Peak: Unleashing Your Inner Champion Through Revolutionary Methods for Skill Acquisition and Performance Enhancement in Work, Sports, and Life

by K. Anders Ericsson

This is a fundamental truth about any sort of practice: If you never push yourself beyond your comfort zone, you will never improve.

Getting out of your comfort zone means trying to do something that you couldn’t do before.

The best way to get past any barrier is to come at it from a different direction, which is one reason it is useful to work with a teacher or coach. Someone who is already familiar with the sorts of obstacles you’re likely to encounter can suggest ways to overcome them.

Generally speaking, meaningful positive feedback is one of the crucial factors in maintaining motivation. It can be internal feedback, such as the satisfaction of seeing yourself improve at something, or external feedback provided by others, but it makes a huge difference in whether a person will be able to maintain the consistent effort necessary to improve through purposeful practice.

So here we have purposeful practice in a nutshell: Get outside your comfort zone but do it in a focused way, with clear goals, a plan for reaching those goals, and a way to monitor your progress. Oh, and figure out a way to maintain your motivation.

the human body is incredibly adaptable.

In particular, deliberate practice is informed and guided by the best performers’ accomplishments and by an understanding of what these expert performers do to excel. Deliberate practice is purposeful practice that knows where it is going and how to get there.

Deliberate practice develops skills that other people have already figured out how to do and for which effective training techniques have been established. The practice regimen should be designed and overseen by a teacher or coach who is familiar with the abilities of expert performers and with how those abilities can best be developed. Deliberate practice takes place outside one’s comfort zone and requires a student to constantly try things that are just beyond his or her current abilities. Thus it demands near-maximal effort, which is generally not enjoyable.

Deliberate practice involves well-defined, specific goals and often involves improving some aspect of the target performance; it is not aimed at some vague overall improvement. Once an overall goal has been set, a teacher or coach will develop a plan for making a series of small changes that will add up to the desired larger change. Improving some aspect of the target performance allows a performer to see that his or her performances have been improved by the training. Deliberate practice is deliberate, that is, it requires a person’s full attention and conscious actions. It isn’t enough to simply follow a teacher’s or coach’s directions. The student must concentrate on the specific goal for his or her practice activity so that adjustments can be made to control practice.

Deliberate practice involves feedback and modification of efforts in response to that feedback. Early in the training process much of the feedback will come from the teacher or coach, who will monitor progress, point out problems, and offer ways to address those problems. With time and experience students must learn to monitor themselves, spot mista...

Deliberate practice both produces and depends on effective mental representations. Improving performance goes hand in hand with improving mental representations; as o...

That was okay, however, because the real action occurred once the pilots landed, in what the navy called “after-action reports.” During these sessions the trainers would grill the students relentlessly: What did you notice when you were up there? What actions did you take? Why did you choose to do that? What were your mistakes? What could you have done differently?

For anyone in the business or professional world looking for an effective approach to improvement, my basic advice is to look for one that follows the principles of deliberate practice: Does it push people to get outside their comfort zones and attempt to do things that are not easy for them? Does it offer immediate feedback on the performance and on what can be done to improve it? Have those who developed the approach identified the best performers in that particular area and determined what sets them apart from everyone else? Is the practice designed to develop the particular skills that experts in the field possess? A yes answer to all those questions may not guarantee that an approach will be effective, but it will certainly make that much more likely.

More than anything else, this is a problem of mental representations. As we discussed in chapter 3, one of the main purposes of deliberate practice is to develop a set of effective mental representations that can guide your performance,

Remember: if your mind is wandering or you’re relaxed and just having fun, you probably won’t improve.

To effectively practice a skill without a teacher, it helps to keep in mind three Fs: Focus. Feedback. Fix it. Break the skill down into components that you can do repeatedly and analyze effectively, determine your weaknesses, and figure out ways to address them.

When you quit something that you had initially wanted to do, it’s because the reasons to stop eventually came to outweigh the reasons to continue. Thus, to maintain your motivation you can either strengthen the reasons to keep going or weaken the reasons to quit. Successful motivation efforts generally include both.

For purposeful or deliberate practice to be effective, you need to push yourself outside your comfort zone and maintain your focus,

Another key motivational factor in deliberate practice is a belief that you can succeed. In order to push yourself when you really don’t feel like it, you must believe that you can improve and—particularly for people shooting to become expert performers—that you can rank among the best.

if you stop believing that you can reach a goal, either because you’ve regressed or you’ve plateaued, don’t quit. Make an agreement with yourself that you will do what it takes to get back to where you were or to get beyond the plateau, and then you can quit. You probably won’t.

One of the strongest forms of extrinsic motivation is social motivation. This can take several forms. One of the simplest and most direct is the approval and admiration of others.

There is no reason not to follow your dream. Deliberate practice can open the door to a world of possibilities that you may have been convinced were out of reach. Open that door.

The objectives should be skills, not knowledge. In figuring out the particular way students should learn a skill, examine how the experts do it. In particular, understand as much as possible about the mental representations that experts use, and teach the skill so as to help students develop similar mental representations. This will involve teaching the skill step by step, with each step designed to keep students out of their comfort zone but not so far out that they cannot master that step. Then give plenty of repetition and feedback; the regular cycle of try, fail, get feedback, try again,