| ## Page 1 |
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| wart +S |
| ee per |
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| The power of | |
| competitive |
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| --- |
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| ## Page 2 |
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| A special case: Competitive focus |
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| Decisions dominated by the short- |
| term, impulsive self tend to reduce future |
| happiness |
|
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| 1. Excessive future discounting |
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| 2. Finding negative addictions |
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| 3. Avoiding positive addictions |
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| But, for some, decision training is also important |
| because of the potential for competitive |
| mastery resulting from focus. |
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| --- |
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| ## Page 3 |
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| Focus in the dual-self model |
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| The rider can understand |
| the cumulative benefits |
| of focus over many years. |
|
|
| The elephant gets |
| bored with |
| repetition and |
| wants to move on |
| o the next new |
| experience. |
|
|
| --- |
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| ## Page 4 |
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|
| In standard consumption economics, |
| focusing is often bad |
| Variety is important because diminishing marginal |
|
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| utility changes preferences. When enjoyment drops, |
| we should switch to another choice. |
|
|
| Hot Dogs_ | Utility from Each |
| Consumed Hot Dog |
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| 1 +10 |
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|
| nu BP W N |
| ! |
| Re |
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| --- |
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| ## Page 5 |
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| In competition, the cumulative effect |
| of focus may be good... |
|
|
| Differential outcome |
| Hot Dogs | Utility from |
|
|
| Diminishing marginal utility |
| Hot Dogs | Utility from |
|
|
| 4 {Consumed | Each Hot Dog |
| 4 0 |
| 2 -1 |
| 3 -2 |
| ssomeas mesa 63 -50 |
| Point where Joey 64 +5000 |
| Chestnut ties |
| Kobayashi for the 65 +10000 |
| or 66 +1 |
|
|
| championship |
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| --- |
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| ## Page 6 |
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| Focus, enjoyment, and outcomes |
|
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| Practice makes Focused practice may |
| the game more result in increased |
| fun to play utility due to |
| because I know 1. Improved activity |
| what I am doing.“ | experience due to |
| y accumulated skill |
| (consumption |
| capital) |
| Improved activity |
| outcome due to |
| cumulative |
| experience (human |
| production capital) |
|
|
| --- |
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| ## Page 8 |
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| Focus and differential outcomes |
|
|
| Does musical talent exist? |
|
|
| Does athletic talent exist? |
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|
| “2m Obviously, Yes, |
| we Right? |
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| --- |
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| ## Page 9 |
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| A contrary argument |
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| A series of findings suggest that, assuming basic |
| dexterity or height, talent is simply the result of |
| accumulated hours of focused practice with |
| appropriate feedback. |
|
|
| So, seriously... |
|
|
| Does musical talent exist? |
| Does athletic talent exist? |
|
|
| --- |
