NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Physical Education
Factors Impacting on Performance
Outcome 1
Advice and Guidance for
Practitioners
[NATIONAL 5;
HIGHER]
This advice and guidance has been produced to support the profession with the delivery of
courses which are either new or which have aspects of significant change within the new
national qualifications (NQ) framework.
The advice and guidance provides suggestions on approaches to learning and teaching.
Practitioners are encouraged to draw on the materials for their own part of their continuing
professional development in introducing new national qualifications in ways that match the
needs of learners.
Practitioners should also refer to the course and unit specifications and support notes which
have been issued by the Scottish Qualifications Authority.
http://www.sqa.org.uk/sqa/34714.html
Acknowledgement
© Crown copyright 2012. You may re-use this information (excluding logos) free of charge in
any format or medium, under the terms of the Open Government Licence. To view this licence,
visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or e-mail:
psi@nationalarchives.gsi.gov.uk.
Where we have identified any third party copyright information you will need to obtain
permission from the copyright holders concerned.
Any enquiries regarding this document/publication should be sent to us at
enquiries@educationscotland.gov.uk.
This document is also available from our website at www.educationscotland.gov.uk.
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Contents
Learning and teaching
4
Approaches for gathering data: identifying, explaining, analysing and
evaluating factors that impact on performance
7
References
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Learning and teaching
Within a broad general education, physical education provides a rich context
for developing and demonstrating skills for learning, skills for life and skills
for work, as well as contributing to health and wellbeing. Learning in health
and wellbeing ensures that learners develop the knowledge and
understanding, skills, capabilities and attributes that they need for mental,
emotional, social and physical wellbeing now and in the future.
Effective learning through health and wellbeing which promo tes confidence,
independent thinking, positive attitudes and actions involves a variety of
approaches, including active, cooperative, collaborative and peer learning and
effective use of technology.
The new qualifications in physical education will refle ct this continuing shift
in approach, and provide a further platform for learners to select, adapt and
apply these skills in a practical, experiential way. The skills demonstrated
through movement/by doing include:
Thinking skills
 Analysing, evaluating, decision making, problem solving, making
judgements, reasoning, taking responsibility, reflecting, multi -tasking,
synthesising
Employability, enterprise and citizenship
 Working with others, leadership, resilience
Literacy and numeracy
 Working with number and measurement, speed and distance, estimating,
approximation, calculation and formula
 Listening and talking, reading, writing and presentation
Health and wellbeing
 Challenge and enjoyment while participating in physical activity
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A well-cultivated critical thinker is able to assimilate information gathered
and make use of it to solve new problems in different or unfamiliar contexts.
The learner is guided to develop thinking that enables realistic comparisons,
justifiable modifications, proposing reasonable/appropriate hypothesis and
valid evaluations to be presented via a variety of different mediums.
In physical education learners will be supported to:




identify issues related to improving their performance
engage in practical problem-solving activities
critically evaluate the validity of the possible solutions proposed
make use of a variety of sources to enhance the development of critical
literacy skills.
Also, throughout the process, learners will be engaged in activities that
necessitate higher-order thinking. This will require learners to:






gather and process information from a variety of sources and contexts
organise and reorganise information
analyse and evaluate evidence
devise, improvise and justify decision making
pose questions that can have multiple answers or possibilities
come to a mutual agreement with other learners and the practitioner in
relation to the development of a programme of work
 use and evaluate information in new or unfamiliar contexts and to some
extent ‘predict’ or be proactive in anticipating potential problems in a
performance environment
 use effective decision-making processes, including justification,
prioritisation and evaluation
In this way learners are encouraged to think creatively and use advice and
guidance effectively to examine the variety of factors that impact on
performance.
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FACTORS IMPACTING ON PERFORMANCE
Factors that impact on performance
In the Course Unit and Support Notes at National 5 and Higher, there are a
number of suggested factors that can impact on performance. Based on
information gathered, learners could evaluate changes impacted by:
 mental factors, e.g. level of arousal, managing anxiety, cognitive
processes, concentration.
 emotional factors, e.g. resilience, coping with changes within activities,
confidence, independence, self-esteem
 social factors, e.g. responsibility, etiquette, respect for self and others,
tactical/compositional requirements, leadership, cooperation, contributing
in a team or group
 physical factors, e.g. physical fitness–endurance, speed, strength,
flexibility, power; skill-related fitness– agility, coordination, timing,
balance, reaction time, body type, role-related physical and skill demands
This is not an exhaustive list of factors. Please refer to the Unit and
Course specifications at National 5 and Higher Physical Education for
further information.
Experiential learning
Physical education provides a rich context for learning through practical
problem solving activities where pupils learn about identifying and analysing
factors that impact on performance through movement / by doing. This
allows for theory to be learned through the practical.
The unit Factors Impacting on Performance will develop learners’ knowledge
and understanding of how mental, emotional, social and physical factors can
influence effectiveness in performance. These factors are inextricably linked
to performance, therefore it is likely that this unit will be planned and
facilitated mainly within a performance context. Classroom practice may be
used, where appropriate, to support practical work.
This advice and guidance is specifically to support the learning and teaching
process for Factors Impacting on Performance, Outcome 1 . The suggested
approaches throughout this advice and guidance are appropriate for all
aspects of Outcome 1 at National 5 and beyond.
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Some possible approaches for this unit are selected from the following:
 a physical performance/demonstration
 a case study analysis
 a data analysis
 a critically reflective folio/diary of participation in practi cal activities
 a visual presentation such as graphic organiser, concept/mind map,
annotated poster or presentation file
 a media book, including two or more data types (for example text, still and
moving images, sound) and involving some form of interac tion
 an oral presentation such as a podcast or debate
 a written report
 digital analysis using for example Gamebreaker, Dartfish, Apps or Kandle.
Because of the practical experiential nature of physical education, it is
anticipated that much of the data collection will be collated during practical
sessions.
This support is not intended to be an exhaustive list of approaches that could
be adopted as a means of analysing and evaluating factors but rather a
stimulus to help learners and practitioners explore some potential avenues for
further consideration.
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Approaches for gathering data: identifying,
explaining, analysing and evaluating factors that
impact on performance
Suggested activity 1
Centres may wish to make use of this section of th is guidance to develop
research skills relating to the variety of approaches available to collect data.
(analysing methods used to identify factors impacting on performance).
These can then be used to analyse and evaluate personal performance in
physical activity and sport.
The approaches suggested encourage learners to make informed decisions
about the validity and appropriateness of the methods used to collect
performance data.
