Last Updated: Wednesday, February 10, 2021

Personal reflections on sporting performance – third and fourth level

What is this?

This learning activity involves young people reflecting on their own performance to identify strengths and development needs for team games. It is intended to support teachers and practitioners to plan learning experiences for young people in their usual setting or while they are learning at home.

As well as taking account of national and local guidance relating to Covid-19, the activity should be used or adapted accordingly to consider the range of learners and their prior knowledge and individual circumstances in relation to this learning experience.

Curriculum for Excellence (CfE) Experiences and Outcomes: third and fourth level

  • I am developing the skills to lead and recognise strengths of group members, including myself. I contribute to groups and teams through my knowledge of individual strengths, group tactics, and strategies. HWB 3-23a
  • I can analyse and discuss elements of my own and others’ work, recognising strengths and identifying areas where improvements can be made. HWB 3-24a
  • I can:
    • Observe closely, reflect, describe and analyse key aspects of my own and others’ performances
    • Make informed judgements, specific to an activity
    • Monitor and take responsibility for improving my own performance based on recognition of personal strengths and development needs. HWB 4-24a

Purpose of the activity

Young people will be able to  reflect on their own performance to identify personal strengths and development needs for team games.

Learning activity

Introduce the activity by finding out what young people know about personal reflection notes/diaries. Explain that they are a record of an individual’s feelings, thoughts and opinions on how they have performed and can give clear indications about a performer’s strengths and areas for development.

Ask young people to choose an activity that they have taken part in. They should complete a personal reflection note by writing down their feelings and thoughts in a table like the one below.


How confident do you feel before you participate?


Very confident


Quite confident


Not confident



Describe below how these feelings affect the way you participate in the first five minutes, for example, do you hesitate to move into tackle another player in case you make a mistake at the beginning of the game?









If you make a mistake how do you feel?









How long does this feeling last?









Which skills do you have most success with in your activity?









Which skills do you make most mistakes with in your activity?









Do you feel able to participate fully at the beginning of the activity?







Do you feel able to participate fully at the end of the activity?







Next, ask young people to look back at their reflections and identify an area that they feel needs attention to make their performance better. Encourage them to write this development need down.

Invite young people to discus and compare their reflections and conclusions with you and/or each other.

Extension activity

For young people who require additional challenge in their learning, you could ask them to consider their identified development need further. Encourage them to carry out some research into the factors that impact performance. They could consider the following:

  • What are the factors?
  • Can they identify which factor their development need is?
  • What is the impact of their development need on their whole performance?

National Benchmarks

  • Self-assesses and acts as a peer assessor to provide constructive feedback to modify/enhance performance.
  • Identifies the strengths of individuals/group to assign appropriate roles and tactics to maximise success.
  • Self-assesses and acts as a peer assessor to provide constructive feedback to modify/enhance performance.

Possible approach to assessing learning

Receiving examples of learning at home from young people will help you understand how they are managing the tasks you have set and provide some feedback.

Using whichever approaches your school uses to communicate with parents and young people, some of the following may be useful in supporting you to assess and celebrate young people’s progress:

  • Some young people may want to upload photos or a record of their work to an online learning journal, or other agreed online learning space. This will give you the opportunity to provide feedback and next steps.
  • In these activities, you could ask young people to show you or share with you their thoughts. Do you agree with their personal reflections? Discuss this with them.

When planning your approach to assessing learning, please take account of the latest guidance on assessment approaches.