NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Physical Education
Analysis and Development of
Performance
Teacher’s Guide
[HIGHER]
The Scottish Qualifications Authority regularly reviews
the arrangements for National Qualifications. Users of
all NQ support materials, whether published by
Learning and Teaching Scotland or others, are
reminded that it is their responsibility to check that the
support materials correspond to the requirements of the
current arrangements.
Acknowledgement
Learning and Teaching Scotland gratefully acknowledges this contribution to the National
Qualifications support programme for Physical Education.
© Learning and Teaching Scotland 2010
This resource may be reproduced in whole or in part for educational purposes by educational
establishments in Scotland provided that no profit accrues at any stage.
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Contents
Introduction
4
Context of the resource within Unit 2: Analysis and Development
of Performance
5
Guide to the resource and its use
6
Articulation with Curriculum for Excellence
7
Articulation with assessment principles
14
References
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Teacher’s guide
Introduction
This resource was developed in response to a need identified by PE
practitioners. This guide:
 explains the context for the resources that support the knowledge and skill
demands of the SQA Arrangements document for Higher PE. (April 2005)
 summarises the arrangements for assessment to which their content relates
 explains the content and format of the resources
 suggests how these resources may be used by teachers in the classroom.
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Context of the resource within Unit 2: Analysis and
Development of Performance
Area
Key concept
File name
File type
1: Performance
appreciation
4: The use of
appropriate models
of performance
Model of Performance
Teacher
PowerPoint
2: Preparation
of the body
4: Principles and
methods of
training
Methods of Training
Notes
Word
Methods of Training
Student
PowerPoint
Model of Performance
Teacher
PowerPoint
Model of Performance
Student
PowerPoint
Methods of Training
Notes
Word
3: Skills and
techniques
4: Structures,
strategies and
composition
2: Skill/technique
improvement
through
mechanical
analysis or
movement analysis
or consideration of
quality
Tools of Analysis
Teacher
PowerPoint
Tools of Analysis
Student
PowerPoint
Tools of Analysis
Notes
Word
3: Information
processing,
problem solving
and decision
making when
working to develop
and improve
performance
Information Process
Teacher
PowerPoint
Information Process
Student
PowerPoint
Information Process
Notes
Word
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Guide to the resource and its use
The resource files listed in the previous section stand alone within the unit
‘area’. They are designed for selection and use by a teacher in the clas sroom.
Another suggested use for them is revision of practical and theory work, for
instance independent study and exam preparation.
Most of the PowerPoint files have two versions : a teacher version (with
annotations below the slide) and a student version (without annotations).
There is a generic format for the information across the files: it targets those
outcomes expected from higher students, locates the subject information
within its context as described in the SQA Arrangement documents, covers
the information required for the study of the key concept, summarises the
learning, and includes an exam-type question with an exemplified answer to
assist with developing skills for self- and peer-assessment.
Animating the slides in order to emphasise the main points from the content
will highlight the learning intentions.
The annotations in the ‘teacher versions’ include comments that draw
attention to the links between the file’s content and the other areas of analysis
that may make up the Higher course offered.
Two of the four Word files contained in this resource – those for subject area
2 (Methods of Training Notes and Model of Performance Notes) – direct the
teacher to sections of the PE CD-ROM ‘Higher Still’, contain additional notes
for the clarification of key points, and show an example of a complete answer
to an exam-type question relating to the key concept area. The remaining two
Word files – those against subject areas 3 and 4 (Information Process Notes
and Tools of Analysis Notes) – contain additional notes and a completed and
marked exemplar answer on the key concept for study.
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Articulation with Curriculum for Excellence
‘The purpose of Curriculum for Excellence is to ensure that all the children
and young people of Scotland develop the attri butes, knowledge and skills
they will need if they are to succeed in life, learning and work, now and in
the future.’ 1
The following notes suggest a way in which this resource supports the
development of the four capacities in learners. 2
Successful learners
with:
Communication
 enthusiasm and motivation for
learning
 determination to reach high
standards of achievement
 openness to new thinking and
ideas
 Written descriptions of concepts
and evidence of analytical
thinking.
 Use of relevant terms and
concepts.
 Development of debate and
discursive skills.
and able to:
Numeracy
 use literacy, communication and
numeracy skills
 use technology for learning
 think creatively and independently
 learn independently and as part of
a group
 make reasoned evaluations
 link and apply different kinds of
learning to new situations.