The approaches investigated might then be used, with adaptations or
modifications, to analyse and evaluate the impact of the different factors
which impact performance.
Learners are set the task of researching a variety of websites, computer/phone
apps and commercially available software packages that are available to
analyse sporting performance.
Learners should be able to decide and design their own method to capture
their performance, taking account of the most pertinent factor(s) that impact
on their own performance. The task should not be treated as a paper exercise,
instead learners should be allowed to set up, experiment with and trial out the
method they have chosen to use. They will need to work collaboratively to
modify, adapt and reorganise the methods they want to use in a practical
setting.
By encouraging learners to look beyond peer or practitioner observation of
performance, a range of options and opportunities for investigative research
can be incorporated. Having completed the research, learners can modify
and/or create their own approach to collecting data on the factor they have
identified as impacting on their own performance.
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Movement analysis of a variety of sports
http://www.sporthorizon.com/sports_page.htm
Football team analysis
http://www.youtube.com/watch?v=gPewD-fa2NQ&feature=player_embedded
This video clip relates to the Fourfourtwo STATS ZONE app.
Rugby analysis
http://www.youtube.com/watch?v=fV0mZNJrDFw&feature=player_embedde
d
Motion graphs analysis
http://www.youtube.com/watch?v=gkfclIgy4Ks&featu re=player_embedded#!
Tennis analysis
http://www.fieldtown.co.uk/protrackertennis/protracker_screenshots.htm
Netball
http://www.youtube.com/watch?v=nTNsZWAyXy8&feature=related
Basketball
http://www.sydexsports.com/html/basketball.htm
Volleyball
http://sports-motion.com/products-ark-volleyball.htm
iPhone/iPad apps
TouchStat Lite
Dartfish easy tag
Basketball Card Maker Retro 6
Easy Assessment
By using a selection of the methods shown on these sites to illustrate the
possibilities that exist for performance to be accurately captured, learners can
be encouraged to investigate the variety of data that can be generated relating
to personal performance in physical activities. The sites provide the
opportunity for learners to view both objective and subjective approaches and
the corresponding data sets.
The task is designed to place no restrictions on learner’s creativity. They
should be encouraged to find as many different forms of data collection that
are used in today’s different sporting arenas as they can. Access to ICT
therefore is desirable in class. Pupils could be encouraged to design their own
method of collecting data. Alternatively, this task could be given as a
homework exercise.
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Having completed the task, learners should then be directed towards
assimilating the various approaches that are available. They should present
their findings to the rest of the class.
Discussion can take place on the benefits and limitations of each approach. It
is critical that a differentiated approach using effective questioning is u sed to
ensure that higher-order thinking is developed. In particular, learners need to
be supported through the process of:
How would this analysis be described? (remembering)  What evidence can
you find of objective data being generated? ( analysing)  What patterns can
you see in the data generated? (evaluating)  Can you anticipate or predict
how you might use this approach to begin to plan to improve your own
performance? (creating)
Following on from this it would be useful to encourage learners to reflect on
whether any of these methods or parts of these methods could be used to
gather evidence on their own performance within physical education.
The questions learners might be required to ask of each other are:






In which other activities could make use of this method?
How accurate a picture of performance do you get using this method?
What examples of objective data are available for analysis?
What are the advantages of using this method?
What are the disadvantages of using this method?
Which method is most suitable for identifying:
- mental factors?
- emotional factors?
- social factors?
- physical factors?
In order to deepen learning further, learners could prepare a summary of the
methods researched to present to the class or choose a preferred method (say,
write, make, do) and explain the advantages to the class. They should then
be able to apply this acquired knowledge to justify why it is an appropriate
method to identify the factors that impact on their own performance. There
should be an expectation that learners well might predict how the method
could be used in other activities or in other contexts or with other skills.
Further consolidation of the learning could take place through using a
homework exercise to answer a question relating to the process. This would
demand an appropriate level of critical debate about the validity of the
methods used and a justification for any recommendations made.
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Suggested activity 2
Skill check sheet with questioning
This method of gathering data combined with questioning increases learners’
understanding of the learning process and increases the degree of autonomy
for the learner through personalisation and choice. Questioning provides
greater depth in understanding and can help identify the factor(s) impacting
on performance.
Shooting
Positive (score)
Negative
(incomplete with
loss of possession)
Continuation
(incomplete with
possession
regained)
Lay-up –
strong hand
Lay-up –
weak hand
Set shot
Jump shot
Foul shot
Three-point
throws
How many lay-ups, set shots, etc did you score?
Based on the knowledge of results of the skill tick sheet.
Fault type:
Too high/to left of basket.
Do you believe you should have scored more?
Based on the assumption and subjective ratio of how many shots did I score
to how many shots I attempted.
What criteria did you use to judge the quality of the shooting?
Knowledge of results: i.e. approach at appropriate angle; Did I shoot against
board? Did I release at correct time? Number of attempts; points scored.
(This is a very subjective method of data collection that can only be used in a
narrow, technical context.)
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Reflective questions
Can you think of a more objective way of collecting data?
How could you be more analytical and scientific about factors impacting on
performance?
Problem solving
 Identify and isolate the performance problem.
How do you know?
 What information have you gathered about this problem?
Knowledge of results from tick sheet, peer evaluation, practitioner
feedback and set technical criteria.
 Do you need to consider other factors that may be impacting on this
problem?
For example could the angle of approach be changed, should I use my
other hand, should I transfer responsibility to a more effective or better
positioned shooter?
 How do I demonstrate an effective solution?
Try out the problem in a passive or opposition -free environment to build
up confidence until you become an autonomous learner.
 Are my plans realistic and appropriate to my personal needs?
The solutions are realistic but there is no certainty that the results will be
successfully transferred into the performance context .
 Create a practical solution you can try.
Weighted attack v defence to create a shooting situation.
 Has my performance been compromised by other factors?
It is possible I do not have the confidence to attempt the shot in case I
cannot complete it or that my team-mates will not pass to me even when I
am in space as they are aware of my lack of confidence.
 In what order will I try out my ideas to find a solution ?
From a simple to a complex scenario (based on a live situation) .
 How will I communicate my findings (ICT, graphs etc)?
Consider the most appropriate format.
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 How will I present my solution within a performance context?
In a class competition against various opposition .
Investigating other possibilities
What if assumptions were inverted ?
What would happen if you didn’t improve your lay-up?
Is there an alternative context to solve the performance problem?
The technical aspect of the lay-up is not the problem rather it is the ability to
perform it under pressure.
How could you link the problem to performance?
You could create a scenario(s) and attempt to implement a solution within
that performance context.
