Transfer of Learning

This refers to the effect that learning one task has on the learning of another. Transfer can occur in different situations

Skill to Skill                                          between two skills

Practice to Performance                        training to match play

Limb to Limb                                        e.g. right leg to left leg

Consequently transfer has very important implications for the coach e.g. do practices transfer into the game situation, will this skill interfere with the learning of another skill.

There are different types of Transfer

Ø      Positive Transfer

Enhances the learning of a skill

Ø      Negative Transfer

Inhibits the learning of a skill

Maximising and Minimising Effects of Positive and Negative Transfer

Ø       Increase the similarity between practice situation and game.

·                Greatest amount of transfer will occur between 2 tasks which are similar and therefore a practice situation = match situation if transfer is to be maximised (opposite for negative transfer)

·               e.g. practice skill with opposition as opposed to static practices

·               Recreate the match environment

Ø       Ensure the basics are well learnt. Practices that develop the basic skills of the game will ensue that these basic skills will continue to develop even for experienced players.

Ø       Increase size and variability of the practice situation. Ensure practice will encompass as many outcomes as possible (open situation). This will therefore generate a large generalised motor program for each skill.

Ø       Ensure performer is aware that transfer is possible between a variety of skills, Demonstrate similarities between skills and draw on old motor programmes.

Proactive Transfer

Learning or performance of a skill effects the Learning or performance of a skill yet to be learnt. Influence of one skill on another.

e.g. having learned the forehand drive in tennis, the action is then modified to the forehand with top spin.

Retroactive Transfer

The effect that learning a new skill has upon a previously learnt skill..

e.g. a hockey player learns the flicking skill which may have a negative effect upon the previously learned push pass. Similar with badminton and tennis, basketball and Netball.

Bilateral Transfer

Ø       Normally from arm to arm, leg to leg.

Ø       This transfer takes place from one limb to another, sometimes called lateralisation.

Ø       A schema already exists for the initial limb so the schema only has to be modified.

e.g. a soccer player learns to kick a ball with their weakest foot, the actions are learnt through reference via proprioception  to the preferred foot.

It is very important when designing practice sessions to consider the above types of transfer and also the ‘sequencing of skills’ as this will also maximise transfer.

It was previously stated that ‘similarity’ maximises transfer. By this we mean skills possess some identical elements or subroutines. Schmidt refers to fundamental patterns of movement and when these are similar transfer is possible. This relates to the Schema theory, as skills that share similar subroutines will come under a single Schema.

Stimulus Generalisation Theory

In Classical Conditioning a certain response is linked to a certain stimuli. In an uncertain situation Stimulus Generalisation occurs. Stimulus Generalisation occurs when the response is TRIGGERED to anything resembling the previous experience.

e.g. novice badminton player will probably play the overhead clear to any shot that is played high as opposed to a smash when shot is played short.

Response Generalisation Theory

Once response has been learnt to a stimulus the performer will react to the same stimuli in a number of similar but different ways. E.g. batsmen in cricket

Problems with Generalisation

Ø       Stimulus Generalisation results in performers pattern of play becoming predictable – easy to anticipate for opposition.

Ø       Response generalisation does not give precision of movement e.g. similar ball in cricket may be played differently depending upon the field settings.

At performer reaches a high level of performance the need for specific attention to skill development becomes a main emphasis

At the novice’s level transfer will occur in the fundamental movement pattern.

At a high level skills are so distinctive that transfer is unlikely to occur.