Skills (transfer etc)

• positive transfer: where one skill or situation helps the learning and performance of another skill or situation
• negative transfer: where one skill prohibits the learning and performance of another skill
• positive transfer transfers the stimulus response (S-R) bond of one skill to another, helps to develop the correct motor programme
• negative transfer is where the performer can respond incorrectly to similar stimuli, difference in kinaesthetic feedback can cause confusion
• retroactive transfer: where the current learning of a new skill effects the performance of a previously learned skill
• bilateral transfer: transfer from limb to limb (one side of the body to the other)
• ways to optimise the effect of positive transfer:

  • practice and learning situations should include positive transfer
  • build on similar skills
  • original skill must be overlearned
• ways of limiting the effect of negative transfer:

  • be aware skills that look similar may transfer negatively
  • environment should match real situation
  • learners’ attention must be drawn away from movements that “cause negative transfer”
• associationist: a group of theories related to connecting stimulus and response, S-R theories. an individual is conditioned by stimuli which are “connected” or “bonded” to appropriate response
• Reinforcement: the process that increases the probability of a behaviour accruing, this strengthens the S-R bond
• Positive reinforcement: the stimulus is given when the desired response occurs. praise, reward or encouragement used to strengthen a correct S-R bond
• Negative reinforcement: the stimulus is withdrawn when the desired response occurs
• punishment: giving a stimulus to prevent a response occuring
• operant conditioning:

  • (S) Structured conditions
  • (T) Trial and error
  • (O) Behaviour shaping
  • (P) Positive/ negative reinforcement
  • (P) Punishment
• who was observational learning developed by

  bandura
• observational learning states that performers learn new skills by observing other
• Observational learning steps:

  1. demonstration
  2. attention
  3. retention
  4. motor production
  5. motivation
  6. matching performance
• Observational learning steps?

  DARMMM = demonstration, attention, retention, motor production, motivation and matching performance
• Attention: need to watch a suitable demonstration of the skill that must be aimed at the performer’s skill level
• Retention: creating the mental picture of the skill required (mental rehearsal)
• Motor production: the physical movement to perform the skill - learners must have the ability to be able to repeat the skill either first time or through a series of progressions
• motivation: the learners need, want or desire to replicate the skilled action