TYPES OF TRANSFER

BASIC TO COMPLEX

POSITIVE TRANSFER

DEFINITIONS OF TYPES OF TRANSFER

SITUATIONAL INFLUENCES

NEGATIVE TRANSFER

BILATERAL TRANSFER

OPTIMISING POSITIVE TRANSFER AND LIMITING NEGATIVE TRANSFER

proactive transfer

retroactive transfer

positive transfer

negative transfer

bilateral transfer

the transfer of learning from one limb to another

when the learning and performance of one skill help the learning and the performance of another skill

positive transfer is likely to occur only if practice conditions are as realistic as possible

when a skill learned previously affects a skill yet to be learned

if the response to a training stimulus is not consistent with the response demanded in the real situation, negative transfer could take place and bad habits could be encouraged

when learning a new skill affects a skill learned previously

when the learning and performance of one skill hinder the learning and performance of another skill

for example, a teacher may use traffic cones to coach dribbling skills in hockye, but the method used to go around the cones is very different from the way a player will go around a real opponent.

refers to the capacity of a performer who may be dominantly right - sided to perform a skill with the left side of the body

takes place in two ways:

cognitive aspects --> understanding what is required e.g. "I swing my left foot in the same way I swing my right foot"

positive transfer occurs when the two skills in question are similar in some way

having already mastered one of the skills it makes learning the second one easier

transfer of the motor programme --> the pattern of one movement learned by one limb is used subconsciously by the other limb

example: a footballer who can shoot with the right and left foot with matching power and accuracy is a considerable asset to the team

coaches can achieve positive transfer by.....

making sure the individual understands the similarities between two skills

making sure that the basics of the first skill are well learned so that they transfer easier to the second skill

allow positive transfer by offering variable practice which imitate game situations

give clear instructions and concise demonstrations

diverse childhood and experiences enhance probability of transfer, performer must learn a wide range of fundamental motor skills

for example, an overarm throw and the tennis serve are similar skills and therefore a positive transfer is likely to occur and the throw is used to learn the serve

make performers aware of transferable elements e.g. the coach highlights that throwing a javelin is like throwing a rounders ball because the arm position is the same

negative transfer occurs when having learned one skill, it makes learning the second skill more difficult

in the teaching and coaching of movement skills in sport, it is common practice to teach basic skills first and then build upon these skills first and continue to to achieve more advanced sophisticated skills

this occurs when a stimulus common to both skill requires a different response

negative transfer can be avoided by...

for younger children especially the fundamental motor skills of throwing and catching are encouraged so they can then be transferred to more complex skills such as a serve or netball pass

making practice sessions similar to match situations, to ensure a larger, generalised motor programme

making practice sessions similar to match situations, to ensure, generalised motor programmed

practical example: to teach straddle vault in gymnastics, the coach will break the skill up into a sequence of activities

for example, a tennis player may be misjudge her shots when playing indoors because the techniques are needed are subtly different from those required in outdoor play.