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Peak by Anders Ericsson Book Review

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Hello and HAPPY DAY! How does slowing down sound to you today? Would you like to reduce the noise for just
a bit? Are you ready to make a choice and decide
to listen? My name is Igor, SF Walker. I am here to remind people to slow down. To reduce the noise. To walk their lives into a natural flow. Welcome back to the Book of the Week series. Every week as I read another amazing title,
I share it with the world. Today we look at: Peak: Secrets from the New
Science of Expertise by Anders Ericsson and Robert Pool How do people take advantage of the brain’s
adaptability. Both the brain and the body are more adaptable
in young children than in adults, so there are certain abilities that can only be developed,
or that are more easily developed, before the age of six or twelve or eighteen. Still, both the brain and the body retain
a great deal of adaptability throughout adulthood, and this adaptability makes it possible for
adults, even older adults, to develop a wide variety of new capabilities with the right
training. People assume that the continued driving or
tennis playing or pie baking is a form of practice and that if they keep doing it they
are bound to get better at it, slowly perhaps, but better nonetheless. They assume that someone who has been driving
for twenty years must be a better driver than someone who has been driving for five, that
a doctor who has been practicing medicine for twenty years must be a better doctor than
one who has been practicing for five, that a teacher who has been teaching for twenty
years must be better than one who has been teaching for five. But no. Research has shown that, generally speaking,
once a person reaches that level of “acceptable” performance and automaticity, the additional
years of “practice” don’t lead to improvement. If anything, the doctor or the teacher or
the driver who’s been at it for twenty years is likely to be a bit worse than the one who’s
been doing it for only five, and the reason is that these automated abilities gradually
deteriorate in the absence of deliberate efforts to improve. Purposeful practice is, as the term implies,
much more purposeful, thoughtful, and focused than this sort of naive practice. In particular, it has the following characteristics: Purposeful practice has well-defined, specific
goals. Purposeful practice is all about putting a
bunch of baby steps together to reach a longer-term goal. Purposeful practice is focused. Purposeful practice involves feedback. Purposeful practice requires getting out of
one’s comfort zone. This is perhaps the most important part of
purposeful practice. This is a fundamental truth about any sort
of practice: If you never push yourself beyond your comfort zone, you will never improve. 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. There is no easy way to observe the resulting
changes in your brain as it adapts to the increasing demands being placed on it. There is no soreness in your cortex the day
after a particularly tough training session. You don’t have to go out and buy new hats
because the old ones are now too small. You don’t develop a six-pack on your forehead. And because you can’t see any changes in
your brain, it’s easy to assume that there really isn’t much going on. That would be a mistake, however. There is a growing body of evidence that both
the structure and the function of the brain change in response to various sorts of mental
training, in much the same way as your muscles and cardiovascular system respond to physical
training. Although there is still a tremendous amount
to learn in this area, we already know enough to have a clear idea of how purposeful practice
and deliberate practice work to increase both our physical and mental capabilities and make
it possible to do things that we never could before. There is a study that Maguire carried out
in London, where she compared the brains of taxi drivers with bus drivers. Like the taxi drivers, the bus drivers spent
their days driving around London; the difference between them was that the bus drivers repeated
the same routes over and over and thus never had to figure out the best way to get from
point A to point B. Maguire found that the posterior hippocampi of the taxi drivers were
significantly larger than the same parts of the brain in the bus drivers. The clear implication was that whatever was
responsible for the difference in the size of the posterior hippocampi was not related
to the driving itself but rather was related specifically to the navigational skills that
the job required. The brain, like the body, changes most quickly
in that sweet spot where it is pushed outside, but not too far outside, its comfort zone. Here is the key difference between the traditional
approach to learning and the purposeful-practice or deliberate-practice approaches: The traditional
approach is not designed to challenge homeostasis. It assumes, consciously or not, that learning
is all about fulfilling your innate potential and that you can develop a particular skill
or ability without getting too far out of your comfort zone. In this view, all that you are doing with
practice, indeed all that you can do, is to reach a fixed potential. With deliberate practice, however, the goal
is not just to reach your potential but to build it, to make things possible that were
not possible before. The superior organization of information is
a theme that appears over and over again in the study of expert performers. The main purpose of deliberate practice is
to develop effective mental representations, and, as we will discuss shortly, mental representations
in turn play a key role in deliberate practice. Deliberate practice is different from other
sorts of purposeful practice in two important ways: First, it requires a field that is already
reasonably well developed, that is, a field in which the best performers have attained
a level of performance that clearly sets them apart from people who are just entering the
field. Second, deliberate practice requires a teacher
who can provide practice activities designed to help a student improve his or her performance. 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. 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. 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. Deliberate practice involves feedback and
modification of efforts in response to that feedback. Deliberate practice both produces and depends
on effective mental representations. Improving performance goes hand in hand with
improving mental representations; as one’s performance improves, the representations
become more detailed and effective, in turn making it possible to improve even more. Deliberate practice nearly always involves
building or modifying previously acquired skills by focusing on particular aspects of
those skills and working to improve them specifically; over time this step-by-step improvement will
eventually lead to expert performance. The first step toward enhancing performance
in an organization is realizing that improvement is possible only if participants abandon business-as-usual
practices. Doing so requires recognizing and rejecting
three prevailing myths. The first is our old friend, the belief that
one’s abilities are limited by one’s genetically prescribed characteristics. That belief manifests itself in all sorts
of “I can’t” or “I’m not” statements: The second myth holds that if you do something
for long enough, you’re bound to get better at it. Again, we know better. Doing the same thing over and over again in
exactly the same way is not a recipe for improvement; it is a recipe for stagnation and gradual
decline. The third myth states that all it takes to
improve is effort. If you just try hard enough, you’ll get
better. If you want to be a better manager, try harder. If you want to generate more sales, try harder. If you want to improve your teamwork, try
harder. The reality is, however, that all of these
things—managing, selling, teamwork—are specialized skills, and unless you are using
practice techniques specifically designed to improve those particular skills, trying
hard will not get you very far. We can only form effective mental representations
when we try to reproduce what the expert performer can do, fail, figure out why we failed, try
again, and repeat—over and over again. Please help out, its easy, simply like this
video so more people can enjoy it. Share it too and spread the word. Subscribe to my channel and stay up to date. Link to this book is in the description below. Buy it. Read. Never stop learning. Thank you
Love&Respect

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1 thought on “Peak by Anders Ericsson Book Review”

  1. Trap Town SIC says:

    I enjoyed your video ๐Ÿ™‚ Keep it up! Would you like to be YouTube friends? ๐Ÿ™‚

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