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The power of competitive focus,[object Object],Dr. Russell James III,[object Object],Texas Tech University,[object Object]
A special case: Competitive focus,[object Object],Decisions dominated by the short-term, impulsive self tend to reduce future happiness,[object Object],Excessive future discounting,[object Object],Finding negative addictions,[object Object],Avoiding positive addictions,[object Object],But, for some, decision training is also important because of the potential for competitive mastery resulting from focus.,[object Object]
Focus in the dual-self model,[object Object],The rider can understand the cumulative benefits of focus over many years.,[object Object],Long-term,[object Object],Patient,[object Object],Planner,[object Object],Impartial spectator,[object Object],Deliberative ,[object Object],Cold state ,[object Object],The elephant gets bored with repetition and wants to move on to the next new experience.,[object Object],Short-term,[object Object],Impulsive ,[object Object],Doer,[object Object],Passions,[object Object],Affective/Visceral,[object Object],Hot state ,[object Object]
In standard consumption economics, focusing is often bad,[object Object],Variety is important because diminishing marginal utility changes preferences.  When enjoyment drops, we should switch to another choice.,[object Object]
In competition, the cumulative effect of focus may be good…,[object Object],Diminishing marginal utility,[object Object],Differential outcome,[object Object],Point where Joey Chestnut ties Kobayashi for the 2007 championship,[object Object]
Focus, enjoyment, and outcomes,[object Object],Focused practice may result in increased utility due to,[object Object],Improved activity experience due to accumulated skill (consumption capital),[object Object],Improved activity outcome due to cumulative experience (human production capital),[object Object],Practice makes the game more fun to play because I know what I am doing.,[object Object],Practice makes it more likely that I will win and I like winning.,[object Object]
How important is focus when trying to achieve mastery in some area?,[object Object]
Focus and differential outcomes,[object Object],Does musical talent exist?  ,[object Object],Does athletic talent exist?,[object Object],Obviously, Yes, Right?,[object Object]
A contrary argument,[object Object],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.,[object Object],So, seriously… ,[object Object],Does musical talent exist?  ,[object Object],Does athletic talent exist?,[object Object]
Talent on the violin,[object Object],Performance track university violin students judged “good” by professors,[object Object],Teacher track violin students,[object Object],Professional performers,[object Object],Performance track university violin students judged “best” by professors,[object Object]
Talent on the violin,[object Object],Best/Good: University violin students judged the best talent or good talent,[object Object],Teachers: Teacher-track violin students (not performers),[object Object],Professionals: Professional violinists,[object Object],Note early divergence,[object Object],Can you find the talented violinists with fewer hours of practice?,[object Object],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. 379,[object Object]
Adult piano players with 5-20+ years of experience,[object Object],Expert Level Ability,[object Object],v. ,[object Object],Amateur Level Ability,[object Object]
Talent on the piano,[object Object],A retrospective study of expert-level and amateur-level adult piano players with 5-20+ years of practice.,[object Object],Note early divergence,[object Object],Does “talent” seem to be related to hours of practice?,[object Object],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,[object Object]
Innate differences of piano experts?,[object Object],There were no differences in general cognitive-motor skills.,[object Object],But, there were differences in specific abilities including single-hand movements, mirror-image movements in both hands, and different movements in opposite hands.,[object Object]
Innate differences of piano experts?,[object Object],Were these specific hand skills ,[object Object],An example of innate talent?,[object Object],Simply a reflection of accumulated hours of practice?,[object Object]
Core physical ability differences reflect accumulated practice,[object Object],Experts are dark circles.  Amateurs are empty circles.,[object Object],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,[object Object]
