Transfer of skills
5 types:
Proactive - the influence of one skill on a skill yet to be performed.
Retroactive - the influence of one skill on the learning or performance of a skill that has previously been learned.
Positive - when the learning of one skill helps the learning and performance of another skill.
Negative - when the learning and performance of one skill hinders the learning and performance of another skill.
Bilateral - the transfer of learning from one limb to another.
Proactive - the influence of one skill on a skill yet to be performed.
Retroactive - the influence of one skill on the learning or performance of a skill that has previously been learned.
Positive - when the learning of one skill helps the learning and performance of another skill.
Negative - when the learning and performance of one skill hinders the learning and performance of another skill.
Bilateral - the transfer of learning from one limb to another.
Basic to complex
It is very common for sports skill to be taught, starting with basic skills first and then gradually building upon them.
Primary PE sees the teaching of fundamental motor skills e.g. basic throwing, catching, kicking and striking.
Fundamental motor skills are taught in order that these skills can then be transferred in to more complex activities such as passing in football and serving in tennis.
The teaching of skill should be progressive, with a step by step approach. This would involve moving from the simple/basic/foundation skills or actions to more complex skills.
Primary PE sees the teaching of fundamental motor skills e.g. basic throwing, catching, kicking and striking.
Fundamental motor skills are taught in order that these skills can then be transferred in to more complex activities such as passing in football and serving in tennis.
The teaching of skill should be progressive, with a step by step approach. This would involve moving from the simple/basic/foundation skills or actions to more complex skills.
Situational influences
For positive transfer to occur the training that takes place should be realistic. If the training is not realistic it is possible that the transfer of skills is negative. A hockey player changing direction to evade a player is different to a Hockey player dribbling around cones.
Swimmers may experience negative transfer when observing or taking part in land/dry side training. The action will be considerably different in the water than on land.
It is important that training replicates the real situation as closely as possible.
Swimmers may experience negative transfer when observing or taking part in land/dry side training. The action will be considerably different in the water than on land.
It is important that training replicates the real situation as closely as possible.
Similarity of skills
The closer the similarity between the skills, the larger the amount of transfer of learning is likely to take place.
Identical elements theory - this is the greater number of identical elements between skills, the greater the amount of transfer.
Identical elements theory - this is the greater number of identical elements between skills, the greater the amount of transfer.
Positive transfer
Positive transfer will only take place if the training is structured and context in which the skills are performed are similar to those used in teaching.
Positive transfer is more likely if the two skills require similar information processing.
The amount of positive transfer that takes place is dependent on how well the skills have previously been learned.
All parts of the skill should be learnt correctly, and mastered in order for positive transfer to maximised.
Positive transfer is more likely if the two skills require similar information processing.
The amount of positive transfer that takes place is dependent on how well the skills have previously been learned.
All parts of the skill should be learnt correctly, and mastered in order for positive transfer to maximised.
Negative transfer
This is rare and often only temporary.
Often misunderstanding is the reason for negative transfer to occur.
Coaches need to minimise the impact of negative transfer and no how to correct this.
Negative transfer often occurs when a new response is required to a new stimulus, and if the new response is very similar to the old response.
Adjusting to the new response and environment can remove the negative transfer.
The attention of the performer should be directed to the problem by the coach, this will help to remove the negative transfer.
Often misunderstanding is the reason for negative transfer to occur.
Coaches need to minimise the impact of negative transfer and no how to correct this.
Negative transfer often occurs when a new response is required to a new stimulus, and if the new response is very similar to the old response.
Adjusting to the new response and environment can remove the negative transfer.
The attention of the performer should be directed to the problem by the coach, this will help to remove the negative transfer.