Analyse questions require you to go beyond mere explanation as you break something down into important parts and state these first before giving reasons why this could be important or what this could mean. You may be asked to analyse one of the following three things:
- A method or an approach.
- Results that may be obtained during data collection or re-testing.
- A scenario provided in section 2 of the exam.
Let’s look at an example from each of the above in respect to the structure provided at the top of the page.
1) Analyse one method which could be used to monitor progress in the Emotional factor. (4).
Statement of important part.
Analysis of the reasons why this could be considered important.
‘A Training Diary is a method performers could use to monitor their progress in the Emotional factor.’
‘It is important that you complete the Training Diary immediately after each session. This is because you will be able to remember everything that happened in the session as it is fresh in your memory and this can lead to you writing down valid information that will enable you to set the correct Emotional next steps in future sessions.’
‘It is also important that you take the Training Diary to training with you. This is because if you forget what you are doing during the session, you can check the diary to ensure you are carrying out the correct Emotional approach for the correct length of time which means you continue to work at the appropriate level for you.’
‘Another important thing about doing the Training Diary is that you get a coach to check over your entries to ensure they are correct. This is because you may not be experienced or knowledgeable enough to write the correct thing meaning a coaches more knowledgeable input of what they saw you do can lead to you noting down more accurate Emotional strengths, developments and weaknesses from the session.’
‘Finally, it is important that you make comparisons between sessions in your Training Diary. This is because you can identify patterns and signs of Emotional progress which can lead to you getting boosts in confidence and motivation to keep giving 100% in future sessions.’
- Outwith the introductory paragraph, the candidate has always made a statement of something important before giving reasons why this is important.
- The statements provided are short and sharp and do not score marks.
- The reasons given to justify importance are in depth and go beyond explain as they expand their answer: in paragraph 2: after giving the reason that session details would be fresh in the performers head, the candidate then says that this can lead to them writing down valid information which therefore means the correct next steps would be set; once they gave reasons why the important part was important, they then gave reasons why the initial reason was important. They went beyond mere explanation; they continued to break it down and therefore provided enough depth to score a mark of analysis.
- When analysing a method or an approach; you are interested in the process; break the things you did in the method or approach right down into smaller parts and then provide in-depth reasons as to why these were important. In cases like the example above, break each part of your answer down; what does this important part mean? What could this reasoning lead to next? Expand, expand, expand.
- Again, the candidate has provided 4 clear paragraphs following the introductory statement; a paragraph per mark in this 4 mark question.
2) Analyse the results a performer could possibly get when collecting data on the Mental factor. (4).
Statement of result
Analysis of what each result could mean
‘A performer could get the following results when using a Performance Profiling Wheel (PPW) to collect data on the Mental factor.’
‘A performer could score 2/10 when considering their ability to concentrate in games. This means that the performer sees their concentration levels as a weakness because they switch off when using man to man defence in basketball which leads to them ball watching rather than focusing on their man and them then breaking freely into space to receive a pass and have a shot at the basket because the performer has not tracked them.’
‘A performer however may score 9/10 when considering their motivation levels in games. This means that the performer sees their motivation levels as a strength because they always give 100% in games to fulfill their roles and responsibilities because they really want to be successful and win matches.’
‘A performer may score 1/10 when considering their decision making in games. This means that the performer sees their decision making as a weakness because they often decide to take a shot from a difficult position on the court and miss rather than pass to their teammate who is in a better goalscoring position.’
‘Finally, a performer may score 10/10 when considering their confidence in games. This means that the performer sees their confidence as a strength because they have a positive mindset which leads to them taking risks which makes their game unpredictable and therefore harder for their opponent to anticipate what they are going to do next.’
- Again, outwith the introductory paragraph, the candidate has identified an important part of the results then analysed it by identifying if the score obtained would be a strength or a weakness and why this was the case with an example from a performance.
- The statement of the result is again short and sharp and does not score any marks.
