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Expertise is a defied as an expert skill or knowledge in a particular field, why do some people being experts in their field and a select few achieve eminent performance; performance where they go beyond available knowledge and produce unique contribution to the domain, such as albert Einstein and his theory of relativity or Alexander Fleming and his discovery of penicillin. Do you need to contribute something unique to your field to achieve eminent performance? Not just that, society would also believe that breaking world records would be bringing unique contributions to their field, such as Wayne Gretsky with his all-time scoring lead over his career in hockey. So eminent performance can be achieved by contributing novel ideas to the field or by breaking records within the field, and being a prominent figure. In this essay, I will attempt to argue that deliberate practice brings expertise, but innate talent or giftedness is needed to bring eminent performance. Before we get in to the argument however, we first must understand levels of predictability. In certain domains, the level of predictability (i.e. the degree to which the task environment can change while the performer is planning and executing an action …show more content…
The biggest argument here is child prodigies, showing that children who show an interest at an early age are only doing just that, an interest; not an inherent ability or capacity for unusual capacity. “Found signs of interest in music rather than objective evidence of unusual capacity…furthermore the vast majority or exceptional adult performers were never child prodigies. (729)” the argument goes on to state that exceptional adult performers were never child prodigies, backed by empirical evidence such as Michael Jordan being cut from his high school basketball
The road to greatness is a long path filled with struggle and time. Based on research by the best-selling author Malcom Gladwell inside his book Outliers popularized the idea of 10,000 hours of guided practice “the magic number of greatness”(Gladwell, 47). With enough practice he said anyone could achieve any work that of a professional. While some say the 10,000 hour rule is the key to success I believe that success is based on genetics, talent, and time period. It is whether one was born with the talent, achieved it later within life or was born during the wrong time period is what makes a master out of someone. Where the 10,000 hour rule is not a truth.
We see that in the reading “Mundanity of Excellence,” by Daniel F Chambliss, the focus is on nature of excellence as it pertains to Olympic swimming. Mr. Chambliss supplies the reader with his experience and sociological approach to his theory that “talent is useless.” I will now provide you with a brief commentary on how sociology relates to developing human talent. It is perceived that one’s natural goal is to accomplish perfection in a “talent” or gift. This ranges from numerous types of talents whether it is sports, entertainment, acting, or even a technical skill. In a sociologist way of thinking we realize that excellence is not only achieved by quantitative or qualitative improvements, it encompasses several factors. I want to
The example of an athlete is adapted to clarify this belief. If one wants to be a star athlete, then it is important for one to train properly and work hard before the event. Supposing that one does not prepare for the event, then the expectation sh...
That being said no matter what size you are the skills you possess is where talent is born for athletes. The first main component in this book that I will discuss in my paper is deep practice. Deep practice challenges the intuition of talent and tries to go against it. Our thought process
Gladwell explains, a study done by psychologist K. Anderson Ericson and two colleagues at a music school where there were three groups the students who had potential to become world class soloists, the merely good kids, and the kids who were very unlikely to ever play professionally. The study compared the number of hours each student was practicing a week and all together in their lifetime (Gladwell 11). The people who were practicing and putting forth more effort than everyone else became better, practice pays off. Violinists who played with the intent to get better and totaled ten thousand hours of practice were the elite performers. Those who totaled eight thousand were decent and those who totaled just over four thousand hours of practice were labeled as future music teachers. Ten thousand hours was what Gladwell had considered "mastery" (Gladwell 12). We are able to control how good we are by the amount of practice we are willing to put in. Also, Gladwell states how the famous composer Mozart almost developed late, he didn’t produce his best pieces until he had been composing for twenty years. This ties in with Gladwell's ten thousand hours of practice rule to develop mastery. Mozart probably would have practiced for more than ten thousand hours since he had been composing for such a long time (Gladwell 13). With all of Gladwell's
The luck of having talent is not enough; one must also have a talent for luck. -- Hector Berlioz
talents in music and sports; although, we have been taught the impact of individuals like
Many people do not realize the positive effect that popular music has on children. At a young age one of the breakthroughs for children is music’s benefit for language development. According to the Children’s Music Workshop, the effect of music education on language development can be seen in the brain. Studies have indicated that musical training develops the left side of the brain known to be involved in processing language and can actually wire the brain’s circuits in specific ways. The relation between both music and language development can also have advantages children. Listening to music can also improve children test scores and IQ levels. Dr. Schellenberg found that a small increase in the IQs of six year olds who were given weekly vocal and piano lessons. This leads to the fact that music is very helpful when it comes to education. Professor Christopher Johnson revealed that students in elementary schools with better music education programs sc...
Russell, Kurt. “The Miracle of Achievement.” Sporting News 228.5 (2004): 8 MAS Ultra – School Edition. EBSCO. Web. 7 Apr. 2014.
The theory that the more one practices the better one becomes. To follow the dream of excellence you must practice your assignment for a total of 10,000 hours or more. “The students who would end up the best in their class began to practice more than everyone else: six hours a week by age nine, eight hours a week by age twelve, sixteen hours by age fourteen, and up and up, until the age of twenty they were practicing well over thirty hours a week” (39) in a sense this excerpt confirms what society has told people for years, that practice makes perfect. Of course some people are born with raw talent, however how does one expect to improve their abilities if they do not rehearse. Anyone can be mediocre without practice, but in order to make it in the big shots one must give their one hundred and ten percent to beat out the competition. It’s all about how one distinguishes themself from another and the only way to do that is to show off that skill that has been practiced repeatedly. Preferably 10,000 hours
Schlaug, Gottfried, Andrea Norton, Kate Overy, and Ellen Winner. Effects of Music Training on the Child’s Brain. The Musician's Brain. New York Academy Of Sciences, 2005. Web. 14 Oct. 2013. .
... have come to the conclusion that genetics is very important for the development of personality but even they have to determine how these genes are investigated for the purpose of determining a particular personality. “What scientists have found is that there does not appear to be a single gene for a particular trait, but that genes show their effects by working together in complex combinations. For example, there is no single gene for dancing or music. Whether a child will be musically inclined will be determined by the way that child's genes interact with one another. Some parents would like to believe that by creating an environment rich in music while the child is young will develop the child's talent towards music. However, despite assumptions like this, there is no evidence that shows long term effects of growing up in a particular environment” (Pinker, 2003).
The sweet spots are the subject of chapter 1 of Daniel Coyle’s book The talent code : Greatness isn’t born. It’s grown. Here’s how. In this chapter, Coyle defining talent as “the possession of repeatable skills that don't depend on physical size” (p. 11). He contrasts the general way to explain that talent is simply a combination of genes and environment, a.k.a nature and nurture (p. 14). The main idea to be conveyed by him is how to grow talent and built skills in any discipline by deep practice. He made a smaller arguments to explain more about deep practice using Bjork, the chair of psychology at UCLA arguments “struggling in certain targeted ways, operating at the edges of your ability, make mistakes to makes you smarter, or put a slightly different way, experiences where you're forced to slow down, make errors, and correct them”. He also strengthen his argument using Bjork theory, which describes that the human brain can work efficiently through test and continuous challange. This method applied when we find the ‘sweet spot', the point where learning starts. “It's all about finding the sweet spot. There's an optimal gap between what you know and what you're trying to do. Whe...
“Children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment.
Vaeyens, Gullich, Warr, and Philippaerts. "Talent identification and promotion programmes of Olympic athletes." Journal of Sports Sciences 27.13 (2009): 1367-1380. Print.