Skill and Transfer

Question 1

Identify and explain all 7 characteristics of skill

Answer 1

Use the mnemonic ACEFACE:
1 Aesthetically pleasing - flowing, smooth and are appeaaling to the eye
2 Consistent - performed with few mistakes and success is repeatable
3 Efficient - minimisation of time, no time is wasted
4 Fluent - good technique, movement is coordinated and controlled
5 Accurate - goal direced, pre-determined
6 Controlled and learned - not born able to perform the skill and don’t improve through maturation
7 Economical - minimisation of energy, looks effortless

Question 2

Explain the discrete-serial-continuous continuum

Answer 2

• Discrete skills have a clear beginning and end e.g. tennis serve, shot put, long jump
• Serial skills are composed of several discrete elements strung together e.g triple jump, floor routine in gymnastics
• Continuous skills have no clear beginning or end e.g. running, swimming, cycling

Question 3

Explain the open-closed continuum

Answer 3

• Open skills are varied according to what is happening in the environment e.g. hockey tackle, marathon, pass in football
• Closed skills can be performed with little or no reference to the environment e.g. free throw in basketball, discus throw, shot put

Question 4

Explain the pacing continuum

Answer 4

• Self paced skills are when the performer controls the rate at which the skills is executed e.g. golf swing, pole vault
• Externally paced skills are when the environment controls the rate at which the skills is executed e.g. sailing, rugby tackle, swimming start

Question 5

Explain the gross-fine continuum

Answer 5

• Gross skills involve large muscle movements and are not particularly precise e.g. weight lifting, discus throw, rugby tackle
• Fine skills involve small muscle movements and usually require a high degree of precision e.g. golf putt, archery, shooting

Question 6

Explain the simple-complex continuum

Answer 6

• Simple skills involve little information processing/decision making e.g. golf swing, sprint start, long jump
• Complex skills involve lots of information processing/decision making e.g. pass in football, tennis return, rugby tackle

Question 7

Explain the high-low continuum

Answer 7

• High skills are difficult to break down into parts e.g. free throw, football pass, football shot
• Low skills are easy to break down into parts e.g. swimming, triple jump, dive

Question 8

Describe the whole method pf practice

Answer 8

A skill is presented in total and practiced as a full movement i.e. without breaking it down into parts or sub-routines

Question 9

Describe the progressive part method of practice

Answer 9

Each sub-routine is a link in a chain; the first and second parts are taught then linked together. The third part is taught and added onto the ‘chain’ etc.

Question 10

Describe the whole-part-whole method of pratice

Answer 10

• Learner tries out the whole skill
• Subroutines are practiced separately until perfected
• Subroutines integrated back into the whole skill again

Question 11

Classify both the whole and progressive part method in: organisation, complexity, danger and continuity

Answer 11

High organisation skills are best taught using the whole method as it is difficult to split these skills up into parts, whereas low organisation skills are easier to split these skills up into parts.
Simple skills are easy to teach using whole method as there is little information processing required. Complex skills are taught in parts so it is easier to manage the large amounts of information processing.
Low danger skills can be taught using the whole method as there are little precautions that need to be inputted into the task. High danger skills are best taught using part progressive method so they can be simplified and made safer
Continuous skills are best taught using the whole method because it is too difficult to split up into parts. Serial skills are taught in parts as they are several elements strung together.

Question 12

What is massed practice?

Answer 12

• Continuous practice with little or no rest in between attempts
• Learner works continuously at a skill until it is mastered or until time runs out.

Question 13

What is distributed practice?

Answer 13

• Practice with relatively long intervals between each block of attempts
• The intervals could be rest periods or the teacher/coach could set alternative tasks
• It is important that no negative transfer occurs in these tasks

Question 14

What is variable practice?`

Answer 14

• Varying practice is important when a performer is learning a skills which need to be used in different situations.
• Varying practice is important for open skills as the situation will be different every time.

Question 15

What is mental practice?

Answer 15

The brain cannot tell the difference between the imagined experience and performing a skill for real, so the same impulses are sent through the nervous system. When this happens, the pathway is ‘imprinted’ on the nervous system so when you perform the skill it is familiar and more comfortable.

Question 16

What is positive transfer?

Answer 16

When the learning of one skill enhances the learning or performing of another skill

Question 17

How does positive transfer occur?

Answer 17

There are similarities in both skill components and information processing characteristics between the two skills

Question 18

How can a coach ensure that positive transfer occurs?

Answer 18

• Ensure new skills are similar to old skills
• Ensure first skill is well learned
• Plan progression between skills
• Eliminate bad habits
• Point out similarities
• Identify elements which could hinder learning
• Ensure performer is motivated
• Ensure plenty of relevant practice/repetition occurs

Question 19

What negative transfer?

Answer 19

When the learning of one skill hinders the learning or performing of another skill

Question 20

How does negative transfer occur?

Answer 20

When skills are very similar but not identical - the skills use a similar technique but in different ways

Question 21

What is bi-lateral transfer?

Answer 21

This is when the learning is transferred from limb to limb from one side of the body to improve the other side

Question 22

What is zero transfer?

Answer 22

When a skill has no effect on the learning or performance of another skill