336:
effort as
Ericsson claims. In Malcolm Gladwell's book, one chapter is called "The Matthew Effect." This effect describes how different biases can affect an individual's performance. When someone is practicing a skill, especially with deliberate practice, coaches play an important role in how their practices go. If a coach sets high expectations and encourages their learners, the individual is more likely to take more from practice and perform better. The role of coaches is important during deliberate practice. Coaches can strengthen desired behaviors through encouragement, positive reinforcement, and technical instruction. Fostering a positive learning environment through deliberate practice is key for all individuals involved. It is also important for coaches to lay out their practices with specific skill training, variable practice, and training open and closed skills. These factors lead to an intentional deliberate practice which ultimately leads to better learning and performance.
252:
ineffective or even detrimental to learning. If a student does not practice often enough, reinforcement fades, and he or she is likely to forget what was learned. Therefore, practice is often scheduled, to ensure enough of it is performed to reach one's training objectives. How much practice is required depends upon the nature of the activity, and upon each individual. Some people improve on a particular activity faster than others. Practice in an instructional setting may be effective if repeated only 1 time (for some simple verbal information) or 3 times (for concepts), or it may be practiced many times before evaluation (a dance movement).
432:
in improvement before deliberate practice can even take place. He talks about the success of children who were simply exposed to an activity for months by their parents in a fun way. These children displayed immense interest in continuing the activity, so the parents then began implanting deliberate practice. This came to be extremely successful, which
Ericsson cites as proof that his theory works when put into action. He finds that children must have the passion to improve their skills before deliberate practice begins in order to really be successful.
273:
even that expert performers have characteristics and abilities that are qualitatively different from or at least outside the range of those of normal adults. However, we deny that these differences are immutable, that is, due to innate talent. Only a few exceptions, most notably height, are genetically prescribed. Instead, we argue that the differences between expert performers and normal adults reflect a life-long period of deliberate effort to improve performance in a specific domain.
1960:
1970:
107:
172:
317:
allows a student to persevere and succeed in the face of adversity. Duckworth says that if a student can apply grit in their academic work, their effort will increase. Duckworth says that effort is equally important as talent in achieving academic goals. In a study she conducted at the
National Spelling Bee in Washington, D.C, she found that the students who used the grit tactic tended to advance to the finals.
491:
and connection between deliberate practice and physical preparation. Some researchers propose the idea that self regulated learning can help athletes overcome practice constraints. With this, athletes are more inclined to achieve and develop as an athlete. Ericsson wants to pursue a more detail oriented approach on how deliberate practice is measured and how it is different from other types of training.
1948:
160:
381:
affect the elite status but how deliberate the practice is. Ericsson states "it is now quite clear that the number of hours of merely engaging in activities, such as playing music, chess and soccer, or engaging in professional work activities has a much lower benefit for improving performance than deliberate practice".
327:
was 0.40, the size of which is large compared to other predictor variables (e.g. obesity, excessive drinking, smoking, intelligence, adherence to effective medication). In addition, Malcolm
Gladwell's point-of-view about deliberate practice is different from Ericsson's view. Gladwell, staff writer at
316:
Duckworth describes how deliberate practice affects education, motivation, and learning outcomes. In a presentation she gave at the
American Educational Research Conference in 2014, she spoke about the importance of grit – of students' focusing on material with which they struggle. In her view, grit
251:
How well one improves with practice depends on several factors, such as the frequency it is engaged in, and the type of feedback that is available for improvement. If feedback is not appropriate (either from an instructor or from self-reference to an information source), then the practice tends to be
490:
Deliberate practice is not just any form of preparatory activity, but is defined as "highly structured activities that (a) are most relevant for improving performance, (b) are cognitively effortful, and (c) have no immediate rewards." There is a rise in discovering the differences within the details
277:
One of
Ericsson's core findings was that how expert one becomes at a skill has more to do with how one practices than with merely performing a skill a large number of times. An expert breaks down the skills that are required to be expert and focuses on improving those skill chunks during practice or
431:
The motivational constraint, mentioned above, is important to consider as it is an important premise of
Ericsson's theoretical framework for deliberate practice. He finds that because participating in deliberate practice is not motivating that individuals must be engaged and motivated to take part
380:
Malcolm
Gladwell developed the highly popular 10,000 hour rule. This rule states that if an individual spends 10,000 hours of full concentration and intense effort in their certain skill, they will become an expert at it. However, Anders Ericsson's article focuses on how the amount of time does not
348:
