Chapter 11: Motor Learning

Question 1

Define: Transfer of learning

Answer 1

The influence of having previously practiced a skill on the learning of a new skill

Question 2

Distinguish: Between positive, negative, and zero transfer of learning

Answer 2

-Positive transfer
When the experience with a previous skill facilitates the learning of a new skill
-Negative transfer
When the experience with a previous skill interferes with the learning of a new skill
-Zero transfer
When the experience with a previous skill has no effect (or little effect) on the learning of a new skill

Question 3

Application: Provide examples of and identify positive, negative, and zero transfer of learning

Answer 3

Positive transfer is most likely when…
(i) the components of the skills are similar
The similar environment explanation
e.g., soccer and field goal kicking
(ii) there are similarities between the learning processes required
The individual explanation
e.g., having the same decision making required in practice as in games
Negative transfer is most likely when…
there are changes in spatial location required
e.g., learning to run to 3rd base after a hit in baseball
(ii) there are changes in timing required
e.g., learning to write your name with different timing

Question 4

Application: Discuss and provide examples of instructional methods for promoting transfer of learning

Answer 4

-(1) Provide contextual interference
i.e., practice several different skills during a practice session
Promotes the development of cognitive strategies that are less dependent on skill or context
A different plan of action is needed each time
-(2) Vary the type of practice
Practice many variations of one skill in a variety of contexts
e.g., punting the football with and against the wind
-(3) Reduce the frequency of feedback
Forces the learner to engage in active problem-solving and rely more on his/her own internal feedback
Reminder: The ability to detect and correct own errors is a characteristic of the autonomous stage of learning
Plus, sometimes in competition certain types of external feedback won’t be there

Question 5

1. Describe: Whole and part practice, blocked and random practice, and practice variability for closed and open skills

Answer 5

Practicing a skill as a whole appears to help learners get a feel for flow and timing
Practicing parts emphasizes performing each part correctly before putting the whole skill together
Need to consider:
Task complexity
Number of parts in the task and the information processing demands
Task organization
How the components are interrelated
• If a skill is high in complexity, but low in organization
– Emphasize the practice of parts
• If a skill is low in complexity, but high in organization
– Emphasize the practice of whole
• Important consideration: Parts of a skill that are highly dependent on each other should be practiced together as a unit
Blocked Practice
The task is practiced on many consecutive trials before the next task
Enables learners to correct specific problems and refine skills one at a time
Blocked practice is especially important for beginners when correct habits need to be learned and established
Random Practice
The ordering of tasks is randomized during practice
Very effective once a skill has become more developed
But can just overload a beginner because of the high task demands

– Closed skills
• Practice conditions should be similar to those that will prevail under competition conditions
– Hold the regulatory conditions relatively constant
» E.g., size of hoop for a free throw; height of bar in gymnastics
– Vary the non-regulatory conditions
» E.g., crowd noise; score; fatigue; wait time
– Open skills
• Each response is somewhat novel and requires movement patterns that can be used in a variety of situations
– Vary the regulatory conditions
» E.g., patterns of receivers; size of defenders
– Vary the non-regulatory conditions
» E.g., crowd noise; score; fatigue; wait time
• Again, this variability inhibits short-term performance, but enhances learning