- The analysis of the result however is much more in depth; was it a strength or a weakness? Reasons have then been given to clarify why this was a strength or a weakness. The analysis of these reasons have been broken down into examples from the performance and then further broken down to maximise why an impact occured; they go beyond mere explanation. Take the final paragraph for example; the candidate analyses that the score of 10/10 is a strength and gives the reason for this being that they have a positive mindset. This is then further analysed to show they take risks and playing unpredictably before the impact on the opponent is then analysed. Like the first answer, it is continuously broken down and the answer is expanded again and again. Again, it is theses analyses that are awarded marks.
- Four analytical paragraphs have been provided with one mark being awarded for each one to obtain full marks.
3) Look at the scenario below:
The following are comments a Higher PE pupil placed in their Training Diary after their 1-off performance.
|‘I started to make simple mistakes as the game went on.”I often dropped my head after these mistakes happened.’|
‘I was really motivated at the start of my performance to get full marks.’
‘Arguments often broke out between me and my teammates.’
‘I played in a fair manner and was gracious in defeat.’
Q) Analyse the possible reasons why a pupil may have written this in their Training Diary. Your answer must make reference to Social factors and one other factor from Mental, Emotional or Physical. (8).
Analysis of reasons why this may have been written
“I started to make simple mistakes as the game went on”
‘The pupil may have written this because their poor CRE levels impacted their ability to focus in basketball. This could have meant that they were tired towards the end of the match and as a result, they could not focus clearly on the sub-routines of their skill leading to inaccurate passes and giving possession away because their mind was exhausted.’
‘The pupil may also have written this because their poor CRE levels impacted their ability to make good decisions. This could have meant that as their mind tired towards the end of the game, they could not notice teammates in better goalscoring positions like they would have done at the start of the game and they would therefore have made poor decisions to try and beat a defender rather than pass the ball and end up being tackled.’
‘Another reason why the pupil may have written this was because their poor upper body muscular endurance was poor. This could have meant that as they reached the end of the game, their passes would have lacked power as their arms were tired from playing chest passes over and over again. This could have lead to their cross court pass not reaching their teammate and being intercepted by an opponent who would then start a fast break.’
‘A final reason why the pupil may have written this was because they had poor lower body muscular endurance. This could have meant that when they went to perform an unpressurised lay-up, they would not have been able to jump high enough near the end of the game because their take off leg was tired from doing this over and over again. This could have lead to them not lifting their body high enough and their shot being inaccurate as it went under the backboard and out of play.’
“Arguments often broke out between me and my teammates.”
‘The pupil may have written this because their team had poor team dynamics. This could have meant that when a teammate was playing poorly and missing easy shots, the pupil could have criticised and shouted at them rather than supporting them. This could have lead to their teammate arguing back and both players losing focus as they shouted at each other and not getting back to defend their zone.’
‘Another reason why the pupil may have written this was because their team had poor relationships. This could have meant that when a teammate who they didn’t respect was trying to give them advice, the performer could have ignored them. This could then have got their teammate angry who may have started shouting at their teammate for not listening to them or heeding their advice.’
“I played in a fair manner and was gracious in defeat.”
‘The pupil may have written this because they demonstrated high levels of etiquette during the match. This could have meant that when an opposing player was down injured, they put the ball out of play to allow the injured opponent to receive treatment. This could then have lead to the respect between the two teams increasing and the game being played in a more respectful manner.’
‘The pupil may also have written this because they demonstrated high levels of etiquette at the end of the match. This could have meant that pupil shook hands with the opposition and wished them good luck in the next round of the tournament. This could have lead to the respect between the two teams growing and their game being played in more friendly spirits the next time they faced each other.’
- In each paragraph, the candidate has again identified an important part – this time from the scenario. They have then stated why this could have been written down before analysing reasons why this may have occurred.
- Statements are again short and to the point and do not receive a mark.
- The analysis however is again in-depth and goes beyond mere explanation as the reasons given are constantly broken down with further impacts provided. If we look at paragraph 7, the candidate has given reasons how high levels of etiquette were displayed before then further breaking this down to the impact it had on the performer in question receiving more treatments and this then being broken down into how the respect between the two teams would increase and therefore lead to the game being played in a more respectful manner. Expansion after expansion after expansion. Such analyses are again what are awarded marks.
- The question is out of 8 and the candidate has given 8 different paragraphs to reflect this.
Let’s now move on to the final command word, evaluate, which asks us to provide a judgement at the end of a process.