Practice changes the human body physically and psychologically as it increases in skill level. Skills that are learned through deliberate practice are specific and time spent practicing is crucial for the individual. If an individual spent a short amount of time with high intensity during practice,
272:
People believe that because expert performance is qualitatively different from a normal performance the expert performer must be endowed with characteristics qualitatively different from those of normal adults. We agree that expert performance is qualitatively different from normal performance and
499:
Skills fade with non-use. The phenomenon is often referred to as being "out of practice". Practice is therefore performed (on a regular basis) to keep skills and abilities honed. It is important to keep learners from reaching a burn out or exhaustion stage while learning and practicing. Spending a
326:
criticize deliberate practice and argue that, while it is necessary for reaching high levels of performance, it is not sufficient, with other factors such as talent being important as well. More recently, a meta-analysis found the correlation coefficient between deliberate practice and performance
389:
Behavioral theory would argue that deliberate practice is facilitated by feedback from an expert that allows for successful approximation of the target performance. Feedback from an expert allows the learner to minimize errors and frustration that results from trial-and-error attempts. Behavioral
393:
In cognitive theory, excellent performance results from practicing complex tasks that produce errors. Such errors provide the learner with rich feedback that results in scaffolding for future performance. Cognitive theory explains how a learner can become an expert (or someone who has mastered a
339:
According to the
American Psychological Association, the purpose of deliberate practice is to achieve high levels of expert performance. Studies also show that due to deliberate practice, an individual will experience high achievement. This is due to memory, cognition, practice, persistence, and
335:
said in a May 2016 Freakonomics podcast interview that, "He's a hard practice guy, and I'm a soft practice guy." Gladwell claims that talent is important with an intentional dedication to practice and having a support system is vital to produce superior outcomes. It is not all about methodical
474:
While the study only included medical students, the authors found that repetitious practice may only help the novice learner (year 1) because as expertise is developed, the learner must focus and plan their learning around specific deficiencies. Curriculum must be designed to develop students'
426:
Engagement in deliberate practice is not inherently motivating. Performers consider it instrumental in achieving further improvements in performance (the motivational constraint). The lack of inherent reward or enjoyment in practice as distinct from the enjoyment of the result (improvement) is
312:
Ericsson also believes that some anatomical characteristics were believed to be fixed traits in the past. Genes rarely dictate what traits will be. However, his study has proven that the characteristics have the ability to change and adapt in response to intense practice over multiple years.
278:
day-to-day activities, often paired with immediate coaching feedback. Another important feature of deliberate practice lies in continually practicing a skill at more challenging levels with the intention of mastering it. Deliberate practice is also discussed in the books
410:
applied to motivation of practice suggests that motivation resides not within the individual, but within the domain of social and cultural contexts united by shared action and activity. Thus, motivation to practice is not simply within the locus of the individual (see
478:
Finally, the findings in the study also have implications for developing self-regulated behaviors in students. Initially, a medical student may need focused feedback from instructors; however, as they progress, they must develop the ability to self-assess.
313:
Ericsson's statements on practice also support the 10 year rule. Ericsson believes that elite performance is the product of maximal effort over at least a decade. The maximal effort is described as using deliberate practice in order to improve performance.
903:
Miller, Scott D.; Chow, Daryl; Wampold, Bruce E.; Hubble, Mark A.; Del Re, A. C.; Maeschalck, Cynthia; Bargmann, Susanne (2 January 2020). "To be or not to be (an expert)? Revisiting the role of deliberate practice in improving performance".
390:
theory does not require delivery of rewards for accurate performance; the expert feedback in combination with the accurate performance serve as the consequences that establish and maintain the new performance.
1220:
Bartulovic, Dora; Young, Bradley W.; McCardle, Lindsay; Baker, Joseph (18 October 2018). "Can athletes' reports of self-regulated learning distinguish deliberate practice from physical preparation activity?".
809:
981:"Given that the detailed original criteria for deliberate practice have not changed, could the understanding of this complex concept have improved over time? A response to Macnamara and Hambrick (2020)"
1282:
Movahedi, Ahmadreza; Sheikh, Mahmood; Bagherzadeh, Fazlolah; Hemayattalab, Rasool; Ashayeri, Hassan (November 2007). "A Practice-Specificity-Based Model of
Arousal for Achieving Peak Performance".
440:
Duvivier et al. reconstructed the concept of deliberate practice into practical principles to describe the process as it relates to clinical skill acquisition. They defined deliberate practice as:
457:
They further described the personal skills learners need to exhibit at various stages of skill development in order to be successful in developing their clinical skills. This includes:
422:
writes about motivation to practice. He creates a theoretical framework for acquisition of expert performance that discusses the issue of a lack of motivation to practice. He writes:
1036:
Ericsson, K Anders (June 2013). "Training history, deliberate practice and elite sports performance: an analysis in response to Tucker and Collins review—what makes champions?".