 Gathering, displaying and
interpreting data.
Technology for learning
 Scope for the use of video and
computer technologies which have
the potential to capture movement
and facilitate its observation and
analysis.
Thinking creatively and
independently
 Forming opinions/conclusions.
 Debate and discussion – lines of
relevant argument.
1
Purposes and Aims: improving learning
The Four Capacities
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 Developing and planning training
programmes.
Independent learning and group
learning
 Increasing responsibility for own
learning as course progresses.
 Identifying individual training
needs.
 Team working to achieve desired
outcomes.
Make reasoned arguments
 Making informed
judgements/conclusions.
 Interpreting information.
Link and apply learning
 Many of the skills developed in
PE are transferable.
 Tangible links to skills for
learning, skills for life and skills
for work.
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Confident individuals
with:
 self-respect
 a sense of physical, mental and
emotional well-being
 secure values and beliefs
 ambition
and able to:
 relate to others and manage
themselves
 pursue a healthy and active
lifestyle
 be self-aware
 develop and communicate their
own beliefs and view of the world
 live independently as they can
assess risk and make informed
decisions
 achieve success in different areas
of activity.
Relate to others and manage
themselves
 Students have to take
responsibility for their own
learning.
 Students take responsibility when
performing a designated role
within a team.
 Developing skills in relation to
team working and the fulfilment
of a role within a team.
Pursue a healthy and active
lifestyle
 Developing performance through
a range of activities promotes
active living and will contribute
to the lifelong health and wellbeing of the individual.
 Opportunities are provided for
personal fulfilment and the
promotion of positive attitudes:
confidence, self-esteem,
motivation and the determination
to succeed are enhanced.
 Learning experiences which allow
candidates to work with others
help the development of personal
and interpersonal skills.
Be self-aware
 Encourage candidates to work cooperatively with partners or
groups and take on a measure of
responsibility for their own
learning
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 Introduce the process of analysing
performance in a systematic way
through providing opportunities
for candidates to undertake
preliminary problem-solving
activities with partners or groups
as a preparation for more
substantial analysis of own
performance
Communicate own beliefs and
views
 Forming and communicating
argument in debate and
discussion.
Assess risk and make informed
decisions
 Interpretation and evaluation of
sources and data.
 Create suitable training
programmes
Achieve success in different areas
of activity
 Key skills of planning and
organising, team working, critical
thinking and communication are
transferable skills.
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Responsible citizens
with:
Develop knowledge and
understanding of the world
 respect for others
 commitment to participate
responsibly in political, economic,
social and cultural life
and able to:
 develop knowledge and
understanding of the world and
Scotland’s place in it
 understand different beliefs and
cultures
 make informed choices and
decisions
 evaluate environmental, scientific
and technological issues
 develop informed, ethical views of
complex issues.
 Not targeted in terms of course
content and assessment. However,
practitioners could develop
discussion on this point where
time permits.
Understand different cultures and
beliefs
 Again not targeted, however a
short time spent introducing the
sporting cultures of Scotland,
Britain, Europe and the world will
facilitate a greater understanding
of Scotland’s place within world
sport, its development and culture.
Make informed choices and
decisions
 Analysis of the strengths and
weaknesses of performance and
training methods from a variety of
reliable sources concurrently.
Suitable sources include video
and statistical data.
Develop informed ethical views of
complex issues
 Debate, discussion and personal
reflection on issues raised in the
course content.
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Effective contributors
with:
Communicate in different ways
 an enterprising attitude
 resilience
 self-reliance
 Informally and formally
 As an individual and as part of a
group.
and able to:
Work in partnership and in teams
 communicate in different ways and
work in different settings
 work in partnership and in teams
 take the initiative and lead
 apply critical thinking in new
contexts
 create and develop
 solve problems.
 To complete course tasks
 To discuss and debate relevant
issues.
 Positive attitudes and values are
promoted during the interactions
candidates have with peers.
Take the initiative and lead
 Particular emphasis is placed on
the development of personal and
interpersonal leadership skills.
Apply critical thinking in new
contexts
 Apply content knowledge and
understanding to analyse training
and performance problems or
issues.
Create and develop
 Training programmes targeting
specific training needs to meet the
demands of particular
performance.