What critical thinking took place during the production of the solution to a
problem
Expanding the range of consideration beyond skill aspects of performance to
aspects such as decision making and timing.
Did you arrive at a correct solution?
Others came up with different answers that challenged and expanded
thinking.
Example: Learners consider the purpose of composition/choreography used in
dance. A video of a dance or group performance can be used as the basis for
learner observation.
With learners, practitioners make a list of anticipated movements and patterns
for effective composition/choreography of a dance performance. Practitioners
lead a discussion about the development of thinking skills in relation to dance
concepts and contexts.
Learners observe a range of performance or dance contexts and make notes in
relation to choreography, linking movements , timing etc. Observers make
notes and diagrams.
Practitioners discuss the different aspects through focus questions an d
supported by the learner analysis to further learners’ thinking:
 How has having a partner supported your understanding of performance?
 How do you plan for performance?
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FACTORS IMPACTING ON PERFORMANCE
 What is the importance of rhythm, timing and flow and why?
 What is the need for balanced performance (effectiveness v aesthetic
appreciation) and why?
 How do you adapt/alter your performance and still retain its quality?
 Why is decision making important?
Gather, manage and interpret the data to inform on next steps.
What did you observe in the performance?




Why was it difficult/easy and why was this is the case?
What worked?
What was not effective?
How were your compositional elements similar or different to strategies
deployed in your course?
 How does the skill/aesthetic/movement discussion become a key feature in
the analysis?
What changed?
 What needs to be done differently?
 When will the difference in dance style be exemplified ?
 Where does dance demonstrate the same characteristics as other activities?
Each performer/group provides exemplars by demonstrating different
approaches from a range of genres and explaining how and when these are
effective.
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FACTORS IMPACTING ON PERFORMANCE
Suggested activity 3
This task allows learners to use previous knowledge to consider how to adapt
and change their method of analysis. (Analysing/explaining methods used to
identify factors impacting on a performance)
This support could then be used to promote active learning where the learners
have to design and complete a method of identifying strengths and
developmental targets for their own selected activity.
The K–W–L–H technique is an established method of gathering information.
K
W
L
H
helps learners recall what they know about the subject
helps learners determine what they want to learn
helps learners identify and reflect upon what they have learned at the
end of a topic or activity
identifies how learners learn and aids metacognition by assisting learners
to reflect upon what they have learnt and how they have learnt it.
To carry this out successfully, you will be req uired to:
 negotiate roles for carrying out this analysis (perhaps each player in your
group/team could be responsible for gathering information)
 record the information accurately.
You may wish to digitally record the performance so that you can watch it
over again.
The results can be collated to present a group/team profile of performance
strengths and weaknesses that examine and explore:
 roles and responsibilities
 the achievement of personal/group objectives
 the ability to ‘predict’ or proactively anti cipate potential performance
problems
 the ability to make decisions and the decision-making process, including
justification of performance development priorities for successful
outcomes
 the critical evaluation of solutions.
The following sets of matrices are examples of a process that may be
followed by practitioners and learners to enhance learning and understanding.
They have been written with the intention of the learning taking place in a
performance situation.
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FACTORS IMPACTING ON PERFORMANCE
Factors
impacting on
performance
What do you
know about the
activity?
What do you
want to learn
about?
Complete this
section after the
unit
Complete this
section after the
unit
When reflecting
on the activity
what have you
learned?
How did you
learn during this
unit? What
tools, activities
and processes
assisted you in
learning during
this unit?
(learners and
practitioners)
Creative skills,
such as flair,
balance,
decision
making,
problem solving
Prior learning
drawn from core,
extracurricular/club
experiences
When, how, why
to apply these
skills
I can now
perform the skill
in an appropriate
place and time
within the activity
Benchmark
performance
against self and
others
Creative
elements such as
change of levels,
tempo, motif
and sequence
building
Prior learning
drawn from core,
extra-curricular,
club experiences
Development of
performance
qualities
I can incorporate
these qualities
within my
performance
Review of
performance
development
process
Appreciation for
the need for a
range of creative
elements
Research
resource to
extend repertoire
of creative
elements
Social and
emotional
factors
Group work, cooperating to
choreograph,
supporting,
leading
Etiquette, respect
for self and
others; roles,
responsibility;
how to perform
with confidence
I understand the
interpersonal
skills needed to
participate
effectively within
a group
Group task:
taking
responsibility
Making
judgements about
body
management,
spatial awareness
Information
processing – to
create a quality
performance
Developing an
appreciation of
the connection
between problem
solving and
creativity
Trialling:
working through
a creative
process to build
quality movement
sequences
Thinking tools
to assist with
problem solving
and decision
making in
creative
elements
Variety of roles
Compare and contrast your decision from K –L–W–H with that of one of your
classmates.
Did you and your partner/group come to an agreement as to whether you had
made an appropriate response to the task?
Would this response always be the same for you? If not, why not?
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FACTORS IMPACTING ON PERFORMANCE
K–L–W–H grid
Factors
impacting on
performance
What do you
know about the
activity?
What do you
want to learn
about?
Complete this
section after the
unit. When
reflecting on the
activity what
have you
learned?
(Pupils & staff)
Complete this
section after the
unit. How did
you learn during
this unit? What
tools, activities
and processes
assisted you in
learning during
this unit?
Compare and contrast your decisions from K –L–W–H with that of one of
your classmates.
Did you and your partner come to an agreement as to wh ether you had given
an appropriate response to the task?
Discuss further what the opposition may attempt to do to force you to alter
your response.
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FACTORS IMPACTING ON PERFORMANCE
Next steps
 You may wish to compare the results of this analysis with a ‘model’
performance of the same group/team activity.
or
 Investigate the variety of ‘models’ available for comparison within
different activities.
The intention of this set of tasks is to widen learners’ horizons about the
range of methods available to gather data on the impact of diff erent factors
on performance. (Explaining/analysing methods to identify factors
impacting on performance and explaining/evaluating the impact of
factors impacting performance) It requires collaborative learning from
every member of a group and combines vis ual, auditory and kinaesthetic
feedback, with the aim of stimulating deeper learning.
It also makes use of graphic organisers.
Using new tools causes new learning.
Caviglioli, Harris & Tindall (2002)
Groups should be engineered to ensure a range of abi lity and organisational
skills are present. This will provide the opportunity for greatest success and
engagement in this task. Conversely, differentiated groups for the more able
will encourage increased challenge, creativity and reflection.
The focus of the task is to engage learners in the process of identifying and
evaluating performance problems. The intention is that thoughts and opinions
be recorded on a grid, thereby making the thoughts ‘visible’.