482:
In an article by Susan Howick, the idea of using mixed method practice in the medical field could be proven to be beneficial for practitioners and researchers.
83:
868:
Hambrick, David Z.; Meinz, Elizabeth J. (October 2011). "Limits on the Predictive Power of Domain-Specific Experience and Knowledge in Skilled Performance".
648:
Ericsson, K. Anders; Krampe, Ralf T.; Tesch-Römer, Clemens (July 1993). "The role of deliberate practice in the acquisition of expert performance".
1127:
Duvivier, Robbert J; van Dalen, Jan; Muijtjens, Arno M; Moulaert, Véronique RMP; van der Vleuten, Cees PM; Scherpbier, Albert JJA (December 2011).
372:
If the practice session follows all the criteria except for the last one, then, according to Ericsson, should be called "purposeful practice".
1187:
500:
fair amount of time at practice is important when learning a new skill but taking time for mental and emotional health is just as important.
322:
124:
606:
1628:
622:
1999:
175:
ANCOP officer cadets practice detaining an armed insurgent at the Mazar-e Sharif Regional Training Center on December 12, 2010.
93:. They are engaged in by sports teams, bands, individuals, etc., as in, "He went to football practice every day after school".
412:
1108:
362:
The student should be able to access immediate feedback about his performance, so he can make the changes needed to improve.
1772:
782:
745:
510:
939:
Brabeck, Mary; Jeffrey, Jill; Fry, Sara. "Practice for Knowledge Acquisition (Not Drill and Kill): (501912017-001)".
146:
1870:
1391:
352:
According to Ericsson, a practice session needs to follow these criteria in order to be considered "deliberate":
407:
300:
128:
1651:
1321:"The role of deliberate practice in expert performance: revisiting Ericsson, Krampe & Tesch-Römer (1993)"
415:), but rather the locus is the activity and its specific contexts of which the individual is a participant.
833:
Campitelli, Guillermo; Gobet, Fernand (October 2011). "Deliberate Practice: Necessary But Not Sufficient".
368:
The task must be designed by a teacher and must be performed following a clear instruction by the teacher.
349:
they are not as likely to succeed as an individual with a long-term commitment to the practice and skill.
209:
356:
The task should be well defined, with a clear goal, and should be completely understood by the student.
1994:
965:
662:
1794:
1721:
1444:
265:
1921:
1541:
117:
1264:
1931:
657:
1088:
588: – Acquisition of knowledge, skills, and competencies as a result of teaching or practice
1596:
1069:
952:
427:
consistent with the fact that individuals in a domain rarely initiate practice spontaneously.
268:, was a pioneer in researching deliberate practice and what it means. According to Ericsson:
1747:
1742:
1671:
1570:
1482:
1332:
244:
8:
1885:
1862:
1789:
1686:
1514:
1487:
1472:
1439:
1384:
1186:
Howick, Susan; Ackermann, Fran; Walls, Lesley; Quigley, John; Houghton, Tom (June 2017).
159:
1336:
89:
Sessions scheduled for the purpose of rehearsing and performance improvement are called
1906:
1875:
1842:
1809:
1762:
1575:
1558:
1353:
1320:
1307:
1246:
1168:
1155:
1128:
1061:
1013:
921:
885:
850:
675:
419:
261:
201:
184:
1973:
1699:
1563:
1509:
1492:
1434:
1358:
1299:
1238:
1160:
1104:
1053:
1018:
1000:
925:
854:
788:
778:
771:
751:
741:
710:
Talent is Overrated: What Really Separates World-Class Performers from Everybody Else
567:
564: – Process by which a theory, lesson, or skill is enacted, embodied, or realized
552:
188:
889:
679:
1926:
1837:
1819:
1757:
1666:
1656:
1638:
1536:
1529:
1414:
1348:
1340:
1311:
1291:
1250:
1230:
1202:
1150:
1140:
1096:
1065:
1045:
1008:
992:
940:
913:
877:
842:
667:
561:
331:
magazine and author of five books on The New York Times Best Seller list including
306:
295:
75:
51:), "fit for or concerned with action, practical", and that from the verb "πράσσω" (
22:
1234:
1172:
917:
2004:
1963:
1916:
1901:
1827:
1779:
1704:
1694:
1606:
1504:
1499:
1424:
1073:
1049:
546:
59:
1206:
671:
1911:
1880:
1737:
1709:
1676:
1661:
1553:
1524:
1459:
1449:
1377:
996:
516:
40:
1295:
384:
365:
The student should be able to replicate the tasks or similar tasks repeatedly.
