Jon Varey, PE and Sport Subject Advisor Subject Advisor

The Analysing and Evaluating Performance (AEP) task can be one of the more complex areas of the Cambridge OCR GCSE PE non-examined assessment (NEA). At just 20 marks (10% of the qualification), it can sometimes be overlooked. However, with careful delivery and structured assessment, it can give candidates the opportunity to demonstrate breadth of knowledge and applied understanding that often elevates their final grade. 

This blog shares practical tips for teachers delivering and assessing the AEP. I’ll break down each section, highlight common pitfalls and point you to resources that can support you and your students.

Key reminders for teachers

• The AEP is completed under medium control, across 14 hours. 
• Candidates must focus on one activity from the approved list (team or individual). Most candidates use one of their assessed practical activities, but it isn’t a requirement. 
• Assessment is by a best-fit approach across six sections
  • Evaluation
  • Analysis 
  • Overview 
  • Assessment 
  • Movement analysis
  • Action plan

Delivering and assessing each section

1. Evaluation – fitness testing

Candidates should include all ten fitness test results, with correct units, linked to normative data. Stronger submissions also include explicit categorisation of results as a strength or weakness, supported with applied examples from performance. 

Teacher tip: Encourage candidates to move beyond test descriptions. Where over-marking has been flagged, it is usually because results were listed without justification or links to the performance of the individual.

2. Analysis – components of fitness

Candidates should explain why each component of fitness is important for their chosen activity and role/position. A rank order of importance demonstrates deeper understanding. 

Teacher tip: Support candidates to use contrasting examples. For example, they could explain how agility may be crucial in one position but less significant in another. This prevents generic responses and supports higher-band marks

3. Overview – key skills 

Candidates need to provide a clear and accurate overview of the skills required for their activity. Stronger work avoids vagueness and instead specifies technical and tactical elements. 

Teacher tip: Encourage candidates to structure their response around core and advanced skills, decision making and tactical/compositional ideas (these are listed in the guide to NEA for each activity). This ensures they cover the breadth expected, plus they can link back when assessing performance. 

4. Assessment – strengths and weaknesses in skills 

This is often where candidates slip into description rather than evaluation. The strongest responses identify specific skills, link them to competitive performance and justify why they are strengths or weaknesses.

Teacher tip: Ask students to provide evidence of their judgments using examples from recent fixtures or training logs. This supports authenticity and helps avoid vague claims (such as “good at passing”) Including quantitative date can help with this. 

5. Movement analysis 

In this section, candidates need to analyse one skill from their chosen activity using four joints from the specification (knee, elbow, shoulder, and hip). The analysis needs to cover both the preparation and execution phases, as well as movements on both sides of the body. Candidates were expected to identify the joint type, movement type, muscles involved and explain the antagonistic muscle actions occurring at each joint. 

For the Skill Continua section, candidates should take the same skill and place it on both the environmental continuum and the difficulty continuum. They should then explain why they placed it there, using examples from the activity and directly comparing it to other skills from their chosen activity.

Teacher tip: This section can be a sticking point. Use visual teaching strategies (such as video breakdowns and biomechanical diagrams) to support clarity. Candidates who provide accurate classification with applied examples typically achieve higher marks

6. Action plan

The action plan should be personalised and flow logically from the previous sections. It should include: 

• Clear identification of the area for improvement 
• Application of training principles (FITT, overload, progression) 
• SMART goals 
• Detailed drills with coaching points.

Teacher tip: Over-marking often occurs here when plans are generic (“do more fitness training”). Insist on specific detail and justification, for example, how the chosen training method directly improves the identified weakness.

Common pitfalls in delivery and assessment

• Blurring description with evaluation, particularly in fitness evaluation and skills assessment.
• Missing units in fitness test results. 
• Over-marking when justification is thin or practical examples are absent. 
• Using templates that restrict student responses. Moderators note that frameworks sometimes oversimplify tasks and prevent higher-level application. Please note that templates or writing frames of any kind must not be used. 
• Choosing unfamiliar sports. Candidates perform best when working on an activity they know well.

Resources and support for teachers

We have a wide range of supporting information on Teach Cambridge, including: 

• OCR Guide to NEA – full breakdown of controls, assessment criteria, and guidance. 
• OCR AEP assessment grid – clear level descriptors for all six sections. The tick sheet example provided is recommended by moderators for transparent and consistent assessment. It would be good practice to submit these with your sample for moderation.
• Moderators’ reports – highlight good practice and common issues, with section-by-section commentary. 
• Teach Cambridge online courses – free, self-paced training modules on NEA delivery and marking which include a range of exemplars. 
• Professional development courses – providing specific support for the AEP component. 
• Exemplar materials – examples of candidate work, with comments and analysis from moderators.

Final thoughts

As teachers, your role is to demystify the AEP for students and support them in structuring their work clearly. The most reliable ways to help candidates reach their potential are:

• using the official grids 
• building in time for applied examples 
• encouraging specificity areas. 

Above all, remember that clarity, justification, and application are what distinguish high-mark AEP submissions. With structured delivery and accurate assessment, your students can turn this 10% of the GCSE into a real strength.

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If you have any questions, you can email us at pe@ocr.org.uk, call us on 01223 553998 or message us on X @OCR_PhysEd. You can also sign up for our email newsletters for news, updates and support.

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About the author

Jon joined Cambridge OCR as a PE and sport subject advisor in September 2021 having taught in a variety of secondary schools across the country for over 20 years, gaining a wealth of experience and subject knowledge. During this time, he has set up, delivered, and assessed a wide range of courses within physical education and sport. In his spare time, he is a keen runner and enthusiastic mountain biker, enjoys attending sporting and music events when possible and walking his two whippets.