PEFreePrintable

Movement Skills Transfer

A free pe worksheet ready for your classroom. Open in Kuraplan to grab the print-ready PDF, customize it for your students, or generate a fresh version in seconds.

Download now

Name:Date:

Movement Skills Transfer

Read the scenario, then work out which movement skills transfer between activities. Use evidence from the examples to explain how technique may need to change in a new setting.

A new challenge at the community sports day

Charlie is trying four activities at a community sports day. At the target station, she throws a soft ball underarm towards a hoop. At the court station, she passes a netball to a moving teammate. At the balance station, she stands on a low, stable beam and reaches to collect a beanbag. At the field station, she runs, changes direction and catches a partner’s pass. Charlie notices that some skills feel familiar, but the equipment, space and decisions are different.

Part A: Spot the transfer

Select the strongest answer for each question.

1.What does movement-skill transfer mean in Charlie’s sports-day challenge?

A skill learned in one activity helps with performance in another activity.
The rules of one sport are exactly the same as another sport.
An athlete performs every movement without practising.
A player uses only one skill in every activity.

2.Which skill is most directly shared by the target station and the netball court station?

Throwing an object towards a target or person
Balancing on a beam
Kicking a moving ball
Running through water

3.Name one movement skill used in both the balance station and the field station. Explain briefly how it helps in each activity.

4.True or false? A skill can transfer to a new activity even when the equipment, rules or environment are different. Give one reason for your answer.

TrueFalse

Part B: Adapt the movement

Think about what stays similar and what changes when a skill moves to a new activity.

5.Charlie’s underarm throw reaches the hoop, but her netball pass sails over her teammate’s head. Give two adjustments she could make to the pass. Link each adjustment to the target or teammate.

6.Match each activity to the movement skill that is most central to the example.

Collecting a beanbag while standing on a beam
Passing a ball accurately to a teammate
Changing direction to get free for a pass

Object-control skill
Agility
Dynamic balance

7.Which factor is most likely to change how Charlie uses the same throwing skill when passing to a moving teammate rather than aiming at a hoop?

The teammate’s movement and the need to time the pass
The fact that both activities use the arms
The colour of the ball
The need to stand still in every activity

8.Describe one way running and changing direction could help in a game of touch football, and one way it could help in a game of basketball.

Part C: Plan a transfer test

Use a small, fair test to check whether practice in one activity supports performance in another.

9.Choose one skill from the sports-day scenario and a different sport or activity where it could transfer. Specify a measurable performance test for the new activity. State what you will practise, how you will measure performance before and after practice, and at least two conditions you will keep the same to make the test fair.

10.Write a one-week practice goal for improving one movement skill that could transfer to at least two activities. Make the goal specific and measurable.