DELIBERATE PRACTICE

Deliberate practice can be thought of as something clearly different from most types of experiences in the workplace and in our everyday life. This difference explains why experience in a domain of professional expertise is so weakly related to performance. When surgeons perform surgeries on patients, they need to execute the surgery in a manner that provides the best chances for recovery and health of the patient. It would be irresponsible to try out an alternative surgical method or take the time to attempt to improve on some particular weakness in their surgical skills. More generally, professionals, craftsmen, and employees are expected to achieve the best possible result given their attained current level of skill during their work hours, public performances, and competitions. This does not imply that the time associated with competition or work cannot be used to improve performance. The performers can often engage in considerable preparation prior to actual performance, such as planning the surgery, preparing for playing a set of music pieces or for facing specific athletic opponents.

It is possible to re-create or simulate conditions of actual performance during practice sessions (performance practice) in anticipation of the actual (often public) performance. For instance, in surgery, recent training using simulators has provided surgical deliberate practice that has been shown to develop a different learning curve to that of merely gaining experience. Recent research in the army has shown that training can rapidly plateau, but if training more like deliberate practice is undertaken, improvement either resumes or never stops. A classic example given for this is the success of the Navy’s top gun program during Vietnam, when, during a break in air combat naval pilots were trained in the air against strong pilots who would then give the pilots feedback on what they did wrong. This program led to a 10-fold improvement in combat performance for these pilots. Additionally, training using simulators and feedback helped anti-submarine personnel to perform better after training than experienced fleet personnel, an improvement in sonar detection that would have cost billions to achieve with superior equipment.

More generally, skilled individuals should be able to encode significant events during the actual performance so they can recall them after the end of a performance. Alternatively, it may be possible to video tape the performance and then review the tapes by themselves or with a coach or supervisor. During the review the individuals can identify problems and weaknesses that can be targeted in subsequent practice sessions. In some sports, like soccer and tennis, there may often be enough time between ball possessions or during side changes in tennis and at half-time in soccer to consider alternative tactics that will be more successful. Game film is also recorded in most major sports, allowing close inspection of performance by both the player and the coaches. At the very least, problems can be identified through performance on the field that can guide the direction of practice.

In some domains, where the focus is on increased speed and efficiency, deliberate practice will be similar to the actual work activity but the goals are different. For example, the best way to increase one’s typing speed is to set aside 10–20 minutes each morning, when most individuals are most alert, to push themselves to type 10–20% faster than their normal comfortable speed of typing. During these efforts, the typists realise which key stroke combinations are causing hesitations and thus slowing down the typing process. Once these combinations have been identified, the typists can try to overcome these problems with targeted practice. It is often helpful to type especially prepared texts, where these key stroke combinations are relatively frequent, to incorporate the improved key sequences into their integrated typing skill. Once certain combinations have been mastered then the cycle starts over with identifying new problems that are slowing the typists’ elevated speed.

KEY FEATURES OF DELIBERATE PRACTICE

Deliberate practice is highly demanding mentally, requiring high levels of focus and concentration.

You have heard it before – no pain, no gain. But the authors also stress that you have to be “fully absorbed” in your practice for it to truly be effective. This is partly a matter of discipline, but it is even more a matter of tapping your sources of implicit motivation - it is very hard to keep at this kind of practice if you are not clear about why doing it matters to you.

It is designed specifically to improve performance—to strengthen it beyond its current levels.

This is the part that says you cannot just put in time and expect to get significantly better at anything – you have to consistently stretch yourself, and then stretch some more. I do my best to keep this in mind, for example, when I am practicing the piano and fall into just practicing scales mindlessly or playing the same old songs again and again.

It must continue for long periods of time.

Basic research on expert performance suggests that the benefits it generates cannot usually be attained without continued and vigorous effort and it also depends on a lot of other factors – including all of those listed here.

It must be repeated.

Even though repetition alone would not get you to the level of excellence, you also would not get there without it. There are very few areas of life in which achieving true excellence does not require some level of practice pretty much every day.

It requires continuous feedback on results.

Sometimes you can tell on your own whether you are doing things right. You know when you hit a wrong note on the guitar, for example. But very often this is the area where having a great teacher, coach, or mentor can make all the difference. You know that personally you do not seek outside guidance often enough. You may want to consider whether you do.

Pre-performance preparation is essential.

This is where goal-setting comes in - you have to know where you want to go if you expect to get there. Goal-setting should involve not merely outcomes, but also the processes involved in reaching predetermined goals. In other words, you need to have a plan, and having one helps tremendously with sticking to it.

It involves self-observation and self reflection.

As you practice, you need to be continually aware of your own performance and be focused on correcting and adapting as appropriate.  This kind of in-the-moment self-assessment is critical regardless of whether a teacher is involved. You have to develop a strong ability to objectively assess your own performance so that you can make any necessary adjustments to your practice.

It involves careful reflection on performance after practice sessions are completed.

In addition to being aware of your performance as you are practicing, you need to look back on it once you are done and determine where you stand with respect to your overall goals. You need to continue to reflect and adjust over time as you make progress toward your goals. What might you change to ensure ongoing progress?

Whatever you are pursuing, if excellence is your goal, be sure to practice, practice, practice – and be deliberate about it.

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