Study of Belgian soccer players. ,[object Object],All about 25 years old.   ,[object Object],All playing since they were about 5. ,[object Object],Now some play in ,[object Object],local competitions (“provincial”), ,[object Object],some in national competitions,  ,[object Object],some in international competitions.,[object Object],Any difference?,[object Object]
Expertise in soccer,[object Object],3 groups, all playing in Belgian soccer leagues.,[object Object],All about 25 years old.,[object Object],All started playing at about age 5,[object Object],Helsen, et al. (2000), The roles of talent, physical precocity, and practice in the development of soccer expertise, Journal of Sports Science, 18, 727-736,[object Object]
A study of soccer players in the UK age 9-18.,[object Object],Differences between national-level players and local-level players in playing OTHER SPORTS.,[object Object]
A study of soccer players in the UK age 9-18.,[object Object],As compared with local-level youth players, did national-level youth players,[object Object],A) Accumulate more hours in other sports ,[object Object],B) Accumulate fewer hours in other sports,[object Object],C) Accumulate the same number of hours in other sports,[object Object]
Focus v. variety: Accumulated hours playing other sports,[object Object],A study of soccer players in the UK age 9-18.,[object Object],Nationally competitive	         Local players,[object Object],Ward, et al (2007) The road to excellence: deliberate practice and the development of expertise. High Ability Studies, 18, 119-153.,[object Object]
Accumulated hours of playing or practicing soccer matters.  ,[object Object],Does the type of playing or practicing matter?,[object Object]
3 soccer activities: Individual practice, team practice, playful activities,[object Object],Did national-level youth players,[object Object],Get more hours in all three activities,[object Object],Get more hours in practice but fewer hours in playful activities,[object Object],Get more hours only in playful activities,[object Object],Get more hours in team practice and playful activities, but not in individual practice,[object Object],Get more hours in individual practice and playful activities, but not in team practice,[object Object]
Deliberate practice v. playing around in soccer-related hours accumulated,[object Object],Nationally competitive	          Local players,[object Object],A study of soccer players in the UK age 9-18.,[object Object],Ward, et al (2007) The road to excellence: deliberate practice and the development of expertise. High Ability Studies, 18, 119-153.,[object Object]
Variety/playing around v. Focus/deliberate practice,[object Object],Long-term,[object Object],Patient,[object Object],Planner,[object Object],Impartial spectator,[object Object],Deliberative ,[object Object],Cold state ,[object Object],The rider can understand the cumulative benefits of deliberate focused practice over many years.,[object Object],The elephant likes variety, but must be forced into focused repetition.,[object Object],The elephant likes to play around, but is not fond of deliberate practice.,[object Object],Short-term,[object Object],Impulsive ,[object Object],Doer,[object Object],Passions,[object Object],Affective/Visceral,[object Object],Hot state ,[object Object]
The importance of feedback,[object Object],“In the absence of adequate feedback, efficient learning is impossible and improvement only minimal even for highly motivated subjects. Hence mere repetition of an activity will not automatically lead to improvement...”,[object Object],Practice ≠ PerfectPerfect Practice = Perfect,[object Object],Ready for the Tour de France yet?,[object Object],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. 367,[object Object]
Continued improvement requires experience + expert feedback,[object Object],“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.” ,[object Object],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,[object Object]
Focus v. variety in medical skills,[object Object],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)?,[object Object],Specialists 1st, GPs 2nd, Residents 3rd,[object Object],Specialists 1st, Residents 2nd, GPs 3rd,[object Object],GPs 1st, Specialists 2nd, Residents 3rd,[object Object],Residents 1st, Specialists 2nd, GPs 3rd,[object Object],Residents 1st, GPs 2nd, Specialists 3rd.,[object Object],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,[object Object]
Focus v. variety in medical skills,[object Object],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,[object Object]
A study of 108 college football players from 5 teams in the southeast.,[object Object],Question: What factors were different between starters and other team members?,[object Object]
