Practice (learning method): Difference between revisions

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Duckworth describes how deliberate practice affects education, motivation, and learning outcomes.<ref name=":1" /> In a presentation she gave at the American Educational Research Conference in 2014,<ref name=":2">{{Cite web|url=http://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2014-Annual-Meeting/2014-Annual-Meeting-Webcasts/-Noncognitive-Factors-Affecting-Student-Success|title=Noncognitive Factors Affecting Student Success|website=www.aera.net|language=en-US|access-date=2017-04-25}}</ref> she spoke about the importance of grit – of students' focusing on material with which they struggle. In her view, grit allows a student to persevere and succeed in the face of adversity. Duckworth says that if a student can apply grit in their academic work, their effort will increase. Duckworth says that effort is equally important as talent in achieving academic goals. In a study she conducted at the National Spelling Bee in Washington, D.C, she found that the students who used the grit tactic tended to advance to the finals.<ref name=":2" />

Two recent articles in ''[[Current Directions in Psychological Science]]'' criticize deliberate practice and argue that, while it is necessary for reaching high levels of performance, it is not sufficient, with other factors such as talent being important as well.<ref>{{cite journal |last1=Campitelli |first1=Guillermo |last2=Gobet |first2=Fernand |title=Deliberate Practice: Necessary But Not Sufficient |journal=Current Directions in Psychological Science |date=October 2011 |volume=20 |issue=5 |pages=280–285 |doi=10.1177/0963721411421922 |s2cid=145572294 }}</ref><ref>{{cite journal |last1=Hambrick |first1=David Z. |last2=Meinz |first2=Elizabeth J. |title=Limits on the Predictive Power of Domain-Specific Experience and Knowledge in Skilled Performance |journal=Current Directions in Psychological Science |date=October 2011 |volume=20 |issue=5 |pages=275–279 |doi=10.1177/0963721411422061 |s2cid=16690524 }}</ref> More recently, a meta-analysis found the correlation coefficient between deliberate practice and performance was 0.40, the size of which is large compared to other predictor variables (e.g. obesity, excessive drinking, smoking, intelligence, adherence to effective medication).<ref>{{cite journal |last1=Miller |first1=Scott D. |last2=Chow |first2=Daryl |last3=Wampold |first3=Bruce E. |last4=Hubble |first4=Mark A. |last5=Del Re |first5=A. C. |last6=Maeschalck |first6=Cynthia |last7=Bargmann |first7=Susanne |title=To be or not to be (an expert)? Revisiting the role of deliberate practice in improving performance |journal=High Ability Studies |date=2 January 2020 |volume=31 |issue=1 |pages=5–15 |doi=10.1080/13598139.2018.1519410 |s2cid=149904631 }}</ref> In addition, Malcolm Gladwell's point-of-view about deliberate practice is different from Ericsson's view. Gladwell, staff writer at ''The New Yorker'' magazine and author of five books on The New York Times Best Seller list including ''Outliers: The Story of Success'' said in a May 2016 [[Freakonomics]] podcast interview, thathe said, "He's [Ericsson] a hard practice guy, and I'm a soft practice guy." Gladwell claims that talent is important with an intentional dedication to practice and having a support system is vital to produce superior outcomes. It is not all about methodical effort as Ericsson claims. In Malcolm Gladwell's book, one chapter is called "The Matthew Effect."

This effect describes how different biases can affect an individual's performance. When someone is practicingpractising a skill, especially with deliberate practice, coaches play an important role in how their practices go. If a coach sets high expectations and encourages their learners, the individual is more likely to take more from practice and perform better. The role of coaches is important during deliberate practice. Coaches can strengthen desired behaviors through encouragement, positive reinforcement, and technical instruction. Fostering a positive learning environment through deliberate practice is key for all individuals involved. It is also important for coaches to lay out their practices with specific skill training, variable practice, and training of open and closed skills. These factors lead to an intentional, deliberate practice, which ultimately leads to better learning and performance.{{or}}

According to the American Psychological Association, the purpose of deliberate practice is to achieve high levels of expert performance.<ref>{{cite journal |last1=Brabeck |first1=Mary |last2=Jeffrey |first2=Jill |last3=Fry |first3=Sara |title=Practice for Knowledge Acquisition (Not Drill and Kill): (501912017-001) |doi=10.1037/e501912017-001 }}</ref> Studies also show that due to deliberate practice, an individual will experience high achievement. This is due to memory, cognition, practice, persistence, and muscle response that all improves through deliberate practice.