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Problem solving
 Using evidence to support
judgements
 By applying knowledge and
understanding to consider team
performance and its surrounding
issues.
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Articulation with assessment principles
Assessment is an integral part of planning for learning and teaching under the
Curriculum for Excellence. It can provide an overarching picture of a young
person’s progress and achievements as they develop the knowledge, skills and
attributes needed for successful learning, life and work.
Further support on the role of assessment, impli citly reflecting the purposes
and principles of Curriculum for Excellence, can be found in Building the
Curriculum 5: A Framework for Assessment. This policy document was
designed to help those with a responsibility for learning and teaching to plan
for assessment when devising learning experiences.
Teachers assess progress constantly as part of daily learning and teaching.
They do this, for example, by watching and listening to learners carrying out
tasks, by looking at what they write and make, and by considering what they
say, for instance how they answer questions. In this way, teachers get to
know their learners well, build up a profile of their progress, strengths and
needs, and involve them in planning what they need to learn next. 3
Students learn best when they:
 understand clearly what they are trying to learn and what is expected of
them
 are given feedback about the quality of their work and what they can do to
make it better
 are given advice about how to make improvements
 are fully involved in deciding what needs to be done next and who can
give them help if they need it. 4
The list below comprises information summarised from the Assessment
Toolkit for Schools 5 and identifies ways in which teachers and lecturers may
progress the key elements of assessment in the classroom.
Sharing learning/assessment criteria
 Clear learning outcomes for each lesson or topic shared with students.
 Students involved in identifying and agreeing task success criteria, eg for
debate.
 Students reflecting on the success of their learning – how much do they
know and how well do they understand it.
3
Strategic Vision and Key Principles for Assessment
Supporting Learning
5
Assessment Toolkit for Schools
4
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Feedback
 Making use of both verbal and written feedback to inform next steps (it is
better that grades are not given). Judgements will probably be made across
performance in training and competition, debate and discussion as well as
being evidenced in any written/project work submitted.
 Feedback should give suggestions for improvement but should also allow
learners to think things through themselves. They should be encour aged to
ask for help when they feel they need it. A supportive ethos will encourage
them to do this.
 Feedback is clear and builds on previous advice. For example, the
processes involved in the successful completion of the first component
part of the course, Performance.
Learner involvement: goal-setting, peer- and self-assessment
 Students should judge their own performance against the learning
intentions and success criteria. Students can keep a record of their own
comments, reviewing their assessed work in their jotters.
 Students could pair up with a ‘critical friend’ who can provide positive
feedback and suggestions for development.
 Students will be developing their understanding of their individual
learning processes (their physiological and cognitive development)
through the analysis of their sporting performance, the adaptation of
training methods to suit individual needs and specific purposes, and the
completion of the necessary research for doing this.
 Students and staff should set aside regular opportunities to develop
thinking about their own learning.
High quality interactions
 Our questioning is used to extend learning by encouraging thinking, for
example by providing thinking time and encouraging dialogue.
 Our questions identify what students understand, partly understand and do
not understand.
 Students’ responses to our questions are listened to carefully and we take
account of them to adjust our teaching approaches.
 Students are motivated by their involvement in the learning process and
our teaching approaches.
Assessment activity should not dominate the learning process. Assessment
must be proportionate and sustainable, and the demands it places on teachers’
time should be carefully monitored. 6
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A Summary of Building the Curriculum 5: a Framework for Assessment
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References
Assessment Toolkit for Schools
http://www.ltscotland.org.uk/assess/toolkit/schools/index.asp
Purposes and Aims: Improving Learning
http://www.ltscotland.org.uk/curriculumforexcellence/curriculumoverview/ai
ms/index.asp
Strategic Vision and Key Principles for Assessment
http://www.ltscotland.org.uk/Images/AssessmentforCfE_tcm4 -565505.pdf
Summary of Building the Curriculum 5: a Framework for Assessment
http://www.ltscotland.org.uk/curriculumforexcellence/buildingthecurriculum/
guidance/btc5/index.asp
Supporting Learning
http://www.ltscotland.org.uk/curriculumforexcellence/assessmentandachieve
ment/acrosslearning/supportinglearning.asp
The Four Capacities
http://www.ltscotland.org.uk/curriculumforexcellence/curriculumoverview/ai
ms/fourcapacities.asp
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