Factors tested: Starters v. other players,[object Object],Height in inches, weight in pounds, back squat maximum, bench press maximum, and forty yard dash. ,[object Object],Age, small high school (3A or below), state of competition, mother’s education level, father’s education level, parental presence while living at home, high school GPA, and SAT total.,[object Object],28 psychological questions grouped into seven subscales,[object Object],*stepwise discriminant analysis (compares otherwise similar players),[object Object]
What do you think? (Starters v. other players),[object Object],3 factors were significant: age, one psychological subscale, and…,[object Object],Height in inches,[object Object],weight in pounds,[object Object],back squat maximum ,[object Object],bench press maximum,[object Object],forty yard dash,[object Object],small high school (3A or below),[object Object],state of competition,[object Object],mother’s education level,[object Object],father’s education level ,[object Object],parental presence while living at home,[object Object],high school GPA,[object Object],SAT total,[object Object],*stepwise discriminant analysis (compares otherwise similar players),[object Object]
A study of college football players,[object Object],Significant differences in starters: age, one psychological subscale and…,[object Object],	not being from a small high school (3A or below).,[object Object],“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.”,[object Object],Spieler, Czech, Joyner, Munkasy , Gentner & Long, 2007, Predicting Athletic Success: Factors Contributing to the Success of NCAA Division I AA Collegiate Football Players. Athletic insight: The online journal of sport psychology, 9(2),[object Object]
Does “elephant” control predict college football starting status?,[object Object],The significant psychological subscale was:,[object Object],Long-term,[object Object],Patient,[object Object],Planner,[object Object],Impartial spectator,[object Object],Deliberative ,[object Object],Cold state ,[object Object],I maintain emotional control no matter how things are going for me.,[object Object],When things are going badly, I tell myself to keep calm, and this works for me. ,[object Object],When I feel myself getting too tense, I can quickly relax my body and calm myself. ,[object Object],I remain positive and enthusiastic during competition, no matter how badly things are going. ,[object Object],Short-term,[object Object],Impulsive ,[object Object],Doer,[object Object],Passions,[object Object],Affective/Visceral,[object Object],Hot state ,[object Object]
Examples of hours accumulation,[object Object],Who said that after he became a professional football player, “The first 10 years, my wife and I didn’t take a vacation”?,[object Object]
Examples of hours accumulation,[object Object],Career Records,[object Object],[object Object]
Touchdowns (208)
Receptions (1,549)Playoff Records,[object Object],[object Object]
Touchdowns (22)
Receptions (151)SuperBowl Records,[object Object],[object Object]
Touchdowns (8)
Yards receiving in a single game (215)Jerry Rice,[object Object]
Examples of hours accumulation,[object Object],Sinclair Lewis – First American to receive the Nobel Prize in Literature,[object Object],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?”,[object Object],Most of the audience raised their hands, then…,[object Object]
Examples of hours accumulation,[object Object],Lewis said, “Well, why the hell aren’t you all home writing?” ,[object Object],And he sat down.,[object Object]
Talent v. 10,000 hours,[object Object],Research suggests that mastery requires about 10 years or 10,000 hours of practice with appropriate feedback in music, mathematics, chess, composing, tennis, swimming, running, soccer, and for writers, poets, scientists, etc. ,[object Object],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,[object Object]
What about young phenoms and child prodigies? ,[object Object],Bobby Fischer: International Chess Grand Master at 15,[object Object],Mozart: Child prodigy,[object Object],The Beatles,[object Object],Bryce Harper: ,[object Object],[object Object]
Longest distance home run ever hit at Tropicana Field
570 ft home run during a high school game at age 15,[object Object]

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The Power of Competitive Focus

Editor's Notes

  1. Purchased from istockphotokutaytanir “Question Mark”
  2. Yes/no walk through
  3. Yes/no walk through
  4. http://www.flickr.com/photos/devstopfix/2689677355/
  5. Clifton Fadiman, Editor, 1985, The Little, Brown Book of Anecdotes. Little, Brown & Company: Boston. http://en.wikipedia.org/wiki/File:SinclairLewis1930.jpghttp://www.flickr.com/photos/teddy-rised/2814710002/
  6. Clifton Fadiman, Editor, 1985, The Little, Brown Book of Anecdotes. Little, Brown & Company: Boston. http://en.wikipedia.org/wiki/File:SinclairLewis1930.jpg