Examples of approaches to follow include:




18
graphic organisers
cause and effect grid
compare and contrast grid
spider diagrams.
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What are graphic organisers?
Graphic organisers are highly effective thinking tools that illustrate the
organisation or structure of and relationships between concepts and hi ghlight
the context of the performance. They provide opportunities to track thinking
and clarify the content and thinking processes used when creating, problem
solving or evaluating.
Graphic organisers are visual frameworks that help learners to:







organise and clarify their thinking processes
manage their information, ideas and research
see both the whole and parts of a problem or issue
plan activities and investigations
review and reflect on progress, understanding and skills
communicate effectively using a variety of appropriate methods
extend their thinking by encouraging in-depth thought and discussions on
issues relating to personal performance.
About this support
This support provides advice on using graphic organisers to teach and assess
thinking skills and meet the appropriate learning outcomes. The following
websites provide further explanation and examples:
www.eduplace.com/graphicorganizer
www.freeology.com/tag/cause-and-effect
www.graphic.org/goindex.html
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FACTORS IMPACTING ON PERFORMANCE
Suggested activity 4
Use the following graphic organiser to inform your thinking as you consider the range of performa nce possibilities resulting
from your options. The following tool has been adapted from a model known as POOCH (© State of Victoria (Department of
Education and Early Childhood Development) . Exemplars have been filled in for you after this blank template.
PROBLEM
(factor impacting performance)
20
OPTION
Consider the possible
solution.
You may wish to discuss
with others to create
numerous options.
.
OUTCOMES
Consider the positive and negative
outcomes of this option.
How might your opponents react?
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CHOICE
FACTORS IMPACTING ON PERFORMANCE
Basketball lay-up problem
Use the following graphic organiser to inform your thinking as you consider the range of performance possibilities resulting
from your options.
PROBLEM
(factor impacting performance)
I have the ability to perform a
lay-up in practice in a class
match, but I am unable to find
a way of transferring this skill
into a game situation and
score a basket.
OPTION
Consider the possible
solution.
You may wish to discuss
with others to create
numerous options.
Drive towards the basket at
the appropriate angle and in
rhythm with the ball.
Shot a different shot
appropriate to where I am on
court, ie set shot.
Pass to another player who
is in a position to deliver a
score.
Adopt a strategy which
allows you to take an
alternative role, ie post.
OUTCOMES
Consider the positive and
negative outcomes of this
option.
How might your opponents
react?
 Too slow
 Blocked by an opponent
 Dribbling error
 Lose possession
 Practice different shots
 Some scores
 Some errors
 Poor decision making
 Create opportunity for
team-mate
 Create confusion with
opponents who have to
prepare strategy to defend
against me
 Makes a mistake due to
lack of positional
awareness
 Builds up confidence and
aids decision making
CHOICE
My final decision was to pass
to another player who had the
opportunity to threaten the
opponent’s basket.
I decided that this is a team
game and the objective is to
make a team score, which was
more important than
individual glory. Learned to
time the pass which enhanced
my team-mate’s chance of
scoring.
However, I will still practice
to develop a range of
successful shots that will
allow me to make a good
decision and threaten the
opponents in an appropriate
way and ultimately may allow
me to make an alternative
considered decision.
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FACTORS IMPACTING ON PERFORMANCE
The following two examples provide a differentiated response to the volleyball serve problem.
Volleyball serve problem
Use the following graphic organiser to inform your thinking as you c onsider the range of performance possibilities resulting
from your options.
PROBLEM
(factor impacting performance)
I have the ability to serve underarm in
a class volleyball match. My opponents
are able to receive this random ball
with ease. Serve reception is easy and
their accurate pass to the setter allows
him to run a variety of attacking
options with speed, disguise and well maintained decisions.
OPTION
Consider the possible
solution.
You may wish to discuss
with others to create
numerous options.
Serve overarm.
Serve to the back of the
court.
Serve at the strongest
hitter.
Serve at the weakest
passer.
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OUTCOMES
Consider the positive and negative
outcomes of this option.
How might your opponents react?



Serves an ace
Some serves are difficult to receive
Many errors of serve
 Disrupts the opponent’s pass
 Some serving errors
 Isolate the passer
 Cause hitter to multi-task with the
result that he overpassed
 Caused hitter to lose his rhythm of
approach and make mistakes in
hitting
 Makes a mistake
 Passes to somewhere near the setter
 Moves another player closer to the
poor passer so that he has less area
to cover
CHOICE
My final decision was to
serve at the best hitter of
the ball. He attempted to
pass and shift to make the
hit, but was not as
successful as normal.
This affected his confidence
and his team-mates lost
trust in him and gave him
less of the ball.
His decision making also
became suspect, as he had
to make too many decisions
too quickly.
As he could not get to the
hits/kill as regularly he
would have liked, he started
to tip the ball and our
defence picked it up easily
and came back in transition.
FACTORS IMPACTING ON PERFORMANCE
Case study analysis: Volleyball serve problem
Use the following graphic organiser to inform your thinking as you consider the range of performance possibilities resulting from your
options.
PROBLEM
(factor impacting performance)
My team is losing lots of points in
serve receive in volleyball. We
are setting from three using two
setters. We are having a problem
passing effectively and the setter
is confused during the switches, ie
four to three/two to three. The
hitters are making the switches to
get into position but the setters
are not delivering an effective
ball for them to score. The hitters
are not hitting from their best
positions, ie left-handed from side
etc
OPTION
Consider the possible
solution.
You may wish to discuss
with others to create
numerous options.
We moved to a zerosetter system to eliminate
the confusion in the
switching.
OUTCOMES
Consider the positive and negative
outcomes of this option.
How might your opponents react?



We moved to a onesetter, three-passer and
specialist hitter system.



We moved to a fourpasser and two-setter
system setting from two.



This meant we lost the benefits of
strong hitters, who set in two rotations
The passing unit was more consistent
but less stable. Opponents made more
serving errors as they were unable to
isolate our weakness.
More attacking opportunities but fewer
attacking kills.
System was difficult to learn and we
lost lots of points in the beginning.
Hitters learned the system and their
effectiveness increased.
Setter found difficulty moving
diagonally from back court and hitting
benefits were reduced.
We stabilised quickly and hitters’
switches were less complicated.
Less space for passers to cover and we
lost fewer points in reception.
Rotational order faults were reduced .