1988:
1952:
1804:
1767:
1618:
1601:
1519:
1145:
1004:
980:
881:
846:
792:
755:
540:
1752:
1714:
1646:
1546:
1362:
1303:
1242:
1164:
1057:
1022:
944:
283:
1100:
1623:
1591:
243:
To master tasks associated with one's occupation (e.g. a cashier using a
1344:
1852:
1429:
1419:
1129:"The role of deliberate practice in the acquisition of clinical skills"
403:
131: in this section. Unsourced material may be challenged and removed.
769:
Gladwell, Malcolm; Summaries., Soundview Executive Book (2009-01-01).
1281:
573:
531: – Detailed choreographed patterns of movements in martial arts
106:
1784:
1611:
1467:
585:
579:
534:
522:
444:
repetitive performance of intended cognitive or psychomotor skills.
237:
221:
164:
32:
1126:
485:
475:
ability to plan their learning as they progress in their careers.
1847:
543: – Consolidating a motor task into memory through repetition
217:
205:
171:
470:
study style/self reflection (tendency to self-regulate learning)
1799:
340:
muscle response that all improves through deliberate practice.
213:
1188:"Learning from mixed OR method practice: The NINES case study"
197:
To prepare for a public performance within the performing arts
1400:
722:
The Talent Code: Greatness Isn't Born. It's Grown. Here's How
36:
1219:
1832:
1185:
768:
528:
435:
385:
Behavioral versus cognitive theories of deliberate practice
233:
67:
647:
343:
1369:
31:
is the act of rehearsing a behavior repeatedly, to help
902:
699:
Upper Saddle River, New Jersey: Pearson Education, Inc.
557:
Pages displaying short descriptions of redirect targets
413:
Incentive theories: intrinsic and extrinsic motivation
359:
The student should be able to do the task by himself.
1319:Macnamara, Brooke N.; Maitra, Megha (August 2019).
691:
689:
549: – Ability of the brain to continuously change
375:
1091:. In O'Neil, Harold F; Drillings, Michael (eds.).
770:
55:), "to achieve, bring about, effect, accomplish".
738:Grit : the power of passion and perseverance
467:repetition/revision (strong tendency to practice)
84:American and British English spelling differences
1986:
1122:
1120:
810:"Noncognitive Factors Affecting Student Success"
686:
570: – Unconscious memory used to perform tasks
464:concentration/dedication (higher attention span)
1318:
832:
486:Deliberate practice versus physical preparation
555: – Physical activity that improves health
290:by Daniel Coyle, among others. This includes,
86:; this article follows American conventions).
1385:
1117:
938:
867:
461:planning (organize work in a structured way).
292:Grit: The Power of Passion and Perseverance,
1089:"A sociocultural Perspective on Motivation"
870:Current Directions in Psychological Science
835:Current Directions in Psychological Science
402:Learning is closely linked to practice and
323:Current Directions in Psychological Science
226:To enhance or refine a newly acquired skill
1392:
1378:
582: – Type of training for combat sports
537: – Process of acquiring new knowledge
82:to be used both as a noun and a verb (see
1352:
1154:
1144:
1086:
1012:
661:
147:Learn how and when to remove this message
1035:
978:
436:Deliberate practice in medical education
170:
158:
16:Act of rehearsing a behaviour repeatedly
194:To improve athletic or team performance
1987:
735:
625:, Henry George Liddell, Robert Scott,
609:, Henry George Liddell, Robert Scott,
344:Characteristics of deliberate practice
255:
179:Some common ways practice is applied:
1373:
1087:Rueda, Robert; Moll, Luis C. (2012).
804:
802:
773:Featured book review : Outliers
731:
729:
643:
641:
639:
637:
635:
129:adding citations to reliable sources
100:
13:
1275:
1038:British Journal of Sports Medicine
979:Ericsson, K. Anders (2021-04-01).
511:Dreyfus model of skill acquisition
14:
2016:
799:
726:
632:
494:
1968:
1959:
1958:
1946:
736:Angela, Duckworth (3 May 2016).
