1. Higher physical education
Performance Skills Unit - Evaluating Paper (12 Marks)
Question 3.b.

2. Question 3.a.
This part of your Evaluating Paper is worth 6 Marks (6% of your overall grade).
Question 1.a. Identified your two challenges and how they might impact your special performance.
Question 1.b. How you plan to address them.
Question 3.a. Analyse how effective these strategies/actions were.
All you need to do now is…
What did you do well and not so well in your special performance? What evidence do you have to back this up?

3. What's the question?
Below is the question you will be given when sitting Question 3.a:
Evaluate at least one strength of, and at least one area for development from, your performance.

4. First thing's first… What does the command word ‘evaluate' mean?
Judge or measure the quality of something.
You must provide evidence from your performance to support your assessment.
Basically…say what you did (well or not so!)…and what examples you have from your special performance that backs this up.

5. The nitty gritty stuff…
In order to access the 6 Marks, I will need to:
Evaluate AT LEAST ONE strength AND AT LEAST ONE area for development.
Relate these points to you and your challenge.
Use examples from your SPECIAL PERFORMANCE to back this up.

6. A wee example… Activity – Table Tennis (Singles)
Challenge – Playing a familiar opponent
Strategy – Vary the type of serve used throughout the match
Evaluation – “Playing a short serve, at several points throughout the match, was a strength in my performance. I served all of these just over the net and with enough speed to minimise the time my opponent had to return the serve. This instantly, made their return weaker and allowed me to play a lot of strong forehand shots back at them which won me about five points in total. On one occasion, I won the point straight off as my opponent hit the ball straight into the net as he was not expecting me to play a short serve.”

7. So how do I structure this evaluation?
Go for a three-step approach:
Step 1: State what exactly you did well, or not so well, throughout your performance.
“Playing a short serve, at several points throughout the match, was a strength in my performance.”

8. Step 2 Explain why you did this thing well, or not so well:
What were you actually able to do or not do?
“I served all of these just over the net and with enough speed to minimise the time my opponent had to return the serve.”

9. Step 3
Describe something quite specific that happened in your special performance to back this up.
Give numbers, points, figures, facts etc. for this part.
“This instantly, made their return weaker and allowed me to play a lot of strong forehand shots back at them which won me about five points in total.”

10. Task 1 – preparation for 3.a.
Analyse why the following strategies/actions WOULD work for their respective athletes. Use the four-step approach to analyse these effectively.
1. A volleyball team meeting for the first time, an hour early, to learn names, strengths and weaknesses and other relevant information.
2. A coach giving their GS a target, specific to their shooting, in each quarter of the match.

11. Steps 1-4
"The plan to meet my team mates an hour before the warm-up, worked very effectively prior to my special performance in volleyball. "During the discussions, we went through each other's names individually until we all knew our preferred names." "Learning everyone's names, prior to my special performance, allowed me to use their names effectively on several occasions throughout the match when passing them the ball." "This meant that our team were able to keep the ball 'alive' for longer periods of play, and forced the opposition to play the ball again until they made mistakes. We managed to score several points by doing this."

12. Task 2
A lack of speed in a singles tennis player. PLAY CLOSER TO THE BASELINE
A lack of height in a Goal Keeper in Netball. PLAY GD INSTEAD
High levels of anxiety in a hockey Goal Keeper. DEEP BREATHING PRIOR
A gymnast up against a much stronger performer. VISUALISATION
A lack of concentration in a Basketball player. TRIGGER WORDS
FOR EACH OF THE STRATEGIES OR ACTIONS ABOVE, ANALYSE ONE REASON WHY THEY MIGHT NOT HAVE WORKED SUCCESSFULLY FOR THAT PERFORMER.
USE THE FOUR-STEP APPROACH TO STRUCTURE YOUR ANSWERS.

13. Task 3 – Question 3.b. Prep Looking only at your chosen activity…
Write down AT LEAST ten different aspects of your performance that your challenges could potentially impact.
A couple of examples…possession, shots on target, fouls committed.
You will be able to use these throughout the Evaluating Paper.

14. Task 4 – Question 3.b. prep
Imagine you have just performed your special performance.
Evaluate ONE strength from this performance.
Evaluate ONE area for development from this performance.
Relate these to one or more of the aspects you have just come up with in task 3.