Anders Ericsson is a Swedish psychologist who researches why super talented people are so good at what they do. His research has formed the basis of Malcolm Gladwell’s Outliers and Geoff Colvin’s Talent is Overrated. Whether you buy into their interpretation or not, it is clear that practice, specifically deliberate practice as Ericsson defines it, is a cornerstone of learning skills.
But what makes good practice? In an interview with Stephen J. Dubner he laid out some important points.
You should be focused and self-examining
Practice cannot simply be sloppy. You need to focus on what you are doing. You need to consider what you are doing and how you could improve. You need to be self-critical. That feedback needs to come straight away so that you can learn from it.
Once you are doing something on autopilot, you are no longer improving, Take driving for example. Once you can drive, you don’t really think about it. So it doesn’t matter if you have been driving 30 years, that doesn’t make you a better driver than someone who has been driving one year (unless you have really been focusing on improving your driving).
Ericcson quotes one study that shows that GPs who have been practicing for long periods are not better (actually they were worse) at diagnosing chest conditions than new doctors were. This is because those thirty years do not necessarily represent deliberate practice, and because the feedback they get on the accuracy of their diagnoses is not immediate.
It should be outside your comfort zone
If practice is fun, you are probably not doing it to the full effect. It is easy to fall into this trap. I regularly play my guitar, but often I just plan the songs I already know. This is not improving my guitar skills because I am not pushing myself out of my comfort zone.
You should have a teacher
You can self-teach, as many great musicians have. However, if you want to learn and practice in the most efficient way possible, you need a teacher. Someone who can give you external feedback, someone who already knows the ropes and is familiar with the established best-practice way of teaching a skill.
You should break it down
Your practice should have very specific goals. For example, just “playing some guitar” is not real practice. I need to practice a specific skill: timing, a riff, a certain technique. I need to focus in one particular area and come up with exercises to improve that in isolation, then later practice putting it all together.
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Tags: learning, practice, skill, talent
This entry was posted on Wednesday, July 20th, 2016 at 10:45 am and is filed under Success & Productivity. You can follow any responses to this entry through the RSS 2.0 feed. Both comments and pings are currently closed.