Skill, skill continuums and transfer of skills: Zero.

The idea

A zero transfer continuum position describes a situation in which learning or performing one skill produces no measurable change in the learning or performance of another skill. The two skills are practised and assessed independently, so improvement in the first does not help or hinder the second. A useful method is to compare performance scores before and after practising the first skill: if the second skill's score stays essentially the same, the relationship sits at the zero point. This differs from positive transfer, where the first skill aids the second, and negative transfer, where it interferes. In an AQA A-Level Physical Education multiple-choice question, you would be asked to identify the continuum position or the example that best matches it, so you must distinguish zero transfer from both positive and negative transfer using the evidence in the stem.

What earns the marks

• Identifies zero transfer as no measurable effect of learning or performing one skill on another skill.
• Distinguishes zero transfer from positive transfer, where one skill aids another, and negative transfer, where one skill interferes with another.
• Applies the continuum position to a practical example by comparing performance of the second skill before and after practice of the first.
• Selects the option in which the two skills are independent and no change in the second skill is described.

Common mistakes and how to put them right

• Confusing zero transfer with negative transfer.

  Put it right: Zero transfer means no effect, whereas negative transfer means the first skill actively harms the second, so check whether the stem describes no change or a worsening.

• Assuming every pair of skills shows transfer.

  Put it right: Many skills are independent, so do not select positive or negative transfer unless the stem gives evidence of a change.

• Treating zero transfer as a failure of learning.

  Put it right: It simply describes the relationship between two skills, not the quality of the performer's learning.

• Ignoring the direction of any stated change.

  Put it right: If the stem says performance improved, that is positive transfer, and if it declined, that is negative transfer, leaving zero only when no change is reported.

Exam tips

• Underline the key phrase in the stem, such as no effect or unchanged, before looking at the options.
• Eliminate any option that describes improvement or decline when the stem reports no change.
• Check that the example in the option involves two distinct skills, because transfer is a relationship between skills rather than within one skill.