Transfer of skills

Question 1

Describe positive transfer.

Answer 1

• Where a skill or situation helps the learning and performing of another skill or situation
• E.g. Arm action in throwing helps the arm action of the racquet arm in tennis serves
• transfers S-R bonds of one skill to another, helps develop correct motor programmes

Question 2

Describe negative transfer.

Answer 2

• Where on skill or situation hinders the learning and performing of another skill or situation
• E.g. Flexed arm in throwing hinders straight arm in cricket bowling
• performer can respond incorrectly to similar stimuli, difference in kinaesthetic feedback can cause confusion

Question 3

Describe proactive transfer.

Answer 3

• Where a previously learned skill affects the learning or performing of another skill
• E.g. throwing action, affects serve in volleyball
• can be positive or negative

Question 4

Describe retroactive transfer.

Answer 4

• Where the current learning of a new skill effects the performance of a previously learned skill
• E.g. learning of serve in tennis affects learned throwing action
• Can be positive or negative

Question 5

Describe bilateral transfer.

Answer 5

• The transfer from limb to limb
• E.g. footballer kicking with both feet
• can be positive or negative

Question 6

Ways to optimise positive transfer

Answer 6

• Practice and learning situations should include positive transfer
• Build on similar skills to promote transfer
• Make learner aware of transferable elements or sub-routines
• 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 thepractice is to the real situation the greater the chance of positive transfer
• Diverse experiences enhance the probability of positive transfer

Question 7

Ways to limit negative transfer

Answer 7

• 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
• Learners’ attention must be drawn away from movements that cause negative transfer
• The environment in which the skillis learned must match the real situation
• If part or progressive-part practice is used the first sub-routines should be overlearned before progressing
• Simplify the task during initial learning to establish the basic movement and then transfer it to the real situation