376:Rebuttal to the 10,000 hour rule
105:
1969:
1257:
1213:
1179:
1093:Motivation: Theory and Research
1080:
1029:
972:
932:
896:
861:
826:
264:, a professor of Psychology at
116:needs additional citations for
96:
762:
714:
702:
616:
600:
519: – Neuroscientific theory
333:Outliers: The Story of Success
301:Outliers: The Story of Success
1:
2000:Sports education and training
1235:10.1080/02640414.2018.1455493
918:10.1080/13598139.2018.1519410
593:
450:specific information feedback
397:
1050:10.1136/bjsports-2012-091767
629:, on Perseus Digital Library
613:, on Perseus Digital Library
576: – Practice performance
525: – Educational practice
240:are common forms of practice
47:), feminine of "πρακτικός" (
39:. The word derives from the
7:
1207:10.1016/j.omega.2016.08.003
672:10.1037/0033-295X.100.3.363
503:
210:interpersonal communication
10:
2021:
1325:Royal Society Open Science
1223:Journal of Sports Sciences
997:10.1007/s00426-020-01368-3
447:rigorous skills assessment
167:practicing his instrument.
20:
1940:
1894:
1861:
1818:
1730:
1685:
1637:
1584:
1458:
1407:
1399:
1296:10.3200/JMBR.39.6.457-462
1284:Journal of Motor Behavior
697:Learning and Instruction.
513: – Model of learning
453:better skills performance
1542:Bodybuilding supplements
1146:10.1186/1472-6920-11-101
882:10.1177/0963721411422061
847:10.1177/0963721411421922
266:Florida State University
35:and eventually master a
21:Not to be confused with
627:A Greek-English Lexicon
611:A Greek-English Lexicon
320:Two recent articles in
232:To learn martial arts;
183:To learn how to play a
985:Psychological Research
960:Cite journal requires
945:10.1037/e501912017-001
740:. Simon and Schuster.
429:
275:
176:
168:
1133:BMC Medical Education
1101:10.4324/9780203052686
695:Mayer, R. E. (2008).
424:
270:
174:
162:
78:it is now common for
1095:. pp. 117–140.
906:High Ability Studies
650:Psychological Review
408:Sociocultural theory
125:improve this article
74:is the verb, but in
1345:10.1098/rsos.190327
1337:2019RSOS....690327M
280:Talent is Overrated
256:Deliberate practice
1559:Physical education
1267:. 14 October 2014.
420:K. Anders Ericsson
262:K. Anders Ericsson
185:musical instrument
177:
169:
1982:
1981:
1953:Sports portal
1564:Physical activity
1510:Athletic training
1493:Strength training
1445:Semi-professional
1229:(20): 2340–2348.
1110:978-1-136-47819-2
568:Procedural memory
553:Physical exercise
229:To maintain skill
189:musical technique
157:
156:
149:
2012:
1995:Learning methods
1972:
1971:
1962:
1961:
1951:
1950:
1949:
1695:General managers
1597:Governing bodies
1394:
1387:
1380:
1371:
1370:
1366:
1356:
1315:
1269:
1268:
1261:
1255:
1254:
1217:
1211:
1210:
1192:
1183:
1177:
1176:
1158:
1148:
1124:
1115:
1114:
1084:
1078:
1077:
1033:
1027:
1026:
1016:
991:(3): 1114–1120.
976:
970:
969:
963:
958:
956:
948:
936:
930:
929:
900:
894:
893:
865:
859:
858:
830:
824:
823:
821:
820:
806:
797:
796:
776:
766:
760:
759:
733:
724:
718:
712:
706:
700:
693:
684:
683:
665:
645:
630:
620:
614:
604:
558:
307:Malcolm Gladwell
296:Angela Duckworth
152:
145:
141:
138:
132:
109:
101:
76:American English
23:Praxis (process)
2020:
2019:
2015:
2014:
2013:
2011:
2010:
2009:
1985:
1984:
1983:
1978:
1947:
1945:
1936:
1895:Sport by region
1890:
1857:
1828:Artificial turf
1814:
1785:Olympic culture
1726:
1681:
1633:
1580:
1454:
1425:Military sports
1403:
1398:
1278:
1276:Further reading
1273:
1272:
1263:
1262:
1258:
1218:
1214:
1190:
1184:
1180:
1125:
1118:
1111:
1085:
1081:
1034:
1030:
977:
973:
961:
959:
950:
949:
937:
933:
901:
897:
866:
862:
831:
827:
818:
816:
808:
807:
800:
785:
767:
763:
748:
