Transfer of Learning The way in which skills can be structured and presented within different practices depends greatly on skills that have been learnt previously or will be learnt in the future. Cognitive and motor transfer Transfer of learning, the influence or effect of performing and practising one skill/task on the learning of another skill/task.
Types of transfer Pro-active Retro-active Positive Negative Bi-lateral Near Far Inter-task Intra-task
Pro and retro active (Pg 604) Pro-active: a skill being presently learned has an effect on future tasks/skills. Retro-active: when a skill presently being learned has an effect on previously learned skills/tasks.
Positive Transfer (Pg 604) When skills or tasks that have been learned or experienced help or facilitate the learning of other skills. Positive transfer can be in the form of pro or retro active. Similarities in both skill components and information processing characteristics help increase the possibilities of positive transfer. E.g. diver practising co-ordination of twists and turns on trampoline. Coaches must ensure practice sessions are as realistic as possible. Positive transfer is maximal if Stimulus-Response bonds are identical between different skills.
Examples of positive transfer A player involved in team games, such as either football or hockey, would be able to transfer their spatial awareness, tactical understanding of passing, moving, shooting and tackling. Having learned to throw a cricket ball transfer that action to throwing a javelin/long pass in basketball etc. What other theory supports this research? Transfer appropriate processing: positive transfer more likely between activities which have similar cognitive elements)
Negative Transfer When one skill hinders or inhibits the learning or performance of another. Quite common but fortunately effects are limited and temporary. Thought to happen when a performer needs to produce a new response in a well learned situation. Stimuli are identical or similar but the response requirements are different. Readjustment of cognitive processing is thought to be the cause.
Examples of negative transfer Tennis having a negative effect on badminton. Similar aspects such as tactics, use of space, court, net , racket, hand-eye co-ordination. So why not positive transfer? Wrist/arm action very different Change of tactics. E.g. rugby player has been taught to go to ground when tackled to set up a ruck, coach decides to develop a mauling game tactic and player finds it hard to stay on his feet. Coach to be aware of possible areas of confusion.
Strategies to promote positive transfer Ensure that movement and cognitive requirements of skills are similar Ensure that the performer understands the principles of transfer Ensure performer is involved in analysis of skills Ensure original skill is well learned before starting the new skill Ensure practice is realistic Ensure variety of practice once advanced
Bi-Lateral Transfer When learning is transferred from limb to limb. i.e. from left leg to right leg E.g. developing weaker hand/foot Involves transfer of motor production and cognitive processing. Performer thought to adjust and transfer the specifications of movement from limb to limb (schema theory)
Other types of transfer The effect of a skill on new or different task is call inter-task transfer Intra-task transfer occurs when the relationship between two different types of practice are considered Near transfer: when coach develops specific practices very realistic to the game situations. Far transfer: coach develops general skills to help in more specific games. e.g.. general throwing /co-ordination, spatial awareness etc