I watch a gymnast work on her handsprings. Or a blues dancer try to learn the “pulse.” Over and over again my initial response upon watching someone practice something new is an internal shout: “You are doing it wrong!” There may be some hair pulling involved. Then I calm down, decide if the person would benefit from my feedback, usually decide that they won’t and go back to what I was doing.
I do know that “You’re doing it wrong” isn’t the most useful way to teach. Mea culpa. Of exactly the style of teaching I am writing about. We can all of us do better. And I have exciting news: a little change goes a really long way.
There are many studies within the study of motor learning that demonstrate that practice is not the same as performance. Common sense! Less intuitive is that when we demand high quality performance during practice we get poorer overall results.
First off, what do I mean by the terms practices versus performance? A practice or training interval is the period during which a person is attempting to improve at an activity. The performance interval is crunch-time – that period when the person puts practice into practice. In real life this means the basketball player above is about to score (or miss?) game point!
It makes sense that sports typically place a lot of emphasis on how well people perform during practice. That is an easy metric because the results are right there, right away, for everyone to see. When I watch people train I see them place a great deal of importance on their performance during practice. This means that they are getting less out of their practice than they might otherwise.
Let’s look at a couple of the reasons:
And back to me. After I stop pulling my hair our and before I decide not to contribute to feedback overload I often take a moment to marvel. I am amazed at how well what we use does work! Getting feedback after every single iteration gives a student far more material to work on than can be absorbed in so short a period of time. Regular and consistent feedback doesn’t create an environment where the student is able to really attend to what they are doing. And despite our self-imposed handicaps we are all learning machines! Before I go back to my own workout I dream about how much more we will all learn through a few simple adjustments.
What skill or activity would you like to learn with greater ease? Within that skill or activity I suggest getting really excited about the exploration of it! Don’t let others give you feedback and don’t critique yourself. (You can always get feedback later.) Immerse yourself in experience of the new skill. Be easy in your practice. Play more. Look to learn. I would love to hear from you in the comments! What are you working on and what have you found that works?