Enhancing students’ performance in traditional education: Implications from the expert performance approach and deliberate practice.

2012 ◽  
pp. 257-293 ◽  
Author(s):  
Kiruthiga Nandagopal ◽  
K. Anders Ericsson
Keyword(s):  
Deliberate Practice ◽  
Traditional Education ◽  
Expert Performance

scholarly journals Deliberate Practice and Expertise in Martial Arts: The Role of Context in Motor Recall

1998 ◽  
Vol 20 (3) ◽  
pp. 260-279 ◽  
Author(s):  
Thana Hodge ◽  
Janice M. Deakin
Keyword(s):  
General Theory ◽  
Martial Arts ◽  
Recall Performance ◽  
Deliberate Practice ◽  
Expert Performance ◽  
Novice Group ◽  
Definition Of ◽  
The Relationship

This study used participants from the martial arts (karate) to examine the influence of context in the acquisition of novel motor sequences and the applicability of Ericsson, Krampe, and Tesch-Romer's (1993) theory of deliberate practice in this athletic domain. The presence of context did not benefit recall performance for the experts. The performance of the novice group was hindered by the presence of context. Evaluation of the role of deliberate practice in expert performance was assessed through retrospective questionnaires. The findings related to the relationship between relevance and effort, and relevance and enjoyment diverged from Ericsson et al.'s (1993) definition of deliberate practice, suggesting that adaptations should be made if it is to be considered general theory of expertise.

Learning with Zeal

2019 ◽  
pp. 926-950
Author(s):  
Peter J. Fadde ◽  
Mohammadreza Jalaeian
Keyword(s):  
Professional Education ◽  
Deliberate Practice ◽  
Strongly Correlated ◽  
Expert Performance ◽  
Timely Feedback

Recent theories of expertise and expert performance emphasize effort over talent. Specifically, the amount of deliberate practice that performers accumulate has been strongly correlated with their level of expertise in domains including chess, music, and sports. Indeed, it is widely accepted that becoming an expert requires an average of 10,000 hours, or 10 years, of deliberate practice—that is, activities directed by an instructor or coach that are designed to improve specific aspects of performance in measureable ways that offer timely feedback and refinement of skills through repetition. While it is easy to envision deliberate practice by aspiring athletes and musicians, however, many domains of performance do not have established cultures of practice. In particular, consciously incorporating deliberate practice during college-based professional education and deliberate performance during the career work of professionals (who typically have little time to “practice”) can accelerate the development of professionals to expert levels.

Deliberate Practice Is Necessary but Not Sufficient to Explain Individual Differences in Piano Sight-Reading Skill

2010 ◽  
Vol 21 (7) ◽  
pp. 914-919 ◽  
Author(s):  
Elizabeth J. Meinz ◽  
David Z. Hambrick
Keyword(s):  
Working Memory Capacity ◽  
Deliberate Practice ◽  
Reading Skill ◽  
Memory Capacity ◽  
Reading Performance ◽  
Sight Reading ◽  
Expert Performance ◽  
Improve Performance ◽  
Wide Range ◽  
Positive Effect

Deliberate practice—that is, engagement in activities specifically designed to improve performance in a domain—is strongly predictive of performance in domains such as music and sports. It has even been suggested that deliberate practice is sufficient to account for expert performance. Less clear is whether basic abilities, such as working memory capacity (WMC), add to the prediction of expert performance, above and beyond deliberate practice. In evaluating participants having a wide range of piano-playing skill (novice to expert), we found that deliberate practice accounted for nearly half of the total variance in piano sight-reading performance. However, there was an incremental positive effect of WMC, and there was no evidence that deliberate practice reduced this effect. Evidence indicates that WMC is highly general, stable, and heritable, and thus our results call into question the view that expert performance is solely a reflection of deliberate practice.

scholarly journals The role of deliberate practice in expert performance: revisiting Ericsson, Krampe & Tesch-Römer (1993)

2019 ◽  
Vol 6 (8) ◽  
pp. 190327 ◽  
Author(s):  
Brooke N. Macnamara ◽  
Megha Maitra
Keyword(s):  
Individual Differences ◽  
Effect Size ◽  
Deliberate Practice ◽  
Skill Level ◽  
Expert Performance ◽  
Double Blind ◽  
The Core ◽  
Definition Of ◽  
Practice Teacher

We sought to replicate Ericsson, Krampe & Tesch-Römer's (Ericsson, Krampe & Tesch-Römer 1993 Psychol. Rev. 100 , 363–406) seminal study on deliberate practice. Ericsson et al . found that differences in retrospective estimates of accumulated amounts of deliberate practice corresponded to each skill level of student violinists. They concluded, ‘individual differences in ultimate performance can largely be accounted for by differential amounts of past and current levels of practice’ (p. 392). We reproduced the methodology with notable exceptions, namely (i) employing a double-blind procedure, (ii) conducting analyses better suited to the study design, and (iii) testing previously unanswered questions about teacher-designed practice—that is, we examined the way Ericsson et al . operationalized deliberate practice (practice alone), and their theoretical but previously unmeasured definition of deliberate practice (teacher-designed practice), and compared them. We did not replicate the core finding that accumulated amounts of deliberate practice corresponded to each skill level. Overall, the size of the effect was substantial, but considerably smaller than the original study's effect size. Teacher-designed practice was perceived as less relevant to improving performance on the violin than practice alone. Further, amount of teacher-designed practice did not account for more variance in performance than amount of practice alone. Implications for the deliberate practice theory are discussed.

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