysis or a questionnaire captures detail a number misses, such as how a performer felt or why a skill broke down.
Develop the reasons: different factors need different methods (a questionnaire suits the emotional factor, an observation schedule suits a physical skill), and triangulating methods confirms a genuine strength or weakness rather than a one-off result. The marks come from explaining how combining methods produces a more complete and trustworthy picture.
Related dot points
- 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.
- 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.
- The performance demands of activities, including the physical, mental, emotional and social demands an activity places on a performer, how these vary between activities, and why understanding the demands directs development priorities.
An SQA Higher Physical Education answer on the performance demands of activities, covering the physical, mental, emotional and social demands an activity places on a performer, how they vary between activities, and why understanding them directs development.
- The physical factors that impact on performance, including their three areas of fitness, skills and tactics, and the positive and negative effects each can have on performance.
An SQA Higher Physical Education answer on the physical factors impacting on performance, covering the three areas (fitness, skills and tactics or composition) and the positive and negative effects each can have on a performer.
Sources & how we know this
- SQA Higher Physical Education Course Specification — SQA (2019)