This document provides guidance for students on how to evaluate the effectiveness of their physical development plan (PDP) in volleyball. It explains the process of evaluation involves identifying an element of the plan, making a judgement on its effectiveness, and discussing its value. Examples are given of evaluating whether approaches used were specific to the student's stage of learning. Students are then prompted to evaluate if they effectively applied the principles of specificity and overload in their own training.

1. INSPIRE AND TRANSFORM St Joseph’s Academy, Kilmarnock
National 5 PE
3d
Evaluate the effectiveness of your PDP in
Volleyball (6)

2. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org
(22/02/2021)
Speak with your class teacher
via email.
Today...
we are going to continue to evaluate elements of our PDP.

3. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(22/02/2021)
Speak with your class teacher in
person or via email.
Lets start by discussing what we mean by Evaluating Physical Education
When you are asked to evaluate you are being asked provide your opinion
on whether something you have carried out was effective or not. To do this
successfully and gain a mark you must provide 3 parts to your answer (the
same way we would when using the PEgI structure).
Part 1 is your IDENTIFICATION. Here you must identify an element of your
plan that you are going to evaluate and state whether it was effective or
not.
Part 2 is your JUDGEMENT. This is quite similar to an example in a PEgI and
involves you providing details of the plan that you found effective or
ineffective.
Part 3 is your VALUE. This is where you explain the value this part of the
plan had or did not have on you. It is very similar to an impact in a PEgI
answer.

4. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(01/03/2021)
Speak with your class teacher via
email.
In today’s lesson we will consider the third principle and how it was applied
in our training and in turn whether we felt it was effective or not.
Let us evaluate how many times per week you trained and if this was of value
to you or not.

5. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(22/02/2021)
Speak with your class teacher in
person or via email.
So a few questions you must ask yourself before evaluating this principle are:
1. Was your plan SPECIFIC to your weak skill in volleyball?
2. Were the approaches selected specific to your stage of learning? (and
what are stages of learning?)
Whatever stage of training you are at you can be categorised as one of the
following:
a) A COGNITIVE learner (beginner)
b) An ASSOCIATEVIE learner (intermediate)
c) An AUTONOMOUS learner (advanced)

6. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(22/02/2021)
Speak with your class teacher in
person or via email.
COGNITIVE ASSOCIATIVE AUTONOMOUS
This was you all in August.
You were beginners who had
to identify what you were
your strengths and what
were your weaknesses
You lacked confidence in
volleyball
You made a number of
mistakes in terms of
technique used and over
general gameplay.
To improve you would start
with simple practices that
have limited pressure such as
shadow drills and static
repetition drills
A number of you progressed
to be associative as you now
have more experience with
volleyball.
Your confidence in using
skills is increasing.
You are still making some
mistakes but fewer than at
the cognitive stage.
Your gameplay has improved
and can maintain a rally by
using a number of skills.
You would move from static
repetition drills to movement
repetition drills as well as
considering some pressure
related approaches.
At this stage you are nearing
the end of your overall
development, not just for
your weak area.
You are an accomplished
volleyball player who can
carry out most if not all skills
with confidence.
You make very few mistakes
and can play with control
and fluency.
At this stage you will
predominately use pressure
related approaches and
conditioned games.

7. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(22/02/2021)
Speak with your class teacher in
person or via email.
Let’s start to
EVALUATE
YOUR PDP

8. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(22/02/2021)
Speak with your class teacher in
person or via email.
Before the school closed we were at the mid-way point of our PDP
meaning we had carried out the approaches of a cognitive learner and
started some associative learner approaches. We have worked through
shadow drills, static repetition drills as well as some work on movement
repetition drills.
NOW … Think about you and only you then answer the following
questions.
Were they SPECIFIC to you?
Did these approaches help you improve in volleyball?
Were these approaches well timed (too easy/too hard for your stage)?
Did you spend too long on these approaches?
Did you move on too quickly?

9. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org
(22/02/2021)
Speak with your class teacher
via email.
How do I IDENTIFY for the first part of my answer?
Example: During my plan I felt that keeping my approaches specific to
my stage of learning was effective.
Approaches is the element of our plan we are going to evaluate and we
are going to talk positively about it because we have identified it as
effective.
Or
Example: During my plan I felt that the approaches I used were not
specific to my stage of learning and as such were not effective
Again, approaches is the element we are going to evaluate but in this
answer we have felt they did not work as we have stated they were not
effective.

10. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org
(22/02/2021)
Speak with your class teacher
via email.
How do I provide JUDGEMENT for the second part of
my answer?
Example: For example I used static repetition drills as a beginner which
involved me standing a few feet away from my partner. He/She would
underarm feed the ball to exactly where I was standing so I did not
need to move. I would then play my dig back to them only focusing on
my technique which helped me groove the action of the dig.
Here I have provided some context to the approach by stating what we
did but ensured I said that this helped me to groove the action.

11. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org
(22/02/2021)
Speak with your class teacher
via email.
How do I provide VALUE for the last part of my answer?
Example: This was effective because I was able to improve the accuracy
of my digs by having a fixed target (my partner) to aim for. My
confidence in playing the dig increased as a result.
Here I have provided some value by stating that:
1. My accuracy has improved
2. My confidence in playing the dig increased
Both points confirm that static repetition drills were effective to me as a
beginner because I was able to groove the technique which increased my
ability to play accurate returns and increased my level of confidence.
This is all because my approaches were SPECIFIC to me.

12. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(22/02/2021)
Speak with your class teacher in
person or via email.
Lets put the whole example together.
During my plan I felt that keeping my approaches specific to my stage of
learning was effective.
For example I used static repetition drills as a beginner which involved me
standing a few feet away from my partner. He/She would underarm feed
the ball to exactly where I was standing so I did not need to move. I would
then play my dig back to them only focusing on my technique which helped
me groove the action of the dig.
This was effective because I was able to improve the accuracy of my digs by
having a fixed target (my partner) to aim for. My confidence in playing the
dig increased as a result.
1 mark

13. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(22/02/2021)
Speak with your class teacher in
person or via email.
Lets consider it from a different
perspective.
During my plan I felt that the approaches I used were not specific to my
stage of learning and as such were not effective
For example, as a class we stayed on static repetition drills for a number of
sessions and this involved me staying in the one position and playing a dig
return straight back to my feeder who would aim the ball straight to me.
This initially helped my technique but it became predictable and boring.
As a result of boredom setting in I then began to put in less effort because I
did not feel challenged. It also meant that when I went in to a game I felt
my dig had not improved that much because rarely did the ball go straight
to me so I kept making mistakes when I had to move.

14. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(22/02/2021)
Speak with your class teacher in
person or via email.
Your Task:
Complete a paragraph evaluating the
effectiveness of SPECIFICITY (use the
previous slides as support and complete
your identification, judgement and value
based on you)

15. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(22/02/2021)
Speak with your class teacher in
person or via email.
Repeat the same process for the next
principle:
During my plan I feel that I effectively applied overload to my training…
or
During my plan I feel that I did not effectively apply overload in my
training…

16. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(22/02/2021)
Speak with your class teacher in
person or via email.
NOW … Think about you and only you then answer the following
questions.
Did you effectively apply OVERLOAD?
Did you make each session harder than the last?
Was the next approach you moved on to harder than the last?
Did this help you? Could you cope with increase in difficulty? Or was it
too much for you and you started to struggle?