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Transfer of skills (Negative transfer (when the learning and performance…
Transfer of skills
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Positive transfer
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Positive transfer only takes place when the structure and context in which the skills are performed are similar to those used in teaching. Positive transfer is also more likely if the information processing requirements in practice are similar to ones of the actual skill.
For example, an overarm throw :baseball: and the tennis serve :tennis: are both similar skills. therefore, positive transfer is like if the throw is used to learn the serve
The amount of positive transfer that takes place often depends on how well previously performed the skill has been learnt. If a skill is broken down and taught in parts, each part must be learned thoroughly before positive transfer can be maximized.
Negative transfer
when the learning and performance of one skill hinders the learning and performance of another skill.
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Associated with misunderstanding the movement requirements rather than having problems with movement control. negative transfer must be minimized and coaches must understand ways of avoiding it.
It often occurs when a familiar stimulus requires a new **response, particularly if the demands of the new response are so similar to the old demands that the player becomes confused**.
For example, a tennis player :tennis: may misjudge her shots when playing indoors because the techniques needed are subtly different from those required when playing outdoors.
Bilateral transfer
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When learning a skill to be able to execute this skill on both sides of the body, it is bed to practice first with the preferred limb and then, once learned thoroughly, to practice with the non-preferred limb.
When one limb is used separately, this is asymmetrical transfer training. When both limbs are used, this is symmetrical transfer training.
For example, a cricketer :cricket_bat_and_ball: learns to field the ball by picking it up with his right hand :hand::skin-tone-2: (preferred) and then throwing it. He then swaps and attempts to field using his left hand :hand::skin-tone-2: (non-preferred) and practices with his left arm until it is a proficient as his right.
Basic to complex
This is used to practice the basic skills and then build upon these skills to achieve more sophisticated skills. Skill teaching is therefore, progressive and requires step by step build up of skills. Therefore, progressive part method is used to practice these skills.
For example, to teach a straddle vault in gymnastics , :person_doing_cartwheel::skin-tone-4: the coach may well use the following sequence of activities:
Star jumps with legs wide and straight
Running with ‘two feet take-offs’
Straddle vault over a partner
Straddle jump onto a low vault, with support
Make the vault higher and gradually reduce support.
Positive transfer is likely to occur only when the practice conditions are as realistic as possible. If the response to the situation is not consistent with the response demanded, negative transfer may occur.
For example, if a coach uses cones to coach dribbling skills in hockey , :field_hockey_stick_and_ball: but the method used to around the cones :construction: is different to the technique needed to go around a player in a match situation