CHOICE
This zero setter system allowed us to
locate the setters and hitters in the
best scoring positions. The defence
became less complicated and the
benefits of having a back-up setter
to support any poor passing and the
opportunity to use a back court hitter
created an element of confusion in
the opposition defence.
The passing unit improved as their
confidence grew and the setter made
better decision and choices. This
allowed us to score more points and
reduced the number of direct errors
made by the hitters.
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FACTORS IMPACTING ON PERFORMANCE
Final reflection on the graphic organiser
The following is an example of how you could use a graphic organiser to help
learners deepen their understanding of their own performance for those
learners who require further challenge. It will help them to plan performance
development.
How did the graphic organiser assist you to win the serve pass battle?
It supported me to make an appropriate decision and then adapt this decision
based on the opposition response.
- Serve to the weakest player.
- Opposition response: limit the space near the weakest player.
- Server – serves to the back to the court.
- Opposition response: take away the space behind them.
Why is targeted serving so important in allowing us to go into transition from
side out?
The easier ball (or error) that the opposition gives back to our side enhances
our capacity to attack effectively from a range of positions as a direct result
of the opposition not being able to receive service effectively .
Which tactics and strategies were you able to put in place effectively during
the performance as a result of your serve tactic?
From the easier ball returned we were able to use width (sets to the
antennae), speed, fast, middle or outside, for example and disguise (missing
out hitters, setting back court etc) in our first transition attack as a result of
the opposition not attacking with power.
Can you suggest other sporting situations where the tactics and strategies may
apply?
Other team games where passing is critical to the success of the attacking , eg
football, where an early pass or a pass behind the defence can cause chaos in
the opposition defence.
Identify the thinking tools (eg K–W–L–H organiser) that you used during the
performance unit.
Critical thinking, problem solving and feedback from the coach or peer s.
How did the use of these tools change your thinking?
They created a better understanding that illustrated that performance is not
simply about technical skill but rather about gathering information,
processing and planning your performance around the opposition game.
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FACTORS IMPACTING ON PERFORMANCE
How did they assist you in making decisions about which stra tegies and
tactics to implement?
They took away the focus from technical development and allowed me to use
skills that were transferable from other aspects of learning , ie critical skills,
thinking skills and interpersonal skills.
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FACTORS IMPACTING ON PERFORMANCE
Suggested activity 5
Compare and contrast grid
This grid is another method of encouraging learners to differentiate between two concepts or factors impacting on a performance
(Evaluating the impact of factors impacting on a performance) (Caviglioli, Harris & Tindell, 2002).
Factor to be investigated ………………………………………………………………….
Strategy/factor 1
Differences
Similarities
 Comparing criteria 






Strategy/factor 2
Differences
Advantage and disadvantage of strategy/factor 1
Advantage and disadvantage of strategy/factor 2
This compare and contrast grid could be used to identify the similarities between methods of practice, principles of play¸ methods
of training, methods of data collection and types of fitness. (Analysing methods used to identify factors impacting on a
performance)
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FACTORS IMPACTING ON PERFORMANCE
Compare and contrast grid exemplar
(Evaluating the impact of factors impacting on a performance) (Caviglioli, Harris & Tindell, 2002)
Volleyball: attacking strategy
Strategy/factor 1
Similarities
Strategy/factor 2
Standard 0–6 system where everyone at zone three
Game sequence of restart, serve receive, set,
Specialist setter, outside attackers,
sets and then rotates to next position
attack, block, transition
off setter, middle blocker
Same formation (three front court players and
three back court players)
Differences
Standard rotation routines within regulations
 Comparing criteria 
 Court balance 
Differences
Reception based within positional rules which
allows greater specialism and encourages setter to
run offensive plays (based on speed, disguise etc)
rather than simply set the ball to a player.
This requires all players to be all rounders and perform the skills of
 Ball circulation and recycling 
Players build relationships with one another and
the game rather than designing offense/ defence systems based on
become more consistent and effective in their role ,
strengths and weaknesses determined to balance the team effort
enhancing the cohesion of the team.
W formation
Service reception 
Three-person reception allowing players to hit, block
and defend predetermined areas of net and court
Advantage and disadvantage of strategy/factor 1
Advantage and disadvantage of strategy/factor 2
This compare and contrast grid could be used to identify the similarities between methods of practice, principles of play¸ methods of training,
methods of data collection and types of fitness. (Analysing methods used to identify factors impacting on a performance)
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FACTORS IMPACTING ON PERFORMANCE
Suggested activity 6
A cause and effect graphic organiser can be used to identify potential development needs within the performance and discuss the
potential effects on the performance. (Evaluating/explain the impact of factors, positive or negative, on a performance)
CAUSE
Effect
28
Effect
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Effect
FACTORS IMPACTING ON PERFORMANCE
A cause and effect graphic organiser can be used to identify potential development needs within the performance and discuss t he
potential effects on the performance. (Evaluating/explain the impact of factors, positive or negative, on a performance)
CAUSE
The learner was able to demonstrate
effective CRE and resilience when
coming off the last bend in the 800m.
Effect
He was able to respond positively when
overtaken by the second placed runner
prior the last bend.
Effect
Effect
In response to the stimuli he was able to
react and maintain the speed shown by
the second placed runner and stay on his
shoulder
It allowed him to be in position to make
the best decision when to challenge his
opponent with a burst of speed over the
last 75m to win the race
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FACTORS IMPACTING ON PERFORMANCE
Cause and effect graphic organiser exemplar
This identifies potential development needs within the dance performance and allows discussion of the potential effects on the
performance. (Evaluating/explain the impact of factors, positive or negative, on a performance)
CAUSE
My linking movements lacked variety
and were not as fluent as they could have
been.
Effect
My performance was not exciting or
challenging enough.
Effect
The lack of fluency in the performance
did not allow for smooth links being
made.
Effect
I felt a little disappointed and frustrated
in the performance as more complex
movements may have been used.
Possible other compositional elements that may affect performance could be: motif/sequence building, use of space, use of
creativity, managing the body, cue recognition.
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FACTORS IMPACTING ON PERFORMANCE
Suggested activity 7
There are three parts to this task. Firstly learners will watch and evaluate a creative performance (DVD or live) of themselves or
their peers. After watching the performance learners will work in pairs an d complete the think, pair, share graphic organiser
below (education oasis.com). The first three questions/prompts have been given. (Analysing and evaluating methods used to
identify factors impacting on a performance in physical activities.)
Consider the factors which impact on performance
Question or prompt
How did the performance start
(consider the factors which
impact on performance)?
What I thought
What my partner thought
What will we share?
Explain the use of space.
How did the performers move?
