C2.1.3 Transfer of learning refers to the influence of previous experience performing a skill on the learning of a new skill
Skill transfer refers to the influence of a previously practised skill on the learning of a new skill.
Positive transfer is when the practice of one task has an improving effect on the learning or performance of another
e.g. transferring hand-eye coordination from tennis to badminton
Negative transfer is when the practice of one task harms the learning or performance of another
e.g. baseball players’ swing interfering with a tennis serve due to a different wrist action
Zero transfer represents no effect
e.g. professional swimmer learning to play golf
Types of transfer
Type of transfer | Definition/ explanation | Sporting example |
Skill to skill | applying personal abilities, whether cognitive or behavioural, to a new context or situation that is different from where they were originally learned | throwing a ball to throwing a javelin |
Practice to performance | transferring skills learnt in training to a competitive environment | batting in cricket or baseball against a bowling/pitching machine |
Abilities to skills | balance to perform a good landing in gymnastics | improving dynamic strength to start races better |
Bilateral (limb to limb) | learning a skill with one limb and then experiencing improved performance of the same skill with the opposite limb | A soccer player learning to kick with their weaker foot |
Stage to stage | Skills that are learnt in the cognitive phase will then be built upon in the associative phase | from three-on-three basketball to the full game |
Principles to skills | The principles of defensive play in hockey are similar to football | from learning that long levers aid throwing to throwing a javelin |
Approaches to motor learning
Linear Pedagogy
Based on the information processing model
Progression of increasing difficulty through cognitive stages
Improving proficiency means a reduction in cognitive processing
Movement skills should be simplified to make learning more complex skills easier
Teacher-centred approach
Non-linear Pedagogy
Based on the ecological dynamics model
Exploratory learning, individualised movement solutions
Learning should take place in contexts that mimic performance
Teachers find ways to support the learner by changing various aspects to fit the learner
Learner-centred approach