shared deliberate practice

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226Ole Lund, Peter Musaeus and Mette Krogh Christensenthe player puts her own abilities up for negotiation in so far that guiding the team mate fromthe perspective of her own abilities may help her improve her own performance.What are the practical implications of the findings? From an applied perspective, thisstudy points to the value of seeing team sport as necessitating shared deliberatepractice. Teamplayers need to train shared understanding and learn how to negotiate the coach’sorchestration of the game plan. The above mentioned findings warrant inclusion of shareddeliberate practice as part of basic coaching courses on team training. Specifically, they maylead coaches in high performance team sports to use experienced athletes to engage in verbalfeedback and being explicit role models to less experienced players. Furthermore, the studylends support to recent recommendations regarding supportive features characterizing thepositive relationships between the participants in successful athletic talent developmentenvironments (Henriksen, 2010). However, this study is limited by the focus on one specificsport, and we must underline the circumscribed transferal of our results to other sports. Futureresearch is warranted in other team sport context than handball to spell out what characterizesshared deliberate practice in these social contexts.ACKNOWLEDGMENTSWe would like to thank