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==Common types==
[[File:Eduardo Martín from Diez Negritos.jpg|thumb|upright|A [[musician]] practicing his instrument.]]
[[File:ANCOP officers.jpg|thumb|ANCOP officer cadets practice detaining an armed insurgent at the Mazar-e Sharif Regional Training Center on December 12, 2010.]]
Some common ways practice is applied:
*To learn how to play a [[musical instrument]] ([[musical technique]])<ref name=":3">{{Cite journal |last=Ericsson |first=K. Anders |last2=Krampe |first2=Ralf T. |last3=Tesch-Römer |first3=Clemens |date=1993 |title=The role of deliberate practice in the acquisition of expert performance. |url=https://doi.org/10.1037//0033-295x.100.3.363 |journal=Psychological Review |volume=100 |issue=3 |pages=363–406 |doi=10.1037/0033-295x.100.3.363 |issn=0033-295X}}</ref>
*To improve athletic or team performance<ref name=":4">{{Cite book |url=https://www.cambridge.org/core/product/identifier/9780511816796/type/book |title=The Cambridge Handbook of Expertise and Expert Performance |date=2006-06-26 |publisher=Cambridge University Press |isbn=978-0-521-84097-2 |editor-last=Ericsson |editor-first=K. Anders |edition=1 |doi=10.1017/cbo9780511816796 |editor-last2=Charness |editor-first2=Neil |editor-last3=Feltovich |editor-first3=Paul J. |editor-last4=Hoffman |editor-first4=Robert R.}}</ref>
*To prepare for a public performance within the performing arts
*To improve [[Reading (activity)|reading]], [[writing]], [[interpersonal communication]], [[typing]], [[grammar]], and [[spelling]]
*To enhance or refine a newly acquired skill<ref name=":5">{{Cite journal |last=Ericsson |first=K. A. |last2=Lehmann |first2=A. C. |date=1996 |title=EXPERT AND EXCEPTIONAL PERFORMANCE: Evidence of Maximal Adaptation to Task Constraints |url=https://www.annualreviews.org/content/journals/10.1146/annurev.psych.47.1.273 |journal=Annual Review of Psychology |language=en |volume=47 |issue=1 |pages=273–305 |doi=10.1146/annurev.psych.47.1.273 |issn=0066-4308}}</ref>
*To maintain skill<ref>{{Cite journal |last=Anders Ericsson |first=K. |date=2008 |title=Deliberate Practice and Acquisition of Expert Performance: A General Overview |url=https://onlinelibrary.wiley.com/doi/10.1111/j.1553-2712.2008.00227.x |journal=Academic Emergency Medicine |language=en |volume=15 |issue=11 |pages=988–994 |doi=10.1111/j.1553-2712.2008.00227.x |issn=1069-6563}}</ref>
*To learn martial arts; [[kata]] and [[sparring]] are common forms of practice
*To master tasks associated with one's occupation (e.g. a cashier using a [[Point of sale system|POS system]])
How well one improves with practice depends on several factors, such as the frequency it is engaged in, and the type of feedback that is available for improvement.<ref name=":3" /> If feedback is not appropriate (either from an instructor or from self-reference to an information source), then the practice tends to be ineffective or even detrimental to learning.<ref name=":6">{{Cite book |last=Rousmaniere |first=Tony |url=https://www.taylorfrancis.com/books/9781003400622 |title=Deliberate Practice for Psychotherapists: A Guide to Improving Clinical Effectiveness |date=2024-07-26 |publisher=Routledge |isbn=978-1-003-40062-2 |edition=2 |___location=New York |language=en |doi=10.4324/9781003400622}}</ref> If a student does not practice often enough, reinforcement fades, and he or she is likely to forget what was learned. Therefore, practice is often scheduled, to ensure enough of it is performed to reach one's training objectives. How much practice is required depends upon the nature of the activity, and upon each individual. Some people improve on a particular activity faster than others. Practice in an instructional setting may be effective if repeated only 1 time (for some simple verbal information) or 3 times (for concepts), or it may be practiced many times before evaluation (a dance movement).<ref name=":4" />
==Deliberate practice==
Psychologist [[K. Anders Ericsson]], a professor of Psychology at [[Florida State University]], was a pioneer in researching deliberate practice and what it means.<ref name=":5" /> According to Ericsson:
<blockquote>People believe that because expert performance is qualitatively different from a normal performance the expert performer must be endowed with characteristics qualitatively different from those of normal adults. [...] We agree that expert performance is qualitatively different from normal performance and even that expert performers have characteristics and abilities that are qualitatively different from or at least outside the range of those of normal adults. However, we deny that these differences are immutable, that is, due to innate talent. Only a few exceptions, most notably height, are genetically prescribed. Instead, we argue that the differences between expert performers and normal adults reflect a life-long period of deliberate effort to improve performance in a specific ___domain.<ref name=":0">{{cite journal |last1=Ericsson |first1=K. Anders |last2=Krampe |first2=Ralf T. |last3=Tesch-Römer |first3=Clemens |title=The role of deliberate practice in the acquisition of expert performance. |journal=Psychological Review |date=July 1993 |volume=100 |issue=3 |pages=363–406 |doi=10.1037/0033-295X.100.3.363 |citeseerx=10.1.1.169.9712 |s2cid=11187529 }}</ref></blockquote>