|
|
| ## Page 10 |
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| Talent on the violin |
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|
| 1. Professional |
| performers |
|
|
| 2. Performance |
| track university |
| violin students |
| judged “best” by |
| professors |
|
|
| . Performance |
|
|
| track university |
| violin students |
|
|
| judged “good” |
|
|
| by professors |
|
|
| . Teacher track |
|
|
| violin students |
|
|
| --- |
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| ## Page 11 |
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| Talent on the violin |
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| Best/Good: |
| University violin |
| Teaches students judged |
| Professionals the best talent or |
| good talent |
| Teachers: |
|
|
| Note early ' Teacher-track |
| divergence violin students |
| (not performers) |
| Professionals: |
| Professional |
| violinists |
|
|
| Estimated Accumulated |
| Practice (Hours) |
|
|
| 4 6 8 10 12 14 16 18 20 |
| Age of the Violinists (Years) |
|
|
| Can you find the talented violinists with fewer hours of practice? |
|
|
| Ericsson (U. Colorado), Krampe, Tesche-Romer (Max Plank Institute - Berlin), 1993, The role of deliberate |
|
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| practice in the acquisition of expert performance, Psychological Review, 100, p. 379 |
|
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| --- |
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| ## Page 12 |
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| Adult piano players with 5-20+ years of |
| experience |
|
|
| Expert Level Ability | |
| V. |
| Amateur Level Ability |
|
|
| --- |
|
|
| ## Page 13 |
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| Talent on the piano |
|
|
| A retrospective |
| study of expert- |
| level and amateur- |
| level adult piano |
| players with 5-20+ |
| years of practice. |
|
|
| BESEEEEEE |
|
|
| Estimated Accumulated |
| Practice (Hours) |
|
|
| 6 8 |
|
|
| Age of the Pianists (Years) |
|
|
| Does “talent” seem to be related to hours of practice? |
|
|
| Ericsson (U. Colorado), Krampe, Tesche-Romer (Max Plank Institute - Berlin), 1993, The role of deliberate |
|
|
| practice in the acquisition of expert performance, Psychological Review, 100, p. 385 |
|
|
| --- |
|
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| ## Page 14 |
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| Innate differences of ; |
| piano experts? |
|
|
| ¢ There were no |
| differences in general |
| cognitive-motor skills. |
|
|
| ¢ But, there were |
| differences in specific |
| abilities including single- |
| hand movements, |
| mirror-image movements |
| in both hands, and |
| different movements in |
| opposite hands. |
|
|
| --- |
|
|
| ## Page 15 |
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| Innate differences of ; |
| piano experts? |
|
|
| Were these specific hand |
|
|
| Skills |
|
|
| a) An example of innate |
| talent? |
|
|
| b) Simply a reflection of |
| accumulated hours of |
| practice? |
|
|
| --- |
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| ## Page 16 |
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| Core physical ability differences reflect |
| accumulated practice |
|
|
| N N N |
| -_ nN w > |
|
|
| ~ |
| o |
|
|
| Log-Interstroke Interval (ms) |
|
|
| 1.9 1,9 |
|
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| 2.0 2.5 3.0 35 4.0 4.5 5.0 “20 25 3.0 38 40 45 50 “2.0 2.5 3.0 3.5 4.0 45 5.0 |
| Log-Accumulated Practice (Hours) — 9p. Accumulated Practice (Hours) Log-Accumulated Practice (Hours) |
| Single Hands Mirror Image Movements Different Movements |
|
|
| Experts are dark circles. Amateurs are empty circles. |
|
|
| Ericsson (U. Colorado), Krampe, Tesche-Romer (Max Plank Institute - Berlin), 1993, The role of deliberate |
|
|
| practice in the acquisition of expert performance, Psychological Review, 100, p. 385 |
|
|
| --- |
|
|
| ## Page 18 |
|
|
| Expertise . |
| . —@®— INTERNATIONAL |
| In SOCCer Ba |
|
|
| —O— NATIONAL |
| —thk— PROVINCIAL |
|
|
| ¢ |
| 3 groups, all = 10000 |
| playing in é |
