Most manual handling systems I have come across generally seem to teach techniques. You say that the NMAHM® is principle-based, and as such learning can be transferred across different situations. Yet wasn't there a legal case to do with a manual handling incident which spoke against the idea of teaching for transfer?

There was such a case, and you are quite right about the technique- –v- principle -based approaches. Although the NMAHM® was the original system to define itself as principle-based, others are now stating that they too offer a principle-based approach but to our knowledge they seem to mean something different to that embraced within the NMAHM®.

One of the core issues here is the point about transfer of learned skills: in the majority of educational fields transfer is actively sought. It may be used as an assessment of the degree of development of persons, and/or as the basis of assessing readiness for progression, and/or as a key point to be achieved in enabling the development towards informed problem-solving.

However the appropriateness, the quality, and to a degree the quantity of input would have to be considered in terms of whether it could adequately prepare (equip) each individual to the level required to support the notion of transfer being a fair expectation/ defined outcome.