Analysis of Performance Student Guide
Use this guide as a template for your own AOP presentation. The work you complete may cover more slides. If you follow this template and complete each section in the guide you will have the oppurtunity to gain full marks.
AOP Student Guide
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Perfect Model: You can use the links on this presentation to find the video of your perfect model. If you cannot find what you are looking for here the BBC Sports Academy is a very useful website for this section. Follow the link on the right of the screen.
Assessment Overview
Section 2.2: Analysis of performance
Section 2.2: Analysis of performance requires all students to undertake an analysis of performance, which is
made up of five separate components:
• 2.2.1: Rules, regulations and terminology
• 2.2.2: Observe and analyse performance
• 2.2.3: Evaluate performance
• 2.2.4: Plan strategies, tactics and practices
• 2.2.5: Plan a Personal Exercise Programme (PEP).
The analysis of performance must be based on one of the physical activities undertaken in the role of player/participant in Section 2.1: Practical performance.
• The analysis of performance cannot be based on the roles of official or leader.
• Component 2.2.5 (the Personal Exercise Programme) can be based on a different physical activity to the other sections of the analysis of performance, but must be based on an activity undertaken in the role of player/participant in Section 2.1: Practical performance.
Students must be able to:
• show their knowledge and understanding of the rules, regulations and terminology of a selected physical activity
• observe and analyse performance in physical activity
• evaluate performance in physical activity and recognise strengths and areas for improvement
• plan strategies, tactics and practices to improve skills and performance
• plan a Personal Exercise Programme to improve their fitness and performance.
Assessment Criteria
Section 1: Rules, regulations and terminology
0 Performance not worthy of credit.
1 Students demonstrate some knowledge of the basic rules and regulations and their roles in physical activity and make use of simple terminology appropriate to the activity.
2 Students demonstrate a sound knowledge but may falter on the more complex rules and/or regulations of the activity. They have an understanding of the basic terminology but falter on the more technical aspects.
Where students present work in a written format it may show weaknesses in grammar, spelling and punctuation. Technical language will be used, but not always accurately.
3 Students demonstrate a clear understanding of the rules and regulations of competition. They will, on the
whole, use correct terminology.
Where student’s present work in a written format it will, on the whole, be grammatically sound and spelling and punctuation will be accurate. Technical language will be largely accurate.
4 Students demonstrate a clear understanding of the rules and/or regulations of competition and the ability to apply them. They show a clear understanding of the technical terms appropriate for the activity at this level.
Where students present work in a written format grammar, spelling and punctuation will be accurate. Appropriate technical language will be correctly used.
Section 2: Observe and analyse performance
0 Performance not worthy of credit.
1 Students may describe what they have seen but not analyse the performance.
2 Students will make a sound observation and are able to analyse simple, but not technical, aspects of
techniques, movements, tactics or strategies.
Where students present work in a written format it may show weaknesses in grammar, spelling and
punctuation. Technical language will be used, but not always accurately.
3 Students will make a detailed observation and analyse performance making use of a variety of recognised techniques applicable to the activity.
Where students present work in a written format it will, on the whole, be grammatically sound and
spelling and punctuation will be accurate. Technical language will be largely accurate.
4 Students will observe and analyse performance and make and use a variety of recognised techniques.
They link detailed analysis of all aspects into comprehensive feedback.
Where students present work in a written format grammar, spelling and punctuation will be accurate.
Appropriate technical language will be correctly used.
Section 3: Evaluate performance
0 Performance not worthy of credit.
1 Students will identify and evaluate only the very basic strengths and areas for improvement in
performance.
2 Students will evaluate performances and compare one with another, indicating strengths and areas for improvement. They will refer to the perfect model, but sometimes inaccurately.
3 Where students present work in a written format it may show weaknesses in grammar, spelling and
punctuation. Technical language will be used, but not always accurately.They can evaluate and give
a good explanation against the perfect model.Where students present work in a written format it will, on
the whole, be grammatically sound and spelling and punctuation will be accurate. Technical language will be
largely accurate.
4 Students will evaluate the strengths and limitations of performances accurately against the perfect
model. They provide a detailed evaluation that will link all aspects of the analysis into comprehensive
and detailed feedback.
Where students present work in a written format grammar, spelling and punctuation will be accurate.
Appropriate technical language will be correctly used.
Section 4: Plan strategies, tactics and practices
0 Performance not worthy of credit.
1 Students will suggest simple strategies and practices to improve skills and/or performance.
2 Students will suggest simple practices to improve basic skills in order to improve performance. They
can plan simple strategies and explain basic tactics. Where students present work in a written format it
may show weaknesses in grammar, spelling and punctuation. Technical language will be used, but not
always accurately.
3 Students will make sound suggestions to improve skills and/or performance. They will suggest and
discuss tactics to take performance to a higher level. They will have sound evidence of a structured
quantitative analysis for some aspect of their physical activity.
Where students present work in a written format it will, on the whole, be grammatically sound and
spelling and punctuation will be accurate. Technical language will be largely accurate.
4 Students demonstrate a very good knowledge of and ideas for practices to improve performance.
They plan more complex strategies and explain advanced tactics to improve performance. They have
very good and clear documentation for the analysis. They will evaluate the evidence and suggest
ways to improve performance on the basis of this evidence.
Where students present work in a written format grammar, spelling and punctuation will be accurate.
Appropriate technical language will be correctly used.
Section 5: Plan a Personal Exercise Programme (PEP)
0 Performance not worthy of credit.
1 Students will show little understanding of planning, performing, monitoring and evaluating their
fitness and training. Students’ work will show weaknesses in grammar, spelling and punctuation, and if
technical language is used it may not be correct or used accurately.
2 Students will produce a Personal Exercise Programme to improve their personal fitness over a sixweek
period of planned, personal training and can discuss their programme in relation to performance.
Students’ work may show weaknesses in grammar, spelling and punctuation, and the use of technical
language may not be accurate.
3 Students will show clear evidence of planning improvement in fitness to take their own practical
performance to a higher level. Students’ work will, on the whole, be grammatically sound and spelling and
punctuation will be correct. The use of technical language will, mostly, be accurate.
4 Students will produce clear and ample evidence of a well-designed Personal Exercise Programme
which shows improvement in their personal fitness over a six-week period, taking their performance
to a higher level.
Students’ work will show sound grammar, spelling and punctuation and appropriate technical
language will be used accurately.
