Transfer of Training (Part 1, What Is Transfer of Training? Foundations and Coaching Philosophies)

Over the years, I have continually grappled with a fundamental question: Is the training in the weight room - separate from our actual sport—truly worthwhile? How much of our off-field training directly transfers to the skills we need to perform at a high level within our sport?  In my view, training should always attempt to maximise positive transfer from the weight room to the demands of the sport. Otherwise, what is the point? Since beginning my strength training journey at 17—now eight years ago—I can recall only one instance where I truly felt the full impact of prolonged off-field training on my athletic performance. I remember a specific moment in training when my ability to throw the ball farther and with greater velocity improved dramatically. Physically, I felt more explosive and athletic than ever before. But what caused this sudden breakthrough? This experience has led me to question what truly drives meaningful athletic development. Is it a particular training method, a specific adaptation, or simply the right combination of factors aligning at the right time and age? Ultimately, transfer of training is no doubt a highly complex, multifaceted process we are perhaps a long way off fully understanding. 

Defining Transfer of Training

What exactly is transfer of training? While various individuals have attempted to define transfer of training, their interpretations converge on a common theme: the extent to which training adaptations enhance performance in a specific sporting context. Issurin (2013) defined transfer of training as the extent to which improvements in one task or training intervention influence the performance in what he calls the target task, or sporting skill. Similarly, Schmidt and Lee (1999) defined transfer of training as the gain in proficiency in one motor task as a result of practice on some other motor task. In the context of athletic preparation, maximising positive transfer (training improving performance) is critical. Ensuring that training interventions directly enhance the specific skills required within sports is fundamental to optimising performance. Otherwise, would all that training away from the sport not just be a complete waste of time? So the next question lies in, how do we go about ensuring positive transfer of our training? 

The Contrasting Approaches in Coaching 

Before delving into the finer details, it is important to acknowledge the wide spectrum of coaching philosophies that currently exist within the strength and conditioning industry. At one end of the spectrum, some coaches advocate for a highly general approach, focusing exclusively on developing broad physical qualities without attempting to replicate sport-specific movement patterns. This perspective assumes that skill acquisition should occur solely through sport practice, with strength training serving as a separate foundation. Conversely, others prioritise sport specificity, ensuring that all off-field training closely mirrors the precise movement coordination patterns and demands of the sport. This approach aims to maximise direct transfer from training to competition, often by integrating movement patterns that closely resemble those used in sport. A more balanced methodology lies between these two extremes. Practitioners in this camp recognise the importance of developing and maintaining fundamental physical capacities in the weight room while also considering the unique demands of the sport, the individual athlete, and their neurological profile (as discussed by Christian Thibaudeau). This variance in coaching philosophies highlights a continuum between general physical preparation (GPP) and sport-specific preparation (SSP), raising the critical question: should coaches adhere strictly to one end of the spectrum, shift approaches based on context, or integrate multiple strategies simultaneously depending on the training cycle? 

Fundamentally, this debate reflects contrasting perspectives on the relationship between skill and strength development. Some, like Issurin (2016), advocate for a clear distinction between skill acquisition and physical preparation, treating them as separate entities. Others, such as Bosch (2015), argue that strength is meaningful only when developed within the context of skill execution, reinforcing the need for integrated, task-specific training. This discussion underscores the complexity of training transfer, challenging coaches to navigate the interplay between general adaptation and sport-specific application to maximise athletic performance.

Burnie and colleagues (2018) examined 13 coaches from various sports, from track cycling, sprint kayaking, rowing, and track and field. Their findings highlighted the necessity of aligning physical attributes with the technical demands of each sport through a needs analysis, which identifies the key physical traits underpinning sport-specific movements. This process often leads to the integration of resisted sport movements, such as sled training for sprinting, band-resisted movements in tennis, and weighted ball throws in javelin (Sean Furey) or cricket (Steffan Jones). Drip-feeding sport-specific coordination and technique within strength training ensures athletes continuously reinforce the link between weight room work and competition movements. Additionally, they emphasised the individual response to training, reinforcing the need for a personalised approach. Ultimately, their study concluded that task-specific strength must be balanced with general training to optimise athletic performance, bridging the gap between broad physical development and the precise demands of sport.

As we've established, the question surrounding the transfer of training is definitely not a simple one. In Part 2, I will begin dissecting the mechanical and physiological foundations of transfer, exploring influential work by the likes of Verkhoshansky and Bondarchuk—two coaches who have helped exponentially in how coaches design training interventions aimed at bridging the gap between the weight room and sport skills. By unpacking their models and frameworks, we can start to understand where developing general physical capacities can transfer to sport and where it might fall short.

References / Sources:

Bosch, F. (2015). Strength Training and Coordination: An Integrative Approach. Netherlands: 2010 Publishers.

Burnie, L., Barratt, P., Davids, K., Stone, J., Worsfold, P., & Wheat, J. (2018). Coaches’ philosophies on the transfer of strength training to elite sports performance.  International Journal of Sports Science & Coaching, 13(5), 729-736.

Issurin, V. B. (2013). Training transfer: scientific background and insights for practical application. Sports medicine, 43, 675-694.

Issurin, V. B. (2016). Benefits and limitations of block periodized training approaches to athletes’ preparation: a review. Sports medicine, 46, 329-338.

Schmidt, R. A., & Lee, T. D. (1999). Motor control and learning: A behavioral emphasis (3rd ed.). Champaign, IL: HumanKinetics Publishers.

Zatsiorsky, V. M. (1995). Science and Practice of Strength Training. United States: Human Kinetics.