IB
Sports,
Exercise and
Health Science
Topic 5: Skill in Sport: Principles of skill learning
5.3.1 Distinguish between learning and performance
Investigation 1
Work with a partner. One is the student, the other is the instructor. The instructor (out of
sight) composes a sequence of movements, chosen at random. Keep the movements simple
(about 10 different ones are sufficient). The instructor practices the routine so that it can be
demonstrated to the student fluently. The sequence is then taught to the student by
demonstrating it in full and once only.
The student then performs at his/her best. This performance will probably contain some
errors. Without any explanation the instructor shows it again. The student demonstrates it
again. Repeat the procedure without verbal coaching till the sequence is performed
correctly.
Note how many mistakes of movement pattern or sequencing are made at each
performance.
5.3.8 Explain the different types of presentation
Investigation 2
TO INVESTIGATE THE EFFECTIVENESS OF WHOLE AND PART METHOD OF
TEACHING A NOVEL SEQUENCE OF MOVEMENTS
Method : The class is divided into four groups; four group leaders are appointed. The class
teacher has previously devised and taught to the group leaders a sequence of movements
which flow into one another and which contains some complex (but not impossible) moves.
The constituent parts of the sequence are agreed.
Group A learns the sequence by the ‘part’ method (Figure 1.0 i.).
Group B learns the sequence by the ‘progressive part’ method (Figure 1.0 ii.).
Group C learns the sequence as a whole.
Figure 1.0 ‘Part’ methods of presentation
Group D learns by the whole-part-whole
method.
Discussion:
1. Which group takes the longest to learn?
2. Which group performs the sequence best?
3. What seems to be the best method of teaching for this particular skill?
IB
Sports,
Exercise and
Health Science
Topic 5: Skill in Sport: Principles of skill learning
4. You have been investigating teaching methods, but what are the ‘confounding variables’
in this experiment, i.e. factors other than teaching method which may have affected the
result?
Answers:
5.3.3 Outline the different types of learning curves
Learning Curves
Curves of learning are based on individuals’ performance at given moments in given
situations. There is no single curve of learning – all curves are related to individuals and the
skill in question. However, certain types of curves can be identified:
 Positive acceleration
 Negative acceleration
 Linear
 Plateau
Task One:
2.
Outline and draw the FOUR different types of learning curves
What causes plateau and what can teachers or coaches do to help overcome
these?
Answer :
3. You see a novice complete a number of tennis serves over a period of 20 minutes of
massed practice.
a. Sketch a graph, with time in minutes on the
horizontal x-axis and success rate on the vertical yaxis, showing the possible changes in performance
of the novice over the practice period. (3 marks)
Answer :
b. Explain the shape of the performance curve on
your graph. (4 marks)
Answer :
Sketch graph 2.0. Success rate
against time for a novice tennis
player practising a serve
IB
Sports,
Exercise and
Health Science
Topic 5: Skill in Sport: Principles of skill learning
c. What strategies might the teacher employ to help improve the performance of any
closed skill by a novice during a 20-minute practice session? (4 marks)
Answer:
5.3.5 Define the concept of transfer
EXAMPLES OF TRANSFER TYPES
Put the following pairs of skills into one of three categories (i) very similar (ii) likely to
cause interference (iii) dissimilar.
Answer:
o Tennis serve and volleyball serve
=
o Long and short serve in badminton
=
o Golf drive and ten pin bowling
=
o Straight arm pull and bent arm pull in back crawl
=
o Rugby League and Rugby Union
=
o Dismounts from the high bar and the rings in men’s gymnastics
o Scottish folk dancing & Latin dancing
o Ice hockey and field hockey
Notes:
=
=
=
IB
Sports,
Exercise and
Health Science
Topic 5: Skill in Sport: Principles of skill learning
5.3.6 Outline the types of transfer
Investigation 3
TO INVESTIGATE POSITIVE TRANSFER EFFECTS IN SKILL LEARNING
Method : Select one form of transfer from categories 1 - 5 in Figure 3.0. Select two groups
of subjects, Group 1 and Group 2, matched for motor learning ability as far as possible.
Using the following two tasks (A and B)
o Task A = using non-preferred hand, throwing tennis ball into bin from 2.5m.
o Task B = using non-preferred hand, throwing dart into bull of dartboard from 2.5m.
Success criteria for:
o Task A = 4 successive balls on target.
o Task B = 4 successive darts in the bull.
Experimental protocol:
o Group 1 practises on Task A for 10 minutes.
o Group 2 relaxes and waits without practice.
o Both groups then begin Task B, and time is taken to successfully complete the task.
What might you expect in the learning of Task A to transfer positively to learning in Task B.
Figure 3.0 Categories of transfer
Decide on the criteria you will use to determine that learning has taken place; for example,
you might decide that seven accurate shots out of ten in a novel aiming task constitutes
learning.
Group 1 learns Task A and then Task B.
Group 2 learns only Task B.
IB
Sports,
Exercise and
Health Science
Topic 5: Skill in Sport: Principles of skill learning
Results : Determine which group learned Task B more quickly.
Table 3.1 Sample results - Times taken to learn task B
subject
A
B
C
D
E
F
G
H
mean
Group 1 (A + B)
subject
I
J
K
L
M
N
O
P
Group 2 (B only)
Discussion: Assuming all other variables have been controlled (a dangerous assumption
under the circumstances of a class experiment), what do your results tell you about the
possibility of transfer between Task A and Task B for Group 1?
Answer:
How might you improve the experiment so that you could be more confident of your results?
Answer:
Review Questions
1. Give a sport-related example of a) positive transfer and b) negative transfer.
Answer:
2. List the six categories of transfer and give an example for each.
Answer:
IB
Sports,
Exercise and
Health Science
Topic 5: Skill in Sport: Principles of skill learning
3. List four requirements for positive transfer to occur.
Answer:
4. Give an example of a coach using positive transfer to develop a technique.
Answer:
5. How can transfer be detrimental to performance? Give a practical example. (3
marks)
Answer:
6. How can a coach ensure that as much positive transfer takes place as possible in a
training session? (5 marks)
Answer :
7. Define the terms positive transfer and negative transfer in the context of someone
learning a sport skill. (2 marks)
Answer:
IB
Sports,
Exercise and
Health Science
Topic 5: Skill in Sport: Principles of skill learning
8. Figure 3.2 shows different extents of
transfer in different situations labelled A,
B, and C, give examples of one pair of
games type skills which illustrate the
kinds of transfer indicated. (4 marks)
Answer:
Figure 3.2 Extents of transfer in
various situations