Transfer of skills

• Learning or regularly performing a skill can affect the learning of a second skill.
• Types of transfer

  • Proactive
  • Retroactive
  • Positive
  • Negative
  • Bilateral
• Proactive transfer

  When a skill learned previously affects a skill yet to be learned or performed
• Retroactive transfer

  When learning a new skill affects a skill learned previously.
• Positive transfer

  When the learning and performance of one skill help the learning and performance of another skill
• Negative transfer

  When the learning and performance of one skill hinder the learning and performance of another skill.
• Bilateral Transfer

  The transfer of learning from one limb to another
• Positive transfer

  • This occurs when the two skills are similar in some way
  • If one of the skills has already been mastered, this makes learning the second skill easier.
  • A coach can aid PT by making sure the athlete understands the similarities between the two skills.
  • Eg - the skill of throwing can be transferred to the arm action of a tennis serve
• Negative transfer

  • This occurs when learning one skill then makes it more difficult to learn the second skill.
  • Happens when a stimulus common to both skills requires a different response
  • Can be avoided by making practice sessions similar to match situations, to ensure a larger generalised motor programme.
  • Eg squash player playing tennis may find it hard to not use wrist during shots
• Bilateral Transfer

  • Refers to the capacity of a performer who can perform a skill with their dominant side to learn to perform the skill with their non dominant side
  • Eg - footballer that can shoot with their left and right leg with power and accuracy.
• Bilateral transfer

  • Occurs through cognitive aspects eg - understanding what is required
  • Also occurs through transfer of the motor programme so that the pattern of movement learned by one limb is used subconsciously by the other limb.
• Optimising positive transfer / limiting negative transfer

  • Give clear and concise demonstrations
  • Make performer aware of transferable elements - highlight the element
  • Allow positive transfer by offering variable practices that imitate game situations