what is transfer of learning
the effect that past experiences have on the learning of a new skill
skill to skill transfer
occurs when a skill developed in 1 sport has an influence on the skill in another sport
PROACTIVE
a previously learnt skill affects the skill currently being learnt
RETROACTIVE
learning a new skill affects previously learnt skill
theory to prac
the transfer of theoretical skills into prac
done by:
- game play, tactics and strategies done via video, whiteboard or reading
- players then apply devised theories/plans into game situation
training to competition
the transfer of skills developed in training into comp situation
done by:
- coach implementing sessions which replicate demands of game
- game situations
- development of appropriate skills, energy systems and decision making process
effects of transfer of learning
POSITIVE
occurs when skills/info gained from previous learning experiences help with learning of new skill. e.g. bb free throw and netball shot
NEGATIVE
occurs when the learning from a previously learned skill is negatively impacts on the earning of new skill. skills often have similar action but different technique e.g. squash and tennis
ZERO
when learning of a new skill is not either positively or negatively affected by previously learnt skills
transfer of learning and improved skill execution
athlete who been exposed wide variety of movements from variety of different sports benefits by the athlete being better at:
- better execution of the selected response
- have more response available to select from
- process information received faster and more accurately
- recognizing and selecting relevant cues from environment
types of movement analysis (3)
- lab testing
- field testing
- comp analysis
methods of movement analysis (2)
- quantitative
- use of numbers, objective (based on fact) - qualitative
- subjective ,Knudsen and Morrison model
Knudsen and Morrison model - phase 1
PREPARATION PHASE
- coach concerned with process developing prerequisite knowledge base about skill
- coach needs to know points technique required produce skill correctly
- develop checklists to identify key criteria of skill (prep. execution, ft)
Knudsen and Morrison model - phase 2
OBSERVATION
- coach must determine best way to observe skill and gain info
- video or live viewing
- determine best viewing angle e.g. front on, birds eye
- coach then observe skill
Knudsen and Morrison model - phase 3
EVALUATION
- coach evaluates performance of the skill
- identifies athletes areas of strengths and weaknesses
- list weaknesses in order of priority
- coach will determine and put in place training drills to improve these weaknesses and overall performance
Knudsen and Morrison model - phase 4
INTERVENTION
- coach provides feedback and corrections from athletes performance
- feedback given to motivate,change performance and encourage learning
- provides athlete with visual, verbal, proprioceptive cues and strategies to improve identified problem areas
types of skills
simple skill: skill that has few components and very few attentional demands
complex skill: skill has large number components and lot of attentional demands
teaching simple skills
- imitation method
- learning via observation
- coach demonstrates learner copies - demonstration, explaination, prac, correction method
shaping - types of prac (steps dpeafei)
involves breaking down complex skills into simplified, incomplete components
steps for shaping:
1. demonstration
2. perform simple, incomplete versions of skill
3. error correction of simple version
4. add components increase complexity
5. focus on accuracy and increasing speed
6. perform entire skill and refine
7. integrate skill into small game play
chaining - types of prac (steps dbptai)
involves breaking down complex skill into component parts then practicing each part seperatly before reassembling steps of chaining 1. demonstrate 2. break skill into components 3. perform simple drill in each component 4. put all components back together 5. add opponents and increase speed 6. integrate skills into small game play
static and dynamic drills
static - stationary - allows athlete focus on technique - limited decision making -predictable environment dynamic - moving - environment less predictable - more decision making - drills more game related and difficult
static - dynamic training - type prac
used gradually build on performance of a complex skill. introduced through static drill
as athlete consolidates skill in static environment coach makes drills more dynamic to extend skill development
analysing skills - checklists
used determine the technical and tactical ability of performers made by identifying key criteria for successful performance
video analysis
- can slow movement down resulting in more accurate analysis
- freeze frames, split screen
- many respond better to visual feedback
providing feedback from video and checklists
- recognise areas of improvement and strength
- more accurate feedback, split screens and overlaying to allow performers compare themselves with elite athletes or past performance
- develop training drills
- reflective performance
what analyse when using video and checklists
- strength and weaknesses
- physical vs mental performance
- error correction
increasing performance levels
increasing optimal performance level of an athlete requires athlete/coach to:
- gather info about each performance
- identify strengths and weaknesses
- determine what factors limit performance
- athlete and coach determine actions needed improve future performance
methods used to reflect - reflective journals
used to record feelings, emotions, success,failure and suggestions for improvement
- mental self monitoring and physical self monitoring
- athlete based or coach based