One of Ericsson's core findings was that how expert one becomes at a skill has more to do with how one practices than with merely performing a skill a large number of times. An expert breaks down the skills that are required to be expert and focuses on improving those skill chunks during practice or day-to-day activities, often paired with immediate coaching feedback. Another important feature of deliberate practice lies in continually practicing a skill at more challenging levels with the intention of mastering it.<ref name="Mayer, R. E. 2008">Mayer, R. E. (2008). ''Learning and Instruction.'' Upper Saddle River, New Jersey: Pearson Education, Inc.{{pn|date=January 2023}}</ref> Deliberate practice is also discussed in the books ''Talent is Overrated'' by [[Geoff Colvin]]<ref>Geoff Colvin, ''Talent is Overrated: What Really Separates World-Class Performers from Everybody Else''</ref>
Ericsson also believes that some anatomical characteristics were believed to be fixed traits in the past. Genes rarely dictate what traits will be. However, his study has proven that the characteristics have the ability to change and adapt in response to intense practice over multiple years. Ericsson's statements on practice also support the 10 year rule. Ericsson believes that elite performance is the product of maximal effort over at least a decade. The maximal effort is described as using deliberate practice in order to improve performance.<ref name=":0" />
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==Deliberate practice in medical education==
Deliberate practice is used in medical education.<ref>{{Cite journal |last=McGaghie |first=William C. |date=2017-04-11 |title=Advances in Medical Education from Mastery Learning and Deliberate Practice |url=https://doi.org/10.1002/9781119165590.ch12 |journal=The Cycle of Excellence |pages=249–264 |doi=10.1002/9781119165590.ch12}}</ref> Duvivier et al. reconstructed the concept of deliberate practice into practical principles to describe the process as it relates to clinical skill acquisition. They defined deliberate practice as:
#repetitive performance of intended cognitive or psychomotor skills.
#rigorous skills assessment
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In an article by Susan Howick, the idea of using mixed method practice in the medical field could be proven to be beneficial for practitioners and researchers.<ref>{{cite journal |last1=Howick |first1=Susan |last2=Ackermann |first2=Fran |last3=Walls |first3=Lesley |last4=Quigley |first4=John |last5=Houghton |first5=Tom |title=Learning from mixed OR method practice: The NINES case study |journal=Omega |date=June 2017 |volume=69 |pages=70–81 |doi=10.1016/j.omega.2016.08.003 |url=https://strathprints.strath.ac.uk/57316/1/Howick_etal_Omega2016_Learning_from_mixed_OR_method_practice.pdf }}</ref>
==Deliberate practice in mental health education==
Deliberate practice is used in mental health education. More than 20 peer-reviewed empirical [https://sentio.org/dpresearch studies] and two literature reviews have investigated the process and outcomes of deliberate practice in supervision.<ref>{{Cite journal |last=Nurse |first=Karina |last2=O’Shea |first2=Melissa |last3=Ling |first3=Mathew |last4=Castle |first4=Nathan |last5=Sheen |first5=Jade |date=2025-04-03 |title=The influence of deliberate practice on skill performance in therapeutic practice: A systematic review of early studies |url=https://www.tandfonline.com/doi/full/10.1080/10503307.2024.2308159 |journal=Psychotherapy Research |language=en |volume=35 |issue=3 |pages=353–367 |doi=10.1080/10503307.2024.2308159 |issn=1050-3307}}</ref><ref>{{Cite journal |last=Mahon |first=Daryl |date=2023 |title=A scoping review of deliberate practice in the acquisition of therapeutic skills and practices |url=https://onlinelibrary.wiley.com/doi/10.1002/capr.12601 |journal=Counselling and Psychotherapy Research |language=en |volume=23 |issue=4 |pages=965–981 |doi=10.1002/capr.12601 |issn=1473-3145}}</ref> A 2024 review outlined two principal models of deliberate practice training for mental health professionals.<ref>{{Cite journal |last=Clements-Hickman |first=Alyssa L. |last2=Harris |first2=Kevin R. |date=2024 |title=Deliberate practice for psychotherapy skills: Recommendations and implications based on the state of the science. |url=https://doi.apa.org/doi/10.1037/pro0000592 |journal=Professional Psychology: Research and Practice |language=en |volume=55 |issue=6 |pages=563–572 |doi=10.1037/pro0000592 |issn=1939-1323}}</ref> The Better Results model, developed by Scott Miller, Mark Hubble, and Daryl Chow, leverages data from [[Feedback Informed Treatment]] to steer deliberate practice efforts.<ref>{{Cite book |last=Miller |first=Scott D. |url=https://content.apa.org/books/16160-000 |title=Better results: Using deliberate practice to improve therapeutic effectiveness. |last2=Hubble |first2=Mark A. |last3=Chow |first3=Daryl |date=2020 |publisher=American Psychological Association |isbn=978-1-4338-3190-4 |___location=Washington |language=en |doi=10.1037/0000191-000}}</ref> The [https://sentio.org/innovation Sentio Supervision Model], created by the Sentio University Marriage and Family Therapy program in California, combines psychotherapy skill rehearsal with clinical videos and outcome data.<ref>{{Cite journal |last=Vaz |first=Alexandre |date=2024 |title=Time to Rethink Psychotherapy Training and Supervision: Deliberate Practice as a Missing Ingredient in our Field |url=https://cdn.ymaws.com/www.sepiweb.org/resource/resmgr/integrative_therapist/integrative_therapist-v10-1.pdf |journal=The Integrative Therapist |volume=10 |issue=1 |pages=17-24}}</ref>
== Deliberate practice versus physical preparation ==
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