| Belgian Y g900 |
| soccer 5 |
| leagues. ee ‘ann |
| All about 25 a |
| years old. E — |
| All started = |
| playing at = |
| about age 5 3 _ |
| < |
|
|
| 01234567 8 9 1011121314 15161718 |
| eal The Oe of YEARS INTO CAREER |
| il api bel Ey Tt? Tat he it ot |
|
|
| precocity, and practice |
|
|
| in the development of 5 6 7 8 9 10111213 1415 16 17 18 19 20 21 22 23 |
|
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| soccer |
|
|
| expertise, Journal of CHRONOLOGICAL AGE |
| Sports | : |
|
|
| --- |
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| ## Page 19 |
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| A study of Differences |
|
|
| soccer between national- |
| players in level players and |
|
|
| the UK age local-level players |
| 9-18. in playing OTHER |
|
|
| és SPORTS. |
|
|
| --- |
|
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| ## Page 20 |
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| A study isons \ |
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| players in. the UK | |
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| Be 9- 18. ox ¥ |
| sé |
|
|
| \" |
|
|
| As compared with local-level youth players, did |
|
|
| national-level youth players |
|
|
| A) Accumulate more hours in other sports |
|
|
| B) Accumulate fewer hours in other sports |
|
|
| C) Accumulate the same number of hours in |
| other sports |
|
|
| --- |
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| ## Page 21 |
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| FOCUS V. variety: |
| Accumulated hours playing other sports |
|
|
| Nationally competitive ‘ Local players |
| 2500) ~@— Practice 2500) - —@- Practice |
|
|
| —8— Playful activities = Pay ful activities |
|
|
| r |
| 2000 | te Match-play |
|
|
| ¢ 20007 a Match-play |
|
|
| i |
|
|
| 3 1500 “Est |
|
|
| = |
|
|
| | © |
|
|
| B 1000 1000 |
|
|
| 5 |
|
|
| 2 SEB EBEBRBRRB RBBB |
| "$00 50) |
|
|
| U-9 U-10 U-l} U-12 U-13: U-14 U-IS U-17 U-18 U-9 U-l0 U-l! U-12 U-13 U-14 U-15 U-17 U-18 |
|
|
| A study of soccer players in the UK age 9-18. |
|
|
| Ward, et al (2007) The road to excellence: deliberate practice and the development of expertise. High Ability |
|
|
| Studies, 18, 119-153. |
|
|
| --- |
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| ## Page 23 |
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| 3 soccer activities: Individual practice, team |
| practice, playful activities |
|
|
| Did national-level youth players |
|
|
| a) |
|
|
| b) |
|
|
| c) |
| d) |
|
|
| e) |
|
|
| Get more hours in all three |
| activities |
|
|
| Get more hours in practice but |
| fewer hours in playful |
| activities |
|
|
| Get more hours only in playful |
| activities |
|
|
| Get more hours in team |
| practice and playful activities, |
| but not in individual practice |
| Get more hours in individual |
| practice and playful activities, |
| but not in team practice |
|
|
| --- |
|
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| ## Page 24 |
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| Deliberate practice v. |
|
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| playing around in |
|
|
| soccer-related hours accumulated |
|
|
| Nationally competitive |
|
|
| ua |
| 4000 |
|
|
| Local players |
|
|
| b |
|
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| 4000 5 —@— Team practice |
|
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| 3500 + *<—6— individual practice: 3500 4 —@ individual practice |
| Seco tee nt OM, PIBSIEE, oes - |
| E3000 4i So Pinte: etme Ee | |
| = ? |
| = x59 = 2500 4 —t*&— Match-play |
| ey 250 2 |
| = = |
| 2 2000 a 2 |
| = = |
| E 1500 E 15004 |
| =< 1000 < 4 |
| $00 5 |
|
|
| 0 |
| U-9 U-10 U-11 U-12 U-135 U-14 U-15 U-17 U-18 |
|
|
| Age group |
|
|
| U-17 U-18 |
|
|
| T T |
| U-9 U-10 U-11 U-12 U-13 U-14 U-IS |
|
|
| Age group |
|
|
| A study of soccer players in the UK age 9-18. |
|
|
| Ward, et al (2007) The road to excellence: deliberate practice and the development of expertise. High Ability |
|
|
| Studies, 18, 119-153. |
|
|
| --- |
|
|
| ## Page 25 |
|
|
| Variety/playing around v. |
| Focus/deliberate practice |
