The Transfer of Motor Skill Practice to the Game: A Review of Transfer of Learning Theory and Applications

Abstract Transfer of learning from practice to competition is a prevalent issue that needs the assistance of professionals in motor behavior and coaching education. This review provides a theoretical and applied overview of transfer of learning and practice design. Lacking the appropriate knowledge and skillset to create an effective practice design does not have to be common for coaches. Athletes and coaches need more evidence of transfer of learning behind their practice design and assessment. This research review gives support to theories and concepts like Fitts and Posner\u27s stages of learning, specificity of learning, schema theory, verbal cues augmented feedback, etc. Continuous tasks that are random when given in practice have been shown to be remarkable ways of aiding in an athlete’s overall retention and transfer of skills to game time. To provide evidence for these topics, research was conducted on practice variables such as: attentional focus, acquisition, retention, transfer, feedback, and psychological skills. The intent of this review was to provide practice concepts that yield the highest rates of transfer from practice to the game. These concepts are to be used for coaches to best assess the effectiveness of their practice

Technology enhanced learning:a role for video animation

The last 20 years has seen a shift in medical education from printed analogue formats of knowledge transfer to digital knowledge transfer via media platforms and virtual learning environments. Traditional university medical teaching was characterised by lectures and printed textbooks, which to a degree still have an important role to play in knowledge acquisition, but which in isolation do not engage the modern learner, who has become reliant on digital platforms and 'soundbite' learning. Recently, however, traditional methods of teaching and learning have been augmented by, and indeed sometimes replaced by, the alternative learning methods such as: problem-based learning; a greater integration of basic science and clinical considerations; smaller teaching groups; the 'flipped classroom' concept; and various technological tools which promote an interactive learning style. The aim of these new teaching methods is to overcome the well-documented limitations of traditional lectures and printed material in the transfer of knowledge from expert to student, by better engaging the minds of more visual learners and encouraging the use of diverse resources for lifelong learning. In this commentary paper, we share the concept of video animation as an additional educational tool, and one that can help to integrate molecular, cellular and clinical processes that underpin our understanding of biology and pathology in modern education. Importantly, while they can provide focused and attractive formats for 'soundbite' learning, their aim as a tool within the broader educational toolbox is to direct the interested reader towards more traditional formats of learning, which permit a deeper dive into a particular field or concept. In this manner, carefully constructed video animations can serve to provide a broad overview of a particular field or concept and to facilitate deeper learning when desired by the student

Benefits of Ontologies to Multilingual Needs

The way in which multilingual information is organized and presented, accounts for its usefulness or adequacy for a specific purpose. As globalization becomes more pervasive, people all over the world need to make use of information in different languages in their everyday work. Bilingual or multilingual dictionaries have been, and still are, relevant resources for facing up multilingual issues. However, the multilingual information collected in dictionaries remains insufficient for those people who need to gain a general view of a specific parcel of knowledge in two or more languages. In LSP (Language for Specific Purposes) this issue becomes even more relevant. In the case of translation of specialized texts, specialization on source and target subject matter becomes imperative in order to get a complete understanding of the source text and transfer that knowledge to the target reader. Ontologies may come to solve this knowledge acquisition problem, since they offer a multilingual conceptualization of a specific parcel of knowledge by organizing the information according to the different and various relations between concepts. In this way, translators are able to gain the required domain knowledge, as well as the type of equivalence relations between concepts in the different languages, and their context of use. Thus, pursue of this paper is to give an overview of the benefits of multilingual ontologies to the multilingual information retrieval

Extensive horizontal gene transfer in cheese-associated bacteria.

Acquisition of genes through horizontal gene transfer (HGT) allows microbes to rapidly gain new capabilities and adapt to new or changing environments. Identifying widespread HGT regions within multispecies microbiomes can pinpoint the molecular mechanisms that play key roles in microbiome assembly. We sought to identify horizontally transferred genes within a model microbiome, the cheese rind. Comparing 31 newly sequenced and 134 previously sequenced bacterial isolates from cheese rinds, we identified over 200 putative horizontally transferred genomic regions containing 4733 protein coding genes. The largest of these regions are enriched for genes involved in siderophore acquisition, and are widely distributed in cheese rinds in both Europe and the US. These results suggest that HGT is prevalent in cheese rind microbiomes, and that identification of genes that are frequently transferred in a particular environment may provide insight into the selective forces shaping microbial communities

The processing of ambiguous sentences by first and second language learners of English