734:
727:
719:
715:
707:
703:
694:
687:
663:10.1.1.169.9712
646:
633:
621:
617:
605:
601:
596:
591:
556:
547:Neuroplasticity
506:
497:
488:
438:
400:
387:
378:
346:
288:The Talent Code
258:
153:
142:
136:
133:
122:
110:
99:
60:British English
26:
17:
12:
11:
5:
2018:
2008:
2007:
2002:
1997:
1980:
1979:
1977:
1976:
1966:
1956:
1941:
1938:
1937:
1935:
1934:
1929:
1924:
1919:
1914:
1909:
1904:
1898:
1896:
1892:
1891:
1889:
1888:
1883:
1881:National sport
1878:
1873:
1867:
1865:
1859:
1858:
1856:
1855:
1850:
1845:
1840:
1835:
1830:
1824:
1822:
1816:
1815:
1813:
1812:
1807:
1802:
1800:Sports mascots
1797:
1792:
1787:
1782:
1777:
1776:
1775:
1765:
1760:
1755:
1750:
1745:
1740:
1734:
1732:
1728:
1727:
1725:
1724:
1719:
1718:
1717:
1712:
1707:
1697:
1691:
1689:
1683:
1682:
1680:
1679:
1674:
1669:
1664:
1659:
1654:
1649:
1643:
1641:
1635:
1634:
1632:
1631:
1626:
1621:
1616:
1615:
1614:
1609:
1599:
1594:
1588:
1586:
1582:
1581:
1579:
1578:
1573:
1568:
1567:
1566:
1561:
1551:
1550:
1549:
1544:
1534:
1533:
1532:
1527:
1522:
1517:
1512:
1502:
1497:
1496:
1495:
1490:
1485:
1480:
1475:
1464:
1462:
1456:
1455:
1453:
1452:
1447:
1442:
1437:
1432:
1427:
1422:
1417:
1411:
1409:
1405:
1404:
1397:
1396:
1389:
1382:
1374:
1368:
1367:
1316:
1290:(6): 457–462.
1277:
1274:
1271:
1270:
1256:
1212:
1178:
1116:
1109:
1079:
1044:(9): 533–535.
1028:
971:
962:|journal=
931:
895:
876:(5): 275–279.
860:
841:(5): 280–285.
825:
798:
784:978-0316017923
783:
761:
747:978-1501111105
746:
725:
720:Daniel Coyle,
713:
708:Geoff Colvin,
701:
685:
656:(3): 363–406.
631:
615:
598:
597:
595:
592:
590:
589:
583:
577:
571:
565:
559:
550:
544:
538:
532:
526:
520:
517:Hebbian theory
514:
507:
505:
502:
496:
495:As maintenance
493:
487:
484:
472:
471:
468:
465:
462:
455:
454:
451:
448:
445:
437:
434:
399:
396:
386:
383:
377:
374:
370:
369:
366:
363:
360:
357:
345:
342:
329:The New Yorker
257:
254:
249:
248:
241:
230:
227:
224:
198:
195:
192:
155:
154:
113:
111:
104:
98:
95:
15:
9:
6:
4:
3:
2:
2017:
2006:
2003:
2001:
1998:
1996:
1993:
1992:
1990:
1975:
1967:
1965:
1957:
1955:
1954:
1943:
1942:
1939:
1933:
1932:South America
1930:
1928:
1925:
1923:
1922:North America
1920:
1918:
1915:
1913:
1910:
1908:
1905:
1903:
1900:
1899:
1897:
1893:
1887:
1884:
1882:
1879:
1877:
1874:
1872:
1869:
1868:
1866:
1864:
1860:
1854:
1851:
1849:
1846:
1844:
1841:
1839:
1836:
1834:
1831:
1829:
1826:
1825:
1823:
1821:
1817:
1811:
1808:
1806:
1805:Sportsmanship
1803:
1801:
1798:
1796:
1793:
1791:
1788:
1786:
1783:
1781:
1778:
1774:
1771:
1770:
1769:
1766:
1764:
1761:
1759:
1756:
1754:
1751:
1749:
1748:Entertainment
1746:
1744:
1741:
1739:
1736:
1735:
1733:
1729:
1723:
1720:
1716:
1713:
1711:
1708:
1706:
1703:
1702:
1701:
1698:
1696:
1693:
1692:
1690:
1688:
1687:Communication
1684:
1678:
1675:
1673:
1670:
1668:
1665:
1663:
1660:
1658:
1655:
1653:
1650:
1648:
1645:
1644:
1642:
1640:
1636:
1630:
1629:International
1627:
1625:
1622:
1620:
1617:
1613:
1610:
1608:
1605:
1604:
1603:
1600:
1598:
1595:
1593:
1590:
1589:
1587:
1585:Organizations
1583:
1577:
1574:
1572:
1571:Rating system
1569:
1565:
1562:
1560:
1557:
1556:
1555:
1552:
1548:
1545:
1543:
1540:
1539:
1538:
1535:
1531:
1528:
1526:
1523:
1521:
1518:
1516:
1513:
1511:
1508:
1507:
1506:
1503:
1501:
1498:
1494:
1491:
1489:
1486:
1484:
1483:Periodization
1481:
1479:
1476:
1474:
1471:
1470:
1469:
1466:
1465:
1463:
1461:
1457:
1451:
1448:
1446:
1443:
1441:
1438:
1436:
1433:
1431:
1428:
1426:
1423:
1421:
1418:
1416:
1413:
1412:
1410:
1406:
1402:
1395:
1390:
1388:
1383:
1381:
1376:
1375:
1372:
1364:
1360:
1355:
1350:
1346:
1342:
1338:
1334:
1331:(8): 190327.
