How does a performer plan, monitor and record a development programme so it actually works?
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.
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What this dot point is asking
The SQA wants you to explain how a performer plans a development programme (SMART targets, structure over time), how they monitor and record progress (training diaries, retesting), and why ongoing monitoring and recording matter. This is the third stage of the development process and a frequent question-paper focus.
The answer
Setting SMART targets
Structuring the programme over time
Monitoring and recording progress
Why ongoing monitoring matters
Examples in context
A swimmer developing endurance shows planning, monitoring and recording in action. They set a SMART target: cut their 400m time by five seconds in ten weeks. The programme is structured in phases, base aerobic work first, then race-pace intervals, applying progression. They monitor with a training diary (sessions, times, how they felt), retest the 400m every fortnight using the same protocol so the times are comparable, and note their stroke efficiency from video. When the times plateau at week six, the diary and retests show it, so they adjust the intervals to add intensity. The visible drop in time keeps them motivated, and the full record becomes the evidence to evaluate whether the plan met its target. Without this monitoring the swimmer could not tell the plan had stalled or prove it worked, which is why the SQA examines the whole cycle.
Try this
Q1. What do the letters SMART stand for in target setting? [2 marks]
- Cue. Specific, Measurable, Achievable, Realistic, Time-bound.
Q2. Explain two reasons why ongoing monitoring of a development programme is important. [4 marks]
- Cue. It shows whether the plan is working and lets the performer adjust it; it sustains motivation and provides evidence to evaluate the programme.
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 20214 marksExplain why setting SMART targets is important when planning a development programme.Show worked answer →
A -mark explain question rewarding developed reasons tied to the SMART criteria.
SMART targets are specific, measurable, achievable, realistic and time-bound. Being specific and measurable means a performer knows exactly what to improve and can tell whether they have, for example raising passing success from 70 to 80 per cent in eight weeks.
Develop the reasons: achievable and realistic targets keep motivation high and avoid overload, and a time-bound target creates a deadline to monitor against, so the plan stays focused and progress can be judged. The marks come from linking the criteria to an effective programme.
SQA Higher 20236 marksDescribe how you monitored a development programme and explain why ongoing monitoring is important.Show worked answer →
A -mark describe-and-explain question, half on the monitoring methods and half on why they matter.
Describe the methods, for example keeping a training diary after each session, periodic retesting with the original standardised test, and repeating the observation schedule in games.
Explain why ongoing monitoring matters: it shows whether the programme is working, lets the performer adjust the targets or approaches if progress stalls or comes too easily, maintains motivation through visible progress, and provides the evidence needed to evaluate the programme at the end. Marks come from the developed reasons, not just the list of methods.
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.
- 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.
- 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.
- 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)