C2.1.3 Transfer of learning refers to the influence of previous experience performing a skill on the learning of a new skill

What is skill transfer?

The influence of a previously practised skill on learning a new skill.

What is positive transfer?

When practising one skill improves performance of another, such as hand‑eye coordination transferring from tennis to badminton.

What is negative transfer?

When practising one skill harms performance of another, such as a baseball swing interfering with a tennis serve.

What is zero transfer?

When one skill has no effect on another, such as a swimmer learning golf.

What is skill‑to‑skill transfer?

Applying abilities from one skill to a different but related skill, like throwing a ball to throwing a javelin.

What is practice‑to‑performance transfer?

Using skills learned in training in a competitive setting, such as batting against a bowling machine and then in a live game.

What is abilities‑to‑skills transfer?

Using physical abilities to enhance skill performance, like balance helping with gymnastics landings.

What is bilateral transfer?

Learning a skill on one limb improves performance on the opposite limb, such as kicking with the weak foot.

What is stage‑to‑stage transfer?

Skills learned in one learning phase supporting progress to the next, such as moving from 3‑on‑3 basketball to full‑game play.

What is principles‑to‑skills transfer?

Applying learned principles to new skills, such as using knowledge of long levers to improve javelin throwing.

What is linear pedagogy?

A teacher‑centred approach based on information processing, progressing through stages of increasing difficulty.

How does linear pedagogy view skill progression?

As skills improve, cognitive effort decreases and movements become more automatic.

Why are movement skills simplified in linear pedagogy?

To make complex skills easier to learn gradually.

What is non‑linear pedagogy?

A learner‑centred approach based on ecological dynamics that encourages exploration and individualised movement solutions.

Where should learning occur in non‑linear pedagogy?

In environments that closely mimic real performance contexts.

How do teachers support learners in non‑linear pedagogy?

By adjusting constraints and conditions to fit individual learner needs.