|
|
| Long-term The rider can understand the |
| cumulative benefits of deliberate |
|
|
| focused practice over many years. |
|
|
| The elephant likes |
| variety, but must |
| be forced into |
| focused repetition. |
| The elephant likes |
| to play around, but |
| is not fond of |
| deliberate practice. |
|
|
| --- |
|
|
| ## Page 26 |
|
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| The importance of feedback |
|
|
| “In the absence of adequate e |
| feedback, efficient learning |
|
|
| is impossible and |
|
|
| improvement only minimal a |
|
|
| subjects. Hence mere 7 / |
|
|
| repetition of an activity will — } |
|
|
| not automatically lead to Py. aay |
|
|
| . ” om 1b were |
| improvement... ge A . |
| Practice # Perfect |
|
|
| even for highly motivated |
| Perfect Practice = Perfect Ready for the Tour de France yet? |
|
|
| --- |
|
|
| ## Page 27 |
|
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| Continued improvement requires |
| experience + expert feedback |
|
|
| Expert |
| Performance |
|
|
| Arrested |
| Development |
|
|
| Performance |
|
|
| Autonomous Everyday |
| Skills |
|
|
| Experience |
|
|
| “The key challenge for aspiring expert performers is to |
| avoid the arrested development associated with |
| automaticity and .... to support continued learning and |
| improvement, as shown in the upper arm of [the] Figure.” |
|
|
| Ericsson, K. A. (Florida State U.), 2004, Deliberate practice and the acquisition and maintenance of expert performance in |
|
|
| medicine and related disciplines. Academic Medicine, 79, S70-S81 |
|
|
| --- |
|
|
| ## Page 28 |
|
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| Focus v. variety in medical skills |
|
|
| Doctors listened to recordings of heart sounds and murmurs of |
| healthy and sick patients to diagnose the difference. Who was |
| most accurate: new physicians completing residency |
| (Residents), general practitioner physicians (GP), or cardiologists |
| (Specialists) ? |
|
|
| a) Specialists 1st, GPs 2"¢, Residents 3'¢ |
| b) Specialists 15t, Residents 2"¢, GPs 34 |
| c) GPs 1%, Specialists 24, Residents 34 |
| d) Residents 15t, Specialists 24, GPs 3'¢ |
| Residents 15t, GPs 2", Specialists 3"¢. |
|
|
| Butterworth, J. (NYU), Reppert, E. (NYU), 1960, Auscultatory acumen in the general medical population. Journal of the American Medical |
| Association, 174, 32-34. Graph from Ericsson, K. A. (Florida State U.), 2004, Deliberate practice and the acquisition and maintenance of expert |
| performance in medicine and related disciplines. Academic Medicine, 79, S70-S81 |
|
|
| --- |
|
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| ## Page 29 |
|
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| Focus v. variety in medical skills |
|
|
| Specialist |
|
|
| Resident |
|
|
| ~~~. _ General Practitioners |
| |
| Student Oe |
| |
| 0-9 years “On |
| 10-20 years ~s Q |
| |
| Performance |
| |
| Over 20 years |
| |
| Instruction and Experience |
| |
| Figure 4. Two trends for development of medical performance as a function of ex- |
| +4 P P |
| perience and instruction. |
| |
| Butterworth, J. (NYU), Reppert, E. (NYU), 1960, Auscultatory acumen in the general medical population. Journal of the American Medical |
| |
| Association, 174, 32-34. Graph from Ericsson, K. A. (Florida State U.), 2004, Deliberate practice and the acquisition and maintenance of expert |
| performance in medicine and related disciplines. Academic Medicine, 79, S70-S81 |
| |
| --- |
| |
| ## Page 30 |
| |
| A study of 108 college football players from |
| 5 teams in the southeast. |
| |
| Question: What |
| factors were |
| different between |
| starters and other |
| team members? |
| |
| --- |
| |
| ## Page 31 |
| |
| Factors tested: Starters v. other players |
| |
| Height in inches, weight in |
| pounds, back squat maximum, |
| bench press maximum, and |
| forty yard dash. |
| |
| Age, small high school (3A or ga |
| |
| below), state of competition, ; ro ———— |
| mother’s education level, as ‘a wy |
| father’s education level, _f é = | |
| parental presence while living - |
| |
| ie |
| he |
| |
| ee |
