Transfer of learning Flashcards
Define transfer of learning
Transfer is the influence of one skill on another. This can be an influence from a previously learnt skill on a new skill or vice versa, and can be a help or a hindrance to performance
Description of positive transfer and the effects it has
Description: where one skill or situation helps the learning and performance of another skill (or situation) e.g. the arm action of throwing a ball helps the action of the racquet arm when serving
in tennis
Effects: transfers the S-R bond of one skill to another,
helps to develop the correct motor programme
Description of negative transfer and the effects it has
Description: where one skill or situation hinders the learning and performance of another skill (or situation) e.g. the flexed arm in throwing hinders the straight arm required for cricket bowling
Effects: performer can respond incorrectly to similar stimuli,
differences in kinaesthetic feedback can cause confusion
Description of proactive transfer and the effects it has
Description: where a previously learned skill affects the current learning or performance of another skill e.g. the previously learned throwing action can affect a new skill that looks similar, such as a serve in volleyball
Effects: can be positive or negative/ proactive transfer can help or
hinder the learning or performance of a new skill
Description of retroactive transfer and the effects it has
Description: where the current learning of a new skill effects the
performance of a previously learned skill e.g. the current learning of a serve in tennis can affect the previously learned throwing action
Effects: can be positive or negative / retroactive transfer can
help or hinder the performance of a new skill
Description of bilateral transfer and the effects it has
Description: transfer from limb to limb (from one side of the body to the other) e.g. a footballer kicking both with the left and right foot
Effects: can be positive or negative when positive, bilateral transfer helps an attacker to deceive a defender e.g. using the non- dominant foot to shoot or pass
Two ways bilateral transfer can take place
- The ‘cognitive’ aspects of the skill, i.e. our understanding of what is required. E.G. a footballer has an idea how the non-preferred limb may operate.
- The ‘motor programme’ is transferred, i.e. the pattern of movement learned for one limb is used subconsciously for the other limb
3 other types of transfer
Near / Far Practice Transfer - How similar tasks are to the ‘real game’ situation, Near is similar / Far is different. E.G. Far - juggling a ball on a tennis racket is good for hand-eye coordination but not used in a game of Tennis.
Basic to Complex Transfer - Fundamental motor skills are transferred to more complex motor skills, i.e. ‘star jumps’ transfers to ‘leap frogs’ which transfers to a ‘straddle vaults’ etc. This is common practice for skill teaching to have a step-by-step
approach progressively building on foundation skills learned first.
Intratask Transfer - How different practice conditions influence the learning of a new skill
Transfer Appropriate Processing
An idea that learning a new motor skill which is different to any skill learned previously, if the cognitive information processing requirements are similar then transfer can take place.
For example: The skills required for playing a Badminton and a Tennis shot are very different (flexible wrist in Badminton and firm wrist in Tennis),
However the information processing requirements are similar, so positive transfer could occur:-
Similar tactics and strategies used
Rallying in Badminton and Tennis is similar
Shots need to be timed and directed over a net
Movement and positioning around a court
Ways of maximising positive transfer
Practice and learning situations should include positive transfer
Build on similar skills to promote transfer
Make learner aware of transferable elements or subroutines
Ensure a clear demonstration of where transfer can take place
Original skill must be well grooved or overlearned
Give learner praise / positive reinforcement when transfer successful
Indicate that processing of information in two different activities may be similar
The closer the practice is to the real situation the greater the chance of positive transfer
Diverse experiences enhance the probability of positive transfer
Ways of limiting effects of negative transfer
The coach should apply strategies to optimise positive transfer
Be aware that skills that look similar may transfer negatively
Conflicting skills must not follow in sequence during a teaching programme
The environment in which the skill is learned must match the real situation
Learners’ attention must be drawn away from movements that cause negative transfer
If part or progressive part practice is used the first subroutine should be overlearned before progressing
Simplify the task during initial learning to establish the basic movement and then transfer it to the real situation