1330:
1326:
1322:
1317:
1313:
1309:
1305:
1301:
1297:
1293:
1289:
1285:
1280:
1279:
1266:
1260:
1252:
1248:
1244:
1240:
1236:
1232:
1228:
1224:
1216:
1208:
1204:
1200:
1196:
1189:
1182:
1174:
1170:
1166:
1162:
1157:
1152:
1147:
1142:
1138:
1134:
1130:
1123:
1121:
1112:
1106:
1102:
1098:
1094:
1090:
1083:
1075:
1071:
1067:
1063:
1059:
1055:
1051:
1047:
1043:
1039:
1032:
1024:
1020:
1015:
1010:
1006:
1002:
998:
994:
990:
986:
982:
975:
967:
954:
946:
942:
935:
927:
923:
919:
915:
911:
907:
899:
891:
887:
883:
879:
875:
871:
864:
856:
852:
848:
844:
840:
836:
829:
815:
811:
805:
803:
794:
790:
786:
780:
775:
774:
765:
757:
753:
749:
743:
739:
732:
730:
723:
717:
711:
705:
698:
692:
690:
681:
677:
673:
669:
664:
659:
655:
651:
644:
642:
640:
638:
636:
628:
624:
619:
612:
608:
603:
599:
587:
584:
581:
578:
575:
572:
569:
566:
563:
560:
554:
551:
548:
545:
542:
541:Muscle memory
539:
536:
533:
530:
527:
524:
521:
518:
515:
512:
509:
508:
501:
492:
483:
480:
476:
469:
466:
463:
460:
459:
458:
452:
449:
446:
443:
442:
441:
433:
428:
423:
421:
418:Psychologist
416:
414:
409:
405:
395:
391:
382:
373:
367:
364:
361:
358:
355:
354:
353:
350:
341:
337:
334:
330:
325:
324:
318:
314:
310:
308:
304:
302:
297:
293:
289:
285:
281:
274:
269:
267:
263:
260:Psychologist
253:
246:
242:
239:
235:
231:
228:
225:
223:
219:
215:
211:
207:
203:
199:
196:
193:
190:
186:
182:
181:
180:
173:
166:
161:
151:
148:
140:
130:
126:
120:
119:
114:This section
112:
108:
103:
102:
94:
92:
87:
85:
81:
77:
73:
69:
65:
61:
56:
54:
50:
46:
42:
38:
34:
30:
24:
19:
1944:
1743:Cheerleaders
1652:Broadcasting
1547:Sports drink
1515:Chriopractic
1477:
1473:Biomechanics
1440:Professional
1328:
1324:
1287:
1283:
1265:"SKILL FADE"
1259:
1226:
1222:
1215:
1198:
1194:
1181:
1136:
1132:
1092:
1082:
1041:
1037:
1031:
988:
984:
974:
953:cite journal
934:
909:
905:
898:
873:
869:
863:
838:
834:
828:
817:. Retrieved
814:www.aera.net
813:
772:
764:
737:
721:
716:
709:
704:
696:
653:
649:
626:
618:
610:
602:
498:
489:
481:
477:
473:
456:
439:
430:
425:
417:
401:
392:
388:
379:
371:
351:
347:
338:
332:
328:
321:
319:
315:
311:
299:
291:
287:
284:Geoff Colvin
279:
276:
271:
259:
250:
178:
143:
134:
123:Please help
118:verification
115:
97:Common types
90:
88:
79:
71:
63:
57:
52:
48:
44:
43:"πρακτική" (
28:
27:
18:
1848:Flying disc
1763:Memorabilia
1672:Sponsorship
912:(1): 5–15.