| ee |
| |
| at home, high school,GPA, and Pe ‘ |
| SAT total. Ve |
| |
| 28 psychological questi ff |
| grouped into seven subse Fr \ a |
| |
| (compares otherwise similar players) |
| |
| --- |
| |
| ## Page 32 |
| |
| What do you think? |
| (Starters v. other players) |
| |
| 3 factors were significant: age, one psychological subscale, and... |
| Height in inches |
| |
| weight in pounds |
| |
| back squat maximum |
| |
| bench press maximum |
| |
| forty yard dash |
| |
| small high school (3A or below) |
| |
| state of competition |
| |
| . mother’s education level a |
| father’s education level yee : |
| 10. parental presence while living at home € My ea |
| |
| 11. high school GPA & |
| 12. SAT total (/ f |
| ‘e |
| |
| WO ONDANAWNE |
| |
| *stepwise discriminant analysis |
| (compares otherwise similar players) |
| |
| --- |
| |
| ## Page 33 |
| |
| A study of college football players |
| |
| Significant differences in starters: age, one psychological |
| subscale and... |
| |
| not being from a small high school (3A or below). |
| |
| “While smaller schools may be playing both sides of the ball, |
| or “Ironman Football,” larger school athletes may be able to |
| hone their abilities at one position... A large school athlete |
| may spend more time with coaches... This increases the |
| number of focused, directed practice hours an individual |
| obtains in a given season.” |
| |
| Spieler, Czech, Joyner, Munkasy, Gentner & Long, 2007, Predicting Athletic Success: |
| Factors Contributing to the Success of NCAA Division | AA Collegiate Football Players. |
| Athletic insight: The online journal of sport psychology, 9(2) |
| |
| --- |
| |
| ## Page 34 |
| |
| Does “elephant” control predict |
| college football starting status? |
| |
| Long-term |
| |
| The significant psychological subscale was: |
| |
| 1. | maintain emotional control |
| |
| no matter how things are |
| going for me. |
| |
| . When things are going badly, |
| |
| | tell myself to keep calm, |
| and this works for me. |
| |
| . When | feel myself getting |
| |
| too tense, | can quickly relax |
| my body and calm myself. |
| |
| . |remain positive and |
| |
| enthusiastic during |
| competition, no matter how |
| |
| badly things are going. |
| |
| --- |
| |
| ## Page 35 |
| |
| Examples of hours accumulation |
| |
| Who said that after he became a professional |
| football player, “The first 10 years, my wife and | |
| didn’t take a vacation” ? |
| |
| --- |
| |
| ## Page 36 |
| |
| Examples of hours accumulation |
| |
| Jerry Rice |
| |
| Career Records |
| |
| * All-purpose yards |
| (23,546) |
| |
| * Touchdowns (208) |
| |
| *Receptions (1,549) |
| |
| Playoff Records |
| |
| *Yards receiving |
| (2,245) |
| |
| * Touchdowns (22) |
| |
| * ¢Receptions (151) |
| =) SuperBowl Records |
| © °All-purpose yards |
| |
| (604) |
| |
| § *Touchdowns (8) |
| : *Yards receiving in a |
| |
| single game (215) |
| |
| --- |
| |
| ## Page 37 |
| |
| Examples of hours accumulation |
| |
| Sinclair Lewis — First |
| American to receive the |
| Nobel Prize in Literature |
| |
| Booked to give a lecture |
| at Columbia University |
| on writing. He started |
| by asking, “How many |
| of you here are really |
| serious about being |
| writers?” |
| |
| Most of the audience |
| |
| raised their hands, |
| then... |
| |
| --- |
| |
| ## Page 38 |
| |
| Examples of hours accumulation |
| |
| Lewis said, “Well, why |
| the hell aren’t you all |
| home writing?” |
| And he sat down. |
| |
| --- |
| |
| ## Page 39 |
| |
| Talent v. 10,000 hours |
| |
| Research suggests that mastery \ ee |
| |
| requires about 10 years or 10,000 Ven |
| |
| hours of practice with appropriate |
| feedback in |
| |
| music, mathematics, chess, compo |
| sing, tennis, swimming, running, so |
| ccer, and for |
| |
| writers, poets, scientists, etc. |
| |
| “a |
| |
| Ericsson (U. Colorado), Krampe, Tesche-Romer (Max Plank Institute, Berlin), 1993, The role of deliberate |
| |
| practice in the acquisition of expert performance, Psychological Review, 100, p. 363-406 |
| |
| --- |
| |
| ## Page 40 |
| |
| What about young phenoms and child prodigies? |
