Transfer of Skill

Question 1

Describe Postive transfer and give an example

Answer 1

When the learning/performance of a skill benefits/enhances the learning/performance of another skill
e.g. throwing a tennis ball and throwing a javelin

Question 2

Describe Negative transfer and give an example

Answer 2

When the learning/performing of a skill hinder/inhibits the learning/performance of another skill
e.g. a netball player trying to learn a basketball free shot

Question 3

Describe proactive transfer and give an example

Answer 3

When a previously learned skill influences a skill being currently learnt
e.g. a tennis player learning to play badminton

Question 4

Describe Retroactive transfer and give an example

Answer 4

When the learning of a new skill influences the performing/understanding of an old skill
e.g. a tennis player takes up badminton and then goes back to tennis

Question 5

Describe Bilateral transfer and give an example

Answer 5

The ability to transfer a skill from one side of the body to another
e.g. a footballer who can pass as effectively with the left foot as they can with the right

Question 6

Give methods of optimising Positve transfer

Answer 6

Methods of optimising positive transfer:
* Ensure that the first skill is well grooved/learnt
* Identify similar/transferable movements/subroutines - e.g. side on throwing position
* Identify similar information processing elements/tactics
* Use positive reinforcement when positive transfer occurs/ strengthen the S-R bond
* Use progressive practise so that new subroutines can be added to an existing skill
* Teach similar skills close together
* Teach basic/fundemental physical skills initially
* Make the practice games related to develop kinaesthesia

Question 7

Give methods to limit Negative transfer

Answer 7

Methods to limit Negative transfer:
* Negative transfer occurs when a similar stimulus requires a different/ new response - e.g. a netball player finds themselves infront of a basketball net
* Ensure the first skill is well learnt
* Draw the performers attention to differences between the two skills - e.g. the hand position in a basketball free shot
* Introduce new sub-routines progressively, not all at once/ avoid overload
* Don’t teach conflicting skills close together
* Ensure that practices match game situations