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Physical and Physiological Reponses and Adaptations
Published in Michael H. Stone, Timothy J. Suchomel, W. Guy Hornsby, John P. Wagle, Aaron J. Cunanan, Strength and Conditioning in Sports, 2023
Michael H. Stone, Timothy J. Suchomel, W. Guy Hornsby, John P. Wagle, Aaron J. Cunanan
As discussed previously, specificity of training refers to the degree of similarity between regularly used training exercises and those making up performance. Transfer-of-training effect refers to the degree of performance adaptation that can result from a training exercise and is strongly related to the concept of training specificity. Mechanical specificity concerns the kinetic and kinematic associations between a training exercise and a physical performance. Thus, mechanical specificity includes movement patterns, peak force, rate of force development, acceleration, and velocity parameters. The more similar a training exercise is to the actual physical performance, the greater the possibility of transfer (9, 72, 77).
Introduction to Function
Published in James Crossley, Functional Exercise and Rehabilitation, 2021
To increase the transfer of training, where do we start? Similarity and specificity are key training principles that impact transfer. In 1901, Thorndike and Woodworth introduced the theory of ‘identical elements’, stating that the transfer of abilities is dependent on the extent by which those two activities contain ‘identical elements’. The more similar two tasks are, the greater the transfer between them.
Transfer of Training: An Evaluation Study
Published in Katharine Briar-Lawson, Joan Levy Zlotnik, Evaluation Research in Child Welfare: Improving Outcomes Through University-Public Agency Partnerships, 2018
Kathryn Conley Wehrmann, Hyucksun Shin, John Poertner
The evaluation study reported on here was based upon a review of the transfer of training literature and preliminary studies conducted by Gregoire, Propp, and Poertner (1998). An initial review of this literature identified sets of variables related to the transfer of training. These include individual attributes, instructional design, and the organizational environment.
The importance of training transfer of non-technical skills safety training of construction workers
Published in International Journal of Occupational Safety and Ergonomics, 2023
Karina Nielsen, Kara Ng, Dina Guglielmi, Laura Lorente, Luminita Pătraş, Michela Vignoli
Migrant workers are particularly vulnerable as they are often low-skilled and face language barriers and different safety cultures [7–9]. Safety training is widely acknowledged as an effective way of improving safety at work [10]; however, a recent systematic literature review concluded that transfer of safety training of migrant construction workers remains under-researched [11]. Transfer of training refers to the extent to which learning is translated into changes in behaviour and maintained over time [12]. The systematic literature review by Peiró et al. [11] revealed two main limitations of current state-of-the-art of safety training of migrant workers in construction. First, there has been little focus on training competencies to support safety application on the construction site (i.e., non-technical skills). Second, evaluation of such training has failed to consider transfer of learned skills to the construction site and long-term application of such skills. The lack of consideration of training transfer is a general issue in the safety training literature [13].
Transfer of knowledge, skills and confidence from a faculty development programme for health professions educators into practice
Published in Medical Teacher, 2021
C. F. Chia, V. D. Nadarajah, V. Lim, S. Kutzsche
There are limitations concerning the research method. This study presents an exploratory retrospective study model and contributes to evaluation research by demonstrating that the transfer of knowledge skills and confidence happens dynamically along with different levels in the IMU FTL. Future learning transfer research should aim at investigating training’s predictive validity on the basis of institutional performance measures, vision, and values (Stürmer et al. 2013). Further studies may also help to identify characteristics and mechanisms (e.g. individual participants, the design of the programme, the work factors, and the facilitators) that could enhance transfer from training into practice. Participants’ writing skills, motivation and individual time constrains could have influenced the quality of the written reports.
“Acquired brain injury and return to work”: the feasibility of a training program for insurance physicians
Published in Disability and Rehabilitation, 2020
Birgit H. P. M. Donker-Cools, Haije Wind, Monique H. W. Frings-Dresen
In order to optimize knowledge transfer, the training program made use of active teaching approaches that have been shown to improve physician performance and guideline implementation [21,22]. Training programs designed in this way have been shown to result in knowledge increase in the context of guideline implementation for IPs [34] and occupational physicians [35]. Specifically, when guidelines need to be implemented in IPs’ practice, the use of interactive lectures and subgroup exercises with a trainer providing feedback has been demonstrated to increase IPs’ knowledge significantly [34]. Therefore, in this “ABI and RTW” training program, knowledge was imparted in a similar way, by means of interactive plenary lectures, exercises, simple case scenarios providing participants with opportunities to have short discussions with peers, and more complex, realistic case scenarios whereby participants learned to apply the knowledge in small groups of two or three participants. This case-based learning method allowed participants to reflect on their own practice when evaluating the RTW process, and when performing assessments of functional abilities and prognosis.