| |
| Bobby Fischer: International Chess Grand |
| Master at 15 = |
| |
| Bryce Harper: |
| |
| ° 16 yr. old baseball phenom |
| * Longest distance home run |
| ever hit at Tropicana Field |
| |
| *570 ft home run during a |
| high school game at age 15 |
| |
| --- |
| |
| ## Page 41 |
| |
| Bobby Fischer |
| |
| International chess grand master at 15. |
| |
| ¢ Started playing at age 6 |
| |
| ¢ At 7, began weekly tutoring by |
| president of Brooklyn chess club |
| |
| ¢ At 12, joined one of the strongest |
| chess clubs in the world and met |
| several times a week with chess |
| master Jack Collins with access to his |
| library of chess books. |
| |
| Result: Mastery in 9 years instead of 10 (probably |
| resulting from intensity and hours of training). |
| |
| --- |
| |
| ## Page 42 |
| |
| Bryce Harper |
| |
| STANLEY CUP NBA FINALS |
| THEY WINGS CLOSE IN EXTRAORDINARY MAGIC |
| =, |
| |
| °16 yr. old baseball phenom |
| °570 ft home run during a |
| high school game at age 15 |
| |
| *Longest distance home run |
| ever hit at Tropicana Field |
| |
| BRYCE HARPER |
| iS THE MOST |
| ; EXCITING PRODIGY |
| http://sports.espn.go.com/espn/e60/news/story ?id=4388790 SINCE LEBRON |
| Start-3:16 By TOM VERDUCCI |
| |
| Bryce Harper 1.wmv |
| |
| --- |
| |
| ## Page 43 |
| |
| Bryce Harper and hours accumulation |
| |
| “Bryce Harper was playing T-ball at age [iain 2 paren |
| three against six-year-olds,... He has |
| played between 80 and 130 baseball |
| games a year each year for the past |
| |
| seven years... |
| |
| Bryce Harper is the product of a travel |
| baseball industry that nei |
| |
| ° . EXCITING PRODIGY |
| mushroomed, just as he himself was SINCE LEBRON |
| growing up, into big business. There j |
| seems no end to the tournaments, all- |
| star games, showcases, wood-bat |
| |
| leagues, USA Baseball youth Seti Sead |
| |
| ‘i “" http://sports.espn.go.com/espn/ |
| teams, "scout teams" sponsored by 260/news/story?id=4388790 |
| major league clubs.” 3:16-4:29 |
| |
| -Quote from issue pictured at right Bryce Harper 2.wmv |
| |
| : , |
| |
| --- |
| |
| ## Page 44 |
| |
| Wolfgang Amadeus Mozart |
| |
| "By the standards of mature |
| composers, Mozart's early works were |
| not that outstanding.... Of those |
| concertos that only contain music |
| original to Mozart, the earliest that is |
| now regarded as a masterwork (No. 9, K |
| 271) was not composed until he was 21. |
| By that time Mozart had already been |
| composing concertos for ten years." |
| |
| Michael Howe |
| Genius Explained |
| |
| --- |
| |
| ## Page 45 |
| |
| The Beatles |
| |
| ¢° 1960 went to Hamburg, Germany « |
| to play in strip clubs 8 hours a . |
| night, 7 days a week. |
| |
| ¢ The Hamburg trips yielded 270 |
| nights of performing at 8 |
| hours/night in only 1.5 years. |
| |
| ¢ By 1964 when the Beatles came |
| |
| to the US, they had played at |
| least 1,200 gigs (~8,400 hours). |
| |
| “They were no good onstage when they went |
| there and they were very good when they |
| |
| came back... It was the making of them.” From |
| Shout! The Beatles in Their Generation (1981) by P. Norman. |
| |
| --- |
| |
| ## Page 46 |
| |
| Magic? |
| |
| Even in mythic tales |
| of seemingly |
| overwhelming, |
| undeniable talent, |
| the 10-year or 10,000 |
| hour guidelines still |
| seems to apply. |
| |
| --- |
| |
| ## Page 47 |
| |
| Summary: The power of intentional |
| focus V. the dissipation of variety |
| |
| ¢ The power to avoid negative addictions |
| ¢ The power to pursue positive addictions |
| ¢ The power to become the best |
| |
| --- |
| |
| ## Page 48 |
| |
| Slides by: |
| |
| Russell James III, J.D., Ph.D., CFP® |
| Associate Professor |
| |
| Division of Personal Financial Planning |
| Texas Tech University |
| russell.james@ttu.edu |
| |
| Please use these slides! |
| If you think you might use anything here in a classroom, |
| |
| joes CLICK. PERE: wieematnee |
| |
| Thanks! |
| |
| The outline for this behavioral economics series is at |
| http://www.slideshare.net/rnja8c/outline-for-behavioral- |
| economics-course-component |