This study compares the way English-speaking children and adult second language learners of English resolve relative clause attachment ambiguities in sentences such as The dean liked the secretary of the professor who was reading a letter. Two groups of advanced L2 learners of English with Greek or German as their L1 participated in a set of off-line and on-line tasks. While the participants ' disambiguation preferences were influenced by lexical-semantic properties of the preposition linking the two potential antecedent NPs (of vs. with), there was no evidence that they were applying any structure-based ambiguity resolution strategies of the type that have been claimed to influence sentence processing in monolingual adults. These findings differ markedly from those obtained from 6 to 7 yearold monolingual English children in a parallel auditory study (Felser, Marinis, & Clahsen, submitted) in that the children's attachment preferences were not affected by the type of preposition at all. We argue that whereas children primarily rely on structure-based parsing principles during processing, adult L2 learners are guided mainly by non-structural informatio

Collaboration barriers in the implementation of design for environment: case studies from small and medium UK enterprises

This paper considers product development interaction and collaboration issues in the implementation of design for environment (DfE). The research used a multiple case study methodology to investigate collaboration and relationships within product development teams. Interviews within a multiple case study research were used to identify the links between poor adoption of DfE principles, communication, collaboration and knowledge management. The study was carried out across the product development teams of twenty British small and medium sized companies. The paper presents an overview of the preliminary findings drawn from an ongoing comparative analysis of these case studies to highlight the impacts of organisational factors on DfE implementation within product development teams. It is argued that further research should focus on how knowledge acquisition and transfer within small and medium enterprises can better support the necessary collaboration in DfE

Learning with worked-out problems in Manufacturing Technology: The effects of instructional explanations and self-explanation prompts on acquired knowledge acquisition, near and far transfer performance

In the present research, two different explanatory approaches – namely, instructional explanation and self-explanation prompts – were applied in worked-out-problem-based learning (learning with worked-out problems) in a computer-assisted instructional environment in the domain of manufacturing technology. This research aims at comparing the effects of both explanatory approaches on topic knowledge acquisition, near transfer performance, and far transfer performance. Additionally, this research also attempts to examine the impact of topic interest on the aforementioned variables, in addition to the relationships between topic interest, mental effort, and learning outcomes. A total of 76 second-year students were randomly assigned to experimental and control groups. The pre- and post-tests were used to measure topic knowledge acquisition, near-transfer performance, and far-transfer performance, whereas topic interest and mental effort were measured by means of Topic Interest Questionnaire and NASA Task Load Index (NASA-TLX) respectively. The analysis outcomes revealed that the self-explanation prompts approach was significantly superior to the instructional-explanation approach in terms of topic knowledge acquisition and near transfer performance. In addition, the results demonstrated that the impact of topic interest was significantly noticeable on far transfer tasks, but not on topic knowledge acquisition and near transfer tasks. On the other hand, the relationship between mental effort investment and test performance was not statistically significant. Finally, an equivocal relationship, which varied depending on the treatment conditions, was discovered between topic interest, mental effort, and test performance. (DIPF/orig.)In der vorliegenden Untersuchung wurden zwei unterschiedliche Lehrmethoden – instruktionale Erklärung und Aufforderung zur Selbsterklärung – angewandt auf das Lernen mit Lösungsbeispielen in einer computergestützten Lernumgebung, die thematisch im Bereich der Fertigungstechnik angesiedelt ist. Die computergestützte Lernumgebung bestand aus einer vom Autor erstellten Lernsoftware, die mit Macromedia Authorware entworfen und entwickelt wurde. Hauptziel der Studie war ein Vergleich der Effekte beider Lehrmethoden auf die Aneignung von Sachwissen sowie die Leistung beim nahen und weiten Transfer. Außerdem wurden die Auswirkungen von Gegenstandsinteresse auf die zuvor genannten Kriterien untersucht und die Beziehungen zwischen Gegenstandsinteresse, mentaler Anstrengung und Lernergebnissen. Insgesamt wurden 76 Studierende im zweiten Jahr ihres Studiums an der Fakultät für Technische Bildung, Universität Tun Hussein Onn Malaysia (UTHM), nach dem Zufallsprinzip in drei Gruppen aufgeteilt: Selbsterklärungsaufforderung (SE: n = 25), instruktionale Erklärung (IE: n = 25) und Kontrollgruppe (n = 26). Mit Pre- und Post-Tests wurden die Aneignung von Sachwissen sowie die nahe und weite Transferleistung erhoben. Gegenstandsinteresse und mentale Anstrengung wurden mit dem Topic Interest–Fragebogen und dem NASA-TLX gemessen. Das Statistik-Paket für die Sozialwissenschaften (SPSS) wurde verwendet, um die Hypothesen an den gesammelten Daten zu prüfen. Die Hypothesenprüfung erfolgte mittels quantitativ statistischer Auswertungsverfahren (Korrelation, Varianzanalyse). (DIPF/Orig.