Breaking the 10,000-Hour Rule

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5 comments on Breaking the 10,000-Hour Rule

  1. Daniel says:

    An interesting article indeed. Particularly the notion that coaches and teachers are most often the limiting factors in students/athletes advancing.

  2. Taylor says:

    I was utterly unimpressed with this article.

    I’m going to want to see even just a shred of research or some new study being conducted with surprising initial results before I’m going to simply start suggesting to people they can cut the 10,000 hour rule in half by merely developing better impulse regulation and “learn how to learn” better. Far too much is either glossed over or assumed for this article to mean much.

    Furthermore, if the 5,000 hour rule is achievable, which it very much could be thanks to evolution, it’s a long, long, long way off. Why? Because if the 5,000 hour rule were already achievable simply by learning to learn more efficiently, it would have shown up in K. Anders Ericsson’s research. True, just because something hasn’t been discovered doesn’t mean it doesn’t exist. But considering the tremendous data set that is Ericsson’s pioneering research, what are the chances someone who has already broken or is on the way to breaking the 10,000 hour rule went unnoticed? At best, rather slim.

    I’m used to way more rigorous writing from the articles posted in this blog.

  3. Jason Watson says:

    I found the most useful part of the article to be the following: “the dominant culture of teaching and coaching in our culture is too directive. It often breeds dependency. We over-direct and over-teach. There’s too much telling and advocacy, and not enough questioning and aided discovery. It’s often the coach or teacher that’s the limiting factor. Result: We don’t learn how to learn. We look to the teacher, coach, boss or parent as the repository of answers, when instead we need to develop the ability to self-regulate and self-adjust and to become relentless problem-solvers.”

    With feedback and reps (appropriate regulatory stimulus) being key in skill development, then I as a coach should be cognitive of the nature and content of my feedback. Poor feedback is worse than no feedback. Less (direct and efficient) feedback better than more (ambiguous and lengthy) and rather than be a “repository of answers” to challenge and allow them the beaut of letting the ‘game teach the game.”

  4. mhm says:

    you have 10000 hours so what you should you do with it and how you spend it
    for example you have to master something and that thing have 10 skills to master them so for how long you should practice each skill and how many times a day before moving to the next skill and the skill after until you master the whole process ????

  5. cjmcgown says:

    This is a tough question, because I think at some point you run into the issue of specialization, which is generally something you want to avoid in the early stages of development. So of those 10 skills, I’d think about practicing them equally (or at least equally in the frequency they appear in the whole game) when in early developmental stages. How many hours is that? I have no idea what the research says, and I imagine it is different based on what skills you are training (art, music, athletics, etc.).

    Then as you start to specialize, you’ll want to spend much less time on skills that don’t pertain to your specialization. Much like a surgeon doesn’t spend much time with pediatrics or dermotology – they work on what they really want to focus on. So maybe then you spend the rest of the 10,000 hours on just 3 or 4 of the skills and become really great at those, and it’s enough.

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