Analysing and evaluating performance
What the AEP asks
The task is about one activity: your own performance or a peer's. It has three parts:
- break the performance down into its parts, and look closely at how each is done. What happens, and why?
- judge which parts are done well and which aren't, with evidence from the performance.
- a plan to improve the weaknesses, so the performance gets better in quality and effectiveness.
The AEP is and must be your own work. Your teacher assesses it, using OCR's criteria.
This app teaches the method and the theory. It never gives a model AEP or an action plan to copy, and it can't check your draft. Ask your teacher.
Key terms
The theory to draw on
The AEP uses what you've learned in Papers 1 and 2. Each area helps answer a different question about a performance:
| Course theory | The question it helps answer |
|---|---|
| and their tests | Which components matter most in this activity? How does the performer compare? |
| Principles of training and | How could training be planned, so it improves without injury? |
| Types of training | Which method would develop the component that's weak? |
| How could the performer learn to correct a skill? | |
| (SMART) | What target should the performer aim for, and by when? |
| Mental preparation | Does anxiety or focus affect the performance? Which technique could help? |
Using the theory well
Theory earns credit when it's applied to the performance you're analysing, not just described. For each point:
- say what you observed
- explain it using the course theory
- say how it affects the performance.
The notes on each topic remind you of the theory: revisit them before the task. Check how the task is set and what you can take into it with your teacher.
Exam tip
The AEP is assessed against AO4: , so go beyond describing what happened.