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Learning skills/transfer - Coggle Diagram

- - - - Negative - Skill hinders learning another skill eg netball and basketball footwork
        
        Zero - Skills have no correlation and won't benefit each other eg rock climbing and skiing
        
        Bilateral - skills can be transferred from one side of the body to the other eg basketball dribbling from left to right
- - - - Progressive part - Practicing the first part of the skill, then adding parts gradually. Breaking into subroutines helps focus on specific tasks but can take longer
        
        Whole-part-whole - Teaching the skill, identifying a weakness to practice, then putting the skill back together. It develops an initial feel for the skill.
- - - - Distributed - Divide the skills into intervals and allow for rest and mental rehearsal. Best used for difficult, dangerous or fatiguing skills and with young or lowly motivated students LOOK@ +&-
        
        Variable - Involves repeating a skill in different situations is used best for open skills. This helps to build up schema to use in game situations LOOK@ +&-
        
        Mental practice - practice methods without physical movements, going through the movement in the mind, triggering motor neurons (aka imagery) to act as if the muscle is active LOOK@ +&-
- - - - Associative - linking the component parts into a smooth action. Involves practicing the skill and using feedback to perfect the skill. Intermediate stage/secondary stage/takes longer as need practice/specific motor programmes and subroutines are developed/ consistency and coordination improve less rapidly/timing and anticipation improve rapidly/Gross error detection and corrections practiced, detail is utilised.
        
        Automonous - developing the learned skill so that it becomes automatic. Involves little o no conscious thought or attention whilst performing the skill - not all performers reach this stage (elite). Errors detected without help/final stage/performance is subconscious/performed easily with no stress/high proficiency with habitual performance and attention demands reduced/attention can be relevant from cues and signals from environment/emphasis on strategies and tactics/practice must continue/may use loop control/motor programmes are formed.