Name…………………………….Partner’s name………………………..Date……………………………
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FACTORS IMPACTING ON PERFORMANCE
Suggested activity 8
Using the spider diagram below learners will identify the compositional
elements required when designing a creative performance. This task allows
learners to consider the various compositional elements required for a quality
performance. Centres may wish to use this support as a means of discussing
and identifying the compositional elements and then allow learner s to
consider their own or peers’ strengths and weaknes ses in relation to the
compositional elements.
Linking
movements
Motif/
sequence
building
Use of space
Compositional
elements
Creativity
Decision
making
Cue
recognition
Design
Managing
your body
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FACTORS IMPACTING ON PERFORMANCE
The blank spider diagram can be used by learners to consider the most
appropriate compositional elements when designing their own creative,
quality performance.
Compositional
elements
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FACTORS IMPACTING ON PERFORMANCE
Suggested activity 9
From your spider diagram and cause and effect organiser, list the
compositional elements that have affected your own or your peer’s
performance.
For each, record the strengths and developmental targets.
Compositional
elements
34
Record of strengths
and developmental
targets
Prediction of
intended benefits
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Action for
Development Plan.
FACTORS IMPACTING ON PERFORMANCE
Suggested activity10
This task allows learners to consider the various methods of collecting
information on their strengths and developmental targets. Centres may wish
to use this support as a means of demonstrating a method and then allow
learners to consider other methods. This support cou ld then be used to
promote personalised learning, where the learners have to design and
complete a method of identifying strengths and developmental targets for
their own selected activity.
Discussion could focus on how to collect appropriate and valid data. The task
also leads into quantitative and qualitative approaches and the corresponding
data, which the centre may wish to explore more.
Learners, through personalisation and choice, may complete the task for the
skills used within the activity, the tactics used, the fitness requirements or the
mental, emotional, social and physical factors that impact on performance.
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FACTORS IMPACTING ON PERFORMANCE
Match analysis (notation)
A completed match analysis sheet highlights the game sequence and provides
insight into decision making in the game. This analysis helps to identify the
factors impacting on performance and support the planning process towards
performance improvement. It supports the learner to apply critical skills in
interpreting and analysing the data and to draw conclusions on the impact of
identified factors on performance.
Exemplar match analysis
1
S
Number of times
shuttle crosses net
1
2
S
1
Serve
3
S
1
Serve
0
Serve error
Player A
Player B
1
SE
Rally completed
by
Serve
4
SO
2
Drop shot
5
S
1
Serve
0
Serve error
2
SE
6
SO
2
Drop shot
7
TR
9
Smash
8
TR
13
9
TR
13
Smash
0
Serve error
3
SE
10
TR
9
Smash
11
TR
15
Smash
12
TR
13
Smash
4
Opp
6
Drive
5
Opp
4
Drive
6
Opp
4
Smash
13
SO
2
Drop shot
14
TR
2
Smash
15
TR
2
Drop shot
Key: S, serve; SO, side out; TR, transition; SE, service error; Opp, opponent hitting
error.
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FACTORS IMPACTING ON PERFORMANCE
What are the key strengths of Player A?
Player A has an effective service (highlighted in green) but two -thirds of the
points that Player B wins are from service errors by Player A, therefore
Player A has an effective, but high-risk serve.
When Player A wins the rally with a smash, it is often after long rallies
(highlighted in red).
There are a number of potential factors for the decision making. Player B
could be less fit and Player A is moving him around th e court waiting for a
weak return. Alternatively, it could be that Player A is unable to kill the rally
and the rally goes on longer than intended.
From the data, do you think the players are physically well matched? Justify
your answer.
They seem to have different physical qualities. Player A plays smashes more
frequently and therefore possesses more power allied to other qualities.
Player B possesses greater agility and fine motor movements, which allows
him to perform fine movements such as drop shots.
Learners could design their own match analysis sheet to help them identify
factors impacting on their performance.
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FACTORS IMPACTING ON PERFORMANCE
Suggested activity 11
Complete this analysis for a personal performance.
Player A
Player B
Number of times
shuttle crosses net
Rally completed
by
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Key: S, serve; SO, side out; TR, transition; SE, service error; Opp, opponent hitting
error.
 Through interpretation of the data, analyse and critically examine the
match analysis sheet with a partner.
 Think, pair, share to identify a performance strength and a development
need for each player.
 Explain the potential impact of a performance strength and a development
need of your own performance.
 From your analysis and evaluation give examples of possible approaches
to improve your own performance.
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FACTORS IMPACTING ON PERFORMANCE
Suggested activity 12
Badminton (approx. 10 min game)
Performer’s name: ______________________________________________
Observer’s name:_______________________________________________
Game phase
Technical
Rally
completion
Direct error
Continuation
Offense
Overhead clear
√√√√
√√√√√√√
√√√√√√√√√√√√√√√√
√√√
√√
√
√
√√√
√ √√√
Defense
Drive
Tight net
Smash
Clear
Lift
Block
High serve
Flick serve
Short serve
Recovery
Crisis
Controlled
√√√
√
√√
√√√√√
√
√
√√√√√√
√√√√√√√ √√√
√√√
√√√√√√√
√√√√√√√√√√√√
√√√
√√√√√√
√√
√√
√√√√√√√√√√√√
Restart
Body
management
√√√√
√√√√
√
√√√√√√√√√√
√√√√√√√√
√√√√√
√√√√√√√√√√
√√√√√√√
√√√√√√√√√√√√√
√√√√√√√√√√√√
Now design a method of gathering qualitative and quantitative data.
Remember, you may wish to gather data on one or more factors impacting on
your performance, for example – skills, tactics/composition, fitness, decision
making and working with others as you carry out a role.
This is one method you may use to identify your performance strengths and
development needs.
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FACTORS IMPACTING ON PERFORMANCE
Trampolining: analysis of performance
Observation and analysis
1.
Watch a learner bouncing/performing.
 How does the performance look to you?
 What makes the performance look this way?
 Identify the performance strengths and development needs of the
performance.
2.
Watch a learner performing a series of linked moves within the
performance.
Comment on the performance strengths and development needs of the
performance.
How can they develop the performance?
3.
What could the performer do to develop the quality of his/her
performance?
4.
Observe one performer and analyse one element of their
performance. What are their performance strengths and
development needs? How would you address their development
needs?
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FACTORS IMPACTING ON PERFORMANCE
Activity: Trampolining
Factors
impacting on
performance
Rhythm
Timing
Challenging
performance context
There is some rotation
with changes of speed,
direction and shape.
