Author: USER
Company: BHASVIC

1.	Describe the types of transfer that can occur when learning and performing movement skills.
	Using practical examples, explain the effects of transfer on the learning of movement skills.
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2.	10 marks – Levels marked question

L3
8-10 marks

A comprehensive answer:
•	detailed knowledge & understanding;
•	effective analysis/critical evaluation and/or discussion/explanation/development;
•	clear and consistent practical application of knowledge;
•	accurate use of technical and specialist vocabulary;
•	high standard of written communication.
Discriminators from L2 are likely to include:
•	At least four different types of transfer are effectively described
•	Both learning and performing have been covered
•	Clear understanding of difference between pro-active and retroactive transfer
•	At the top of this level explanations might include links to schema and
•	variable practice

L2
5-7 marks

A competent answer:
•	satisfactory knowledge & understanding;
•	analysis/critical evaluation and/or discussion/explanation/development attempted with some success.
•	some success in practical application of knowledge;
•	technical and specialist vocabulary used with some accuracy;
•	written communication is generally fluent with few errors.
Discriminators from L1 are likely to include:
•	At least three different types of transfer have been referred to or two described effectively
•	The effects of transfer have only been partially explained
•	There are few if any links to variable practice or schema

L1
0-4 marks

A limited answer:
•	basic knowledge & understanding;
•	little or no attempt to analyse/critically evaluate and/or discuss/explain or develop;
•	little or no attempt at practical application of knowledge;
•	technical and specialist vocabulary used with limited success;
•	written communication lacks fluency and there will be errors, some of which may be intrusive.

	Indicative content: Candidate responses are likely to include: (relevant responses not listed should be acknowledged)
Numbered points = knowledge / understanding
Bullet points = likely to be development of knowledge
1.	Positive Transfer
	Description
2.	Where one skill / movement helps the learning (and performance) of another
	Explanation of effects:
•	Encourages similar S-R bond between two skills / transfer of SR bond from one skill to another
•	Helps develop correct motor programme
•	Effective if similar elements of both skills are highlighted by coach / identical elements theory
•	Best if previous skill is well learned
•	Similarities in processing requirements will increase possibility of transfer
•	Highlight transferable elements
•	Ensure practise conditions reflect competition conditions
 
3.	Negative Transfer
	Description
4.	Where one skill / movement hinders the learning (and performance) of another
	Explanation of effects:
•	Performer can respond incorrectly to similar stimuli eg tennis player playing squash plays forehand with stiff wrist rather
than correct squash technique
•	Hinders stimulus response compatibility
•	Perfomer can confuse subroutines or elements between two skills
•	Differences in kinaesthetic feedback can cause confusion in the learner
•	Avoid teaching conflicting skills close together (e.g. in same week or term)
•	Ensure original skill well learned to avoid negative transfer
•	Occurs when performer is required to produce a new response in a well known situation
•	Negative transfer can de-motivate the performer or learner

5.	Proactive Transfer (skill from past affecting learning now)
6.	Where a previously learned skill affects the (current) learning and/or performance of another skill
(award BOD if ‘helps’ or ‘hinders’ used rather than affects)
•	Proactive transfer can be positive or negative
(e.g. a tennis player takes up badminton - the previously learned smash in tennis affects the current learning of the overhead clear in badminton (can be positive or negative))
7.	Retroactive Transfer (learning now affecting a previously learned skill)
8.	Where the current learning of a new skill affects the performance of a previously learned skill (award BOD if ‘helps’ or ‘hinders’ used rather than affects)
•	Retroactive transfer can be positive or negative
•	Negative retroactive transfer less likely with highly skilled performers eg Andy Murray’s tennis would not be adversely affecting by him playing recreational squash or badminton
(e.g. a tennis player takes up badminton - the current learning of the badminton overhead clear affects the previously learned smash in tennis (can be positive or negative))
 
9.	Bilateral Transfer
10.	This is transfer from limb to limb (e.g. arm to arm / leg to leg)
(NB - do not credit arm to leg or equivalent   side to side = BOD)
•	Bilateral transfer can be positive or negative
(e.g. goal keeper diving to left and right / footballer kicking with both feet / basketballer left and right hand lay-up shot)
 
	General - inc. variability of practice / schema theory:
•	(it could be argued that) all learning is based on transfer
•	Transfer involves learning through the influence of skills with similar response requirements
•	Judgement or perception of environment can be affected by transfer
•	Transfer helps develop or update motor programmes
•	Transfer helps the building of schema or experiences stored in the LTM for future application or modification of motor programmes
•	When first skill is well learned, opportunities for expanding schema are increased
(e.g. a well grooved top spin forehand in tennis offer more opportunity for transfer to a cross court forehand)
•	Variable practice helps to encourage transfer / need to vary practice to give a wide range of experiences that can be drawn upon from training to the ‘real game’
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Oriel High School