200:To improve
1989:Categories
1886:Regulation
1876:Ministries
1871:Sports law
1853:Sportswear
1790:Philosophy
1700:Journalism
1612:Postseason
1530:Psychology
1525:Physicians
1488:Physiology
1430:Parasports
1415:Individual
1139:(1): 101.
1074:1350891798
819:2017-04-25
594:References
404:motivation
398:Motivation
245:POS system
1907:Australia
1820:Equipment
1795:Rivalries
1780:Numbering
1773:Nicknames
1722:Promoters
1705:Magazines
1667:Marketing
1657:Economics
1576:Sociology
1537:Nutrition
1201:: 70–81.
1005:1430-2772
926:149904631
855:145572294
793:605428328
756:953827740
658:CiteSeerX
607:πρακτικός
574:Rehearsal
394:domain).
137:July 2011
91:practices
49:praktikos
1964:Category
1863:Politics
1843:Exercise
1810:Violence
1710:Podcasts
1662:Industry
1639:Business
1554:Pedagogy
1505:Medicine
1478:Practice
1468:Exercise
1363:31598236
1304:18055352
1243:29569522
1165:22141427
1070:ProQuest
1058:23111333
1023:32583127
890:16690524
680:11187529
586:Training
580:Sparring
535:Learning
523:Homework
504:See also
238:sparring
222:spelling
165:musician
80:practice
72:practise
64:practice
45:praktike
29:Practice
1974:Outline
1927:Oceania
1758:History
1738:Betting
1731:Culture
1602:Leagues
1460:Science
1450:Amateur
1354:6731745
1333:Bibcode
1312:6056979
1251:4224464
1156:3293754
1066:2890412
1014:8049893
218:grammar
206:writing
202:reading
66:is the
2005:Skills
1917:Europe
1902:Africa
1838:Caving
1768:Naming
1647:Agents
1619:School
1607:Season
1520:Injury
1500:Doping
1361:
1351:
1310:
1302:
1249:
1241:
1173:684799
1171:
1163:
1153:
1107:
1072:
1064:
1056:
1021:
1011:
1003:
924:
888:
853:
791:
781:
754:
744:
678:
660:
623:πράσσω
562:Praxis
220:, and
214:typing
53:prasso
1833:Balls
1715:Radio
1677:Trade
1624:Teams
1592:Clubs
1435:Women
1408:Types
1401:Sport
1308:S2CID
1247:S2CID
1195:Omega
1191:(PDF)
1169:S2CID
1062:S2CID
922:S2CID
886:S2CID
851:S2CID
676:S2CID
41:Greek
37:skill
33:learn
1912:Asia
1420:Team
1359:PMID
1300:PMID
1239:PMID
1161:PMID
1105:ISBN
1054:PMID
1019:PMID
1001:ISSN
966:help
789:OCLC
779:ISBN
777:. .
752:OCLC
742:ISBN
529:Kata
298:and
286:and
236:and
234:kata
70:and
68:noun
1753:Fan
1349:PMC
1341:doi
1292:doi
1231:doi
1203:doi
1151:PMC
1141:doi
1097:doi
1046:doi
1009:PMC
993:doi
941:doi
914:doi
878:doi
843:doi
668:doi
654:100
305:by
294:by
282:by
127:by
58:In
1991::
1357:.
1347:.
1339:.
1327:.
1323:.
1306:.
1298:.
1288:39
1286:.
1245:.
1237:.
1227:36
1225:.
1199:69
1197:.
1193:.
1167:.
1159:.
1149:.
1137:11
1135:.
1131:.
1119:^
1103:.
1068:.
1060:.
1052:.
1042:47
1040:.
1017:.
1007:.
999:.
989:85
987:.
983:.
957::
955:}}
951:{{
920:.
910:31
908:.
884:.
874:20
872:.
849:.
839:20
837:.
812:.
801:^
787:.
750:.
728:^
688:^
674:.
666:.
652:.
634:^
406:.
309:.
216:,
212:,
208:,
204:,
163:A
62:,
1393:e
1386:t
1379:v
1365:.
1343::
1335::
1329:6
1314:.
1294::
1253:.
1233::
1209:.
1205::
1175:.
1143::
1113:.
1099::
1076:.
1048::
1025:.
995::
968:)
964:(
947:.
943::
928:.
916::
892:.
880::
857:.
845::
822:.
795:.
758:.
682:.
670::
303:,
247:)
191:)
187:(
150:)
144:(
139:)
135:(
121:.
25:.
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.
