Evaluating and Analysing Performance for Improvement (NEA) (H555/06) — OCR A-Level Physical Education

Evaluating and Analysing Performance for Improvement (NEA) (H555/06) is the non-examined assessment component of OCR A-Level Physical Education, where students are assessed on their ability to analyse and evaluate their own or a peer's performance in one physical activity. This component requires students to produce a written analysis of performance, identifying strengths and weaknesses, and to devise an action plan for improvement, drawing on theoretical knowledge from physiological, psychological, and biomechanical perspectives.

The NEA component (H555/06) is a crucial part of the OCR A-Level Physical Education course, contributing 30% of the total A-level qualification. It requires students to demonstrate their ability to analyse and evaluate performance in one physical activity, drawing on theoretical knowledge from all areas of the specification, including applied anatomy and physiology, skill acquisition, sport and society, and exercise physiology. This component is internally assessed and externally moderated, and it is designed to assess higher-order thinking skills such as analysis, evaluation, and problem-solving.

The task involves producing a written analysis of a performance, identifying two strengths and two weaknesses, and then creating an action plan to improve one of the weaknesses. The analysis must be supported by relevant theory, and the action plan must be SMART (Specific, Measurable, Achievable, Relevant, Time-bound). This component is not just about describing what happened; it requires students to explain why performance was effective or ineffective, using scientific principles, and to justify their recommendations for improvement.

This topic is essential for students as it bridges the gap between theory and practice, allowing them to apply their knowledge to real-world sporting situations. It also develops critical thinking and analytical skills that are valuable for further study and careers in sport science, coaching, and teaching. Mastery of this component can significantly boost a student's overall grade, as it rewards depth of understanding and the ability to communicate ideas clearly and logically.

• →Analysis of performance: Breaking down a performance into its constituent parts to identify strengths and weaknesses.
• →Evaluation: Making judgments about the quality of performance based on criteria and evidence.
• →Action planning: Creating a structured, SMART plan to improve performance, incorporating principles of training and practice.
• →Application of theory: Using knowledge from physiology, psychology, biomechanics, and skill acquisition to explain performance and justify improvements.
• →Data collection: Using methods such as video analysis, notational analysis, and fitness testing to gather objective data for analysis.

• Demonstration of core and advanced skills in one chosen activity
• Effective application of tactics, strategies, and/or compositional ideas
• Adherence to rules and conventions of the activity
• Performance under applied conditions

• 💡Ensure the chosen activity is from the official approved list found in the OCR guide to NEA
• 💡Clearly identify the role (performer or coach) for assessment
• 💡Ensure performance is demonstrated under applied conditions to meet assessment criteria
• 💡Use a structured approach: Introduction, strengths, weaknesses, action plan, conclusion. This helps you cover all requirements and makes it easier for the examiner to award marks.
• 💡Integrate theory throughout, not just in a separate section. For example, when discussing a weakness in sprinting, mention the ATP-PC system and muscle fibre types.
• 💡Be specific in your action plan: include frequency, intensity, time, and type of training, and justify why this will improve the identified weakness.

• Misconception: The NEA is just a descriptive account of a performance. Correction: It requires analysis and evaluation, not just description. You must explain why things happen and how to improve.
• Misconception: You can choose any activity, even one you have never played. Correction: You must choose an activity you can perform and have access to for assessment, as you need to demonstrate your own performance.
• Misconception: The action plan can be vague, like 'train harder'. Correction: It must be SMART, with specific, measurable goals and a clear timeline.

1. 1Week 1: Review the specification for H555/06 and understand the assessment criteria. Choose your activity and film a performance of yourself or a peer.
2. 2Week 2: Analyse the performance using video analysis, identifying two strengths and two weaknesses. Use theory to explain each point.
3. 3Week 3: Develop a SMART action plan for one weakness, including specific training methods and a timeline. Justify your choices with theory.
4. 4Week 4: Write up your analysis and action plan, ensuring you use technical terminology and link to theory. Review against the mark scheme and refine.
5. 5Week 5: Practice writing under timed conditions and get feedback from your teacher. Focus on improving clarity and depth of analysis.

• 📋Structured questions: These may ask you to analyse a given performance scenario or data, e.g., 'Analyse the performance of a long jumper based on the following data.' You need to use theory to explain strengths and weaknesses.
• 📋Extended response questions: These may ask you to evaluate a performance or action plan, e.g., 'Evaluate the effectiveness of a SMART action plan for improving a specific skill.' You need to provide a balanced argument.
• 📋Practical-based questions: These may ask you to describe how you would collect data for analysis, e.g., 'Explain how you would use notational analysis to assess a football player's passing accuracy.'
• 📋Application questions: These may ask you to apply theory to a real-world scenario, e.g., 'Using your knowledge of energy systems, explain why a 400m runner slows down in the final 100m.'