More on this book
Community
Kindle Notes & Highlights
by
Geoff Colvin
Read between
May 8 - May 9, 2020
The factor that seems to explain the most about great performance is something the researchers call deliberate practice.
Deliberate practice is hard. It hurts. But it works. More of it equals better performance. Tons of it equals great performance.
retrieval structure,
He designed his practice to work on his specific needs.
“the differences between expert performers and normal adults reflect a life-long period of deliberate effort to improve performance in a specific domain.”
“the current definition of practice is vague.”
“deliberate practice.”
It is activity designed specifically to improve performance, often with a teacher’s help; it can be repeated a lot; feedback on results is continuously available; it’s highly demanding
mentally,
and it isn’t much fun.
It’s
his or her ability to see you in ways that you cannot see yourself.
They’re meant to stretch the individual beyond his or her current abilities.
deliberate practice requires that one identify certain sharply defined elements of performance that need to be improved, and then work intently on them.
High repetition is the most important difference between deliberate practice of a task and performing the task for real, when it counts.
choice of a properly demanding activity
in the learning zone,
amount of repetition.
Feedback on results is continuously available.
It’s highly demanding mentally.
effort of focus and concentration.
It isn’t much fun.
Most obviously, we’re all affected by luck; time and chance happeneth to us all, as it says in Ecclesiastes.
a person’s willingness to put himself or herself through the extremely rigorous demands of becoming an exceptional performer.
“the drudge theory.”
great performers never allow themselves to reach the automatic, arrested-development stage in their chosen field.
That is the effect of continual deliberate practice—avoiding automaticity.
the performance is always conscious and controlled, not automatic.
power law
80-20 rule.
nearly all the improvement comes in the first little...
This highlight has been truncated due to consecutive passage length restrictions.
They look further ahead.
They know more from seeing less.
They make finer discriminations than average performers.
Step one, obvious yet deserving a moment’s consideration, is knowing what you want to do. The key word is not what, but knowing.
The first challenge in designing a system of deliberate practice is identifying the immediate next steps.
you know what you want to convey, and the challenge is to convey it effectively.
Before the work.
Self-regulation begins with setting goals.
immediate goals for what you’re going to ...
This highlight has been truncated due to consecutive passage length restrictions.
The best performers set goals that are not about the outcome but about the process
of reaching the outcome.
But within that activity, the best performers are focused on how they can get better at some specific element of the work,
The best performers go into their work with a powerful belief in what researchers call their self-efficacy—their ability to perform.
They also believe strongly that all their work will pay off for them.
During th...
This highlight has been truncated due to consecutive passage length restrictions.
The most important self-regulatory skill that top performers use during their w...
This highlight has been truncated due to consecutive passage length restrictions.
The best performers observe themselves closely. They are in effect able to step outside themselves, monitor what is happening in their own minds, and ask how it’s going. Researchers call this metacognition—knowledge about your own knowledge, thinking about your own thinking. Top performers do this much more systematically than others do; it’s an established part of their routine.
Through their ability to observe themselves, they can simultaneously do what they’re doing and practice what they’re doing.
After the work.
