Transfer of Learning

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Transfer of Learning Effective Demonstration

• KIN 340

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Transfer of Learning

• Definition gain or loss of proficiency on one
  task as a result of previous practice or
  experience on another task
• instructors goal is to determine the influence
  of prior experiences on individuals learning of
  a new task
• positive transfer - prior experience is
  beneficial to learning a new task
• negative transfer - prior experience is
  detrimental or has no influence on learning new
  task

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Transfer of Learning Types
Generalization/Near Transfer

• Definition transfer of learning that occurs
  from one task to another very similar task or
  situation
• the relationship between what is learned in the
  practice setting and what is done in the real
  world setting (e.g., competition, at home, etc.)

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Transfer of Learning Types
Far Transfer

• Definition transfer of learning that occurs
  from one task to another very different task or
  setting
• An Example the movement-education approach for
  learning skills
• the impact of fundamental motor learning (e.g.,
  throwing, jumping, skating) on the acquisition of
  larger, more complex skills (e.g., baseball
  pitching football toss, hurdling diving, ice
  hockey/dancing)

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Transfer of Learning

• Does practicing simpler versions or parts of a
  skill transfer positively (make it easier) to
  learning the whole skill? Defend your response.
• What is modeling? How does modeling provide
  information or motivation to change motor
  performance?

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Modeling

• Definition a form of observational learning
  where an individual learns by demonstration
• types of modeling include
• imitation - monkey see, monkey do
• role playing - mental imagery/rehearsal
• identification replication - ID someone skilled
  and try to be like him/her

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Modeling

• Key points in defining modeling
• modeling is a general process (1 x is not enough)
• uses of modeling
• to learn new skills via observational learning
• inhibition/disinhibition of behaviors
• response facilitation effects (how to respond to
  situations, environment, etc. that enhances
  performance)

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Modeling

• Key points in defining modeling (cont.)
• specific types of behaviors influenced
• motor behavior
• verbal behavior (speech)
• attitudes and values

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Banduras Social Learning Theory of Modeling

• Modeling is a cognitive mediator
• when a person observes a model, he/she translates
  the observed movement information into a symbolic
  memory code
• once stored in a persons memory, movement
  information can then be mentally rehearsed,
  organized, and used to guide performance

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Banduras Social Learning Theory of Modeling
An Overview

• Two key points about giving effective
  demonstrations
• good demonstrators/ions require some thought and
  planning
• demonstrations can do as much harm as good

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Banduras Social Learning Theory of Modeling
An Overview

• Four Component Sub-processes
• attention
• get the learners attention (e.g., blow a
  whistle)
• focus on key points of the skill
• do not overload the learner with information
• limit to 3-4 key points
• start with the big picture and get more
  specific over time
• consider the age of the learner
• limited attention span of younger learners

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Banduras Social Learning Theory of Modeling
An Overview

• Four Component Sub-processes (cont.)
• retention (remember)
• attending does not mean they remember
• mental practice helps
• imagery - close eyes and picture the
  demonstration
• ask the learner to summarize key points
• ask the learner to repeat key points out loud
• name/label important points
• clear and concise instructions - keep it simple
  and specific
• immediate practice

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Banduras Social Learning Theory of Modeling
An Overview

• Four Component Sub-processes (cont.)
• motor production or practice
• turning thoughts into actions
• check lead-up/prerequisite skills (e.g., strength
  to do the skill)
• difficult skills - break down into parts
  (whole-part-whole)
• demonstrate the whole skill
• demonstrate first part of skill
• practice 1st part
• demonstrate second part
• practice 1st 2nd part
• demonstrate and practice all parts
• demonstrate and practice the entire skill

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Banduras Social Learning Theory of Modeling
An Overview

• Four Component Sub-processes (cont.)
• motivation
• the learner must be motivated
• explain the importance of the skill
• point out a professional who uses the skill or
  technique
• encourage and reward the players when they
  perform correctly

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Questions to ask self when planning to teach a
skill

• Attention
• How do I get their attention?
• To what do I want them to attend?
• How much can they attend?
• Retention/Remembering
• How can I get them to remember?
• Practice
• Can they correctly execute the lead-up skills?
• Should I break the skill into parts?

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Questions to ask self when planning to teach a
skill

• Motivation
• Did I emphasize the importance of the skill?
• What professionals use the skills effectively?
• Did I reward and encourage the learner when
  he/she performed the skill correctly?

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Principles ofEffective Demonstration

• When demonstrating, organize the learners so they
  are not facing any distractions
• Demonstrate from the angle the learner will be
  executing the skill (make it as realistic as
  possible)
• Demonstrate complex skills from several angles
• Repeated demonstrations are usually more
  effective than a single demo
• Instructions should slightly precede the skill
  segment being demonstrated
• Naming the parts of the skill helps the learner
  remember - especially younger learners
• Always follow slow motion demo with real time demo

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The Effective Model
What type of model would be the most effective?
Why?

• similar to learner (i.e., same age, sex, injury
  type, etc.)
• skilled or unskilled
• Research findings
• Landers Landers (1973) the use of a skilled
  model led to better student performance on
  acquiring a ladder-climbing task than when an
  unskilled model was used
• McCullagh similar, then dissimilar, then no
  model
• after retention, all learners performed will
  regardless of the type of model presented
• problem a simple skill was used for the study

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The Effective Model
Should all demonstrations be performed correctly?

• Skills must be performed correctly!!!
• People pick up on strategies very quickly
• If moderate to low skilled model available,
  verbal instruction becomes critical for learning
  important features of the skill
• Demonstration should be given
• at the beginning of practice in the cognitive
  stage
• early and possibly throughout the intermediate
  (practice) stage, however, focus on fine tuning