This includes swivel
hips and jumps
Controlled movement
showing change of
speed, direction and
level. This was
particularly evident in
straddle jump to swivel
hips
Appropriate to
learner’s needs and
stage of learning
Most of the routineC
links together well and
I can recognise all of
the skills and
techniques
I could see a rhythm to
most of the sequence
which allowed him
enough time to prepare
and perform the next
movement
Flow
(fluency)
I could see continuous
movement throughout
most of the sequence
I could see some
control especially at the
start but the quality
decreased towards the
end when rotation
occurred
Body
management
He can show control
and quality movements
in most actions that
require twisting,
rotation and linking
movements
Transitions
He was able to combine
the key factors above
which allowed him to
progress smoothly
through the sequence,
except for the last
action - Swivel hips to
back somersault
Most of the skills were
performed with poise
and efficiency. He
maintained balance
keeping movements
stable and controlled
staying in the centre of
the bed. I could see
evidence of body
tension which added to
the quality of the
performance
He needs to practice
using the deep knee
bend from the jump out
of swivel hips and drive
with the legs and arms
off the bed to gain
momentum for
somersault
Limited performance
context
Basic rebounds performed
in isolation and sometimes
linked in sequence
The link from swivel hip to
back somersault was too
challenging for him. He
didn’t carry out the
movement at the top of his
rebound resulting in not
enough time to maintain
control into the rotation
The start of the sequence
was good but he struggled
to maintain focus and
quality towards the end
when he wanted to finish
his sequence on a complex
action – back somersault
He found it difficult to
manage his momentum off
the bed and frequently lost
control going into his last
action
The loss of momentum and
height results in a poorly
executed somersault. An
untidy finish diminishes
the fluency and quality of
the sequence
The factors impacting on performance listed in this analysis sheet are
examples. The learner can list his/her own factors impacting o n performance
depending on the activity selected and their own observations/analyses.
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FACTORS IMPACTING ON PERFORMANCE
Factors impacting
on performance
Challenging
performance
context
Appropriate to
learner’s needs
and stage of
learning
Inappropriate
performance
context
Rhythm
Timing
Flow (fluency)
Body management
Transitions
Analyse and evaluate your data. What does it su ggest (ie identify the specific
strengths and areas for improvement of your whole game performance in
relation to the information you have gathered above)?
The factors impacting on performance listed in this analysis sheet are
examples. The learner can list his/her own factors impacting on performance
depending on the activity selected and their own observations/analyses.
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FACTORS IMPACTING ON PERFORMANCE
Evaluating and recognising the factors that have a positive and
negative impact on performance
 Comment on the performance strengths.
 Identify the development needs
 Select one particular development need in their performance and suggest
next steps.
 If you were to compare your own performance to that of a model
performance, what differences and similarities would there be?
 What key factors would you include in your development programme to
develop and then demonstrate effectiveness and progression in your
routine?
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FACTORS IMPACTING ON PERFORMANCE
Suggested activity 13
Practitioners will be familiar with this type of analysis sheet and it illustrates
how some existing materials could be adapted, modified and applied to
support learning in the new courses for Physical Education.
Complete the technique-based badminton analysis sheet below.
Area of analysis: Skills
Activity: Badminton (approx. 10 min game)
Performer’s name:_______________________________________________
Observer’s name: _______________________________________________
Skill
repertoire
Movement
Type of
stroke/
movement
Total
performed
Successful
Unsuccessful
Percentage
successful
Percentage
unsuccessful
Overhead
clear
20
10
10
50%
50%
Backhand
clear
High serve
Low serve
Flick
serve
Drop shot
Smash
Net shot
Drives
Lifts
Blocks
Recover to
base shots
Fluent
footwork
Agile
Analyse and evaluate your data. What does it suggest (ie identify the specific strengths and areas for
improvement of your whole game performance in relation to the information you have gathered
above)?
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FACTORS IMPACTING ON PERFORMANCE
Suggested activity 14
Player profile
Complete this profile from data you have collected.
This performer can
always…
eg move around to all parts
of the court easily
This performer can
sometimes…
eg uses only one or two
strokes successfully
throughout the game
This performer can never…
eg keep the shuttle close to
the net when required to
play a net shot
eg plays the service out of
court
eg accept defeat graciously
eg stay focused for the first
5 minutes of play
Write here:
eg loses concentration when
the pressure mounts
Write here:
eg play the shuttle to the back
of the opponent’s court
Write here:
eg move the opponent around
the court away from base
position
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FACTORS IMPACTING ON PERFORMANCE
Suggested activity 15
In every activity a range of factors impact performance.
While performing it would be unusual for o nly one factor to impact
performance. Rather a combination of factors might be identified as causing a
performance to be enhanced or limited.
The resultant analysis would highlight the interdependence of the factors
which impact performance. Learners could be asked to make use of a
priorities grid (Caviglioli, Harris & Tindell, 2002).
This exercise can be completed after a practical lesson where the demands of
the performance are analysed following a competitive or live performance
situation. Learners are asked to prioritise the social, mental, emotional and
physical qualities required to be successful . Effectively they are examining
which of the factors are most important in their own performance context .
(Evaluating the factors that impact on performance) From completing this
process, development priorities can be established and possible consequent
effects on personal performance predicted. This could be done for each area
of factors to ensure an accurate personal performance profile is developed.
The task is to consider the ‘needs’ of the performance situation and to
prioritise the focus for improvement. For example, in mental factors,
improving management of anxiety offers a high pay -off in terms of the
performer staying in control in the pressurised environment of the dying
stages of a close basketball game. Discussion would centre on the learner
identifying improved anxiety management in these circumstances, which
would allow them to shoot and score while being closely marked, to
dispossess the opposition without fouling in defence and to make accurate
decisions about who to pass to in the last few fast breaks of the game.
However, improving anxiety management is often a time -consuming and
difficult process to undertake. Other factors impacting performance might
have less of a pay-off but might be easier to address, therefore decisions
relating to performance development planning require to be both prioritised
and justified.
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Learners rate the performance problem and the ease with which it could be
overcome and mark it on the grid in the appropriate quadrant. Discussion then
takes place about which option should be taken forward.
High pay-off
321
654
Difficult to do
Easy to do
6
5
4
3
2
1
Low pay-off
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FACTORS IMPACTING ON PERFORMANCE
Suggested activity 16
Learners will explore the different approaches that can be used to improve
performance. (Explain approaches to improve/develop performance based
on evaluation)
Curriculum for Excellence encourages learners to find different solutions to
performance problems. In this task learners have the opportunity to
investigate a solution to address an identified development need. The activity
requires some prioritisation of focus, clear planning and decision making
about the approaches to be used to improve an identified development need.
It also encourages discernment about which approach is most suitable to b e
used based on evidence gathered from the analysis process.
For example, when investigating the methods of practice for developing
performance in games skills, learners could be guided towards answering
performance questions. These move from straightforward factual questions to
higher-order questioning techniques that encourage learners to engage, think
more and consequently learn more from the performance development
process. This task can be carried out individually with small presentations to
each other and as a group across individual and team activity contexts.
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The Q chart
(McLellan J., Read it.Understand it. Communicate it. Jemcon Publishing,
2000)
This tool guides learners through the more factual questions towards those
which develop synthesis and application of acquired knowledge.
The process begins by asking learners a question with a word from the first
column and a verb from the list along the top row. For example, ‘What is
involved in the method of practice?’ This will obviously involve a description
of the method. When learners are asked questions involving the verbs at the
far right of the chart, higher-order thinking begins to be developed. For
example, ‘Why would this method be inappropriate for a performer at the
cognitive stage of learning?’ This demands some analysis and application of
acquired knowledge.
Is
Did
Can
Would
Will
Might
What
Factual
Where
Who is involved in this
performance?
A comptetive swimmer
When
Where did the negative impact on
performance occur?
At the turn
Predict
How might this affect the result of
the race or performance?
The swimmer was leading going into
the final turn and lost momentum
and came out of the turn behind.
This resulted in a loss of confidence
and rhythm of the stroke, from
which she was unable to recover
Why
Analytical
Synthesis and application
How
Why did this happen?
The swimmer was unable to
maintain her speed towards the wall
at the final turn
How will she ensure it does not
happen again?
Collect data from race contexts,
evaluate a plan a programme for her
development needs
Who
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FACTORS IMPACTING ON PERFORMANCE
Complete the following Q chart for an area of performance development.
Is
Did
Can
Would
Will
Might
What
Factual
Predict
Analytical
Synthesis and application
Where
When
Who
Why
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Is
Did
Can
Would
Will
Might
What
Factual:
What is the method of practice you will use?
Predict:
What might improve? When will it improve? What
will improve?
Analyse:
Why did this method of practice suit the demands of
the performance context (the how and why)?
Synthesise and apply:
How will you develop this method to ensure your
progress is maintained?
Where
When
Who
Why
How
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FACTORS IMPACTING ON PERFORMANCE
Suggested activity 17
Performance scenarios
During this activity learners will be given a scenario that will allow them to discuss and explore the particular factors that
impact performers during that scenario. They will then have to devise their own scenario and carry out a compare and contrast
exercise.
Model performer scenario
The model performer plays centre in netball for her regional team. During her
performance she carries out various skills such as passing and catching with
consistency, accuracy and fluency. She is able to move efficiently in both attack and
defence to support her team-mates and can sustain both her skill level and movement
for the whole length of the game. She is supportive and encouraging of all players in
her team and is able to stay focused and positive for most of the ga me.
Effect
 As the skill level is of a high quality the
model performer is accurate and
consistent with her passing to her teammates.
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Effect
 The model performer is able to play with the same
amount of energy for the whole game. This
ensures that her team-mates are supported
right up until the end of the game.
FACTORS IMPACTING ON PERFORMANCE
Insert your own personal scenario in the box below. Highlight two possible effects on your performance.
Effect
Effect
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FACTORS IMPACTING ON PERFORMANCE
Discuss and record the following key questions. Consider all factors that impact
on performance.
QQr
Model performer
Your performance
What happened
during the
performance?
How could you gather
information on this
performance?
Explain the effect on
the performances.
Next steps?
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Rubrics
A rubric is a useful tool for developing understanding, providing formative feedback and for collecting evidence of meeting
assessment standards. Learners can use a rubric for identifying, explaining, analysing and evaluating factors that impact on
performance. The Easy Assessment App supports learners to create a rubric. Comments, pictures and videos can also be added
to support the information gained through the rubric.
This rubric is an example of criteria used for the presentation of a project in performance.
Levels (criteria)
Dimensions
Awesome
4
Good
3
Organisation
Learner presents information in a
logical, interesting sequence
which audience can follow
Learner presents information in
a logical sequence which
audience can follow
Audience has difficulty following
presentation because learner jumps
around
Audience cannot understand
presentation because there is no
sequence of information
Content
knowledge
Learner demonstrates full
knowledge (more than required)
with explanations and elaboration
Learner is at ease with content,
but fails to extend into
performance
Learner is uncomfortable with
information and is able to answer only
rudimentary questions
Learner does not have grasp of
information and cannot answer
questions about subject
Visuals
Learner uses visuals to reinforce
screen text/pod and presentation
Visuals relate to text and
presentation
Learner occasionally uses visuals that
do not support text and presentation
Learner uses no visuals
Mechanics
Presentation has no misspellings
or grammatical errors
Presentation has no more than
two misspellings and/or
grammatical errors
Presentation has three misspellings
and/or grammatical errors
Presentation has four or more
spelling errors and/or grammatical
errors
Delivery
Learner uses a clear voice and
correct, precise pronunciation of
terms
Learner’s voice is clear and
most words pronounced
correctly
Learner incorrectly pronounces terms
and audience members have difficulty
hearing presentation
Learner mumbles, incorrectly
pronounces terms and speaks too
quietly for learners at the back of
class to hear
(categories)
Okay
2
Well!
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Points
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FACTORS IMPACTING ON PERFORMANCE
Tips for creating a rubric
 A rubric may be created by the practitioner and learner working together
to develop the categories and criteria. Learner input into the creation of
the evaluation tool helps to give them a sense of ownership for the project.
 Show learner examples of a similar project. Show great examples and poor
examples. Discuss the characteristics of each.
 Examine or design a rubric with learners when an assignment is
introduced. This will give them a clearer idea of what is expect ed.
 Test a rubric by having learners peer evaluate each other’s projects. With
rubrics, the practitioner is no longer the only evaluator.
 After using a rubric, look at its strengths and limitations. Decide how it
can be improved.
 Revise a rubric before using it again to make sure that it meets the needs
of a different group of learners and a different projects.
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References
Caviglioli, O., Harris, I. & Tindall, B. (2002) Thinking Skills and Eye Q,
Network Educational Press Ltd, Stafford.
Kagan, S. & Kagan, M. (2009) Kagan Cooperative Learning, Kagan
Publishing, San Clemente, CA.
Silberman, M. (1996) Active learning. 101 Strategies to teach any subject ,
Allyn and Bacon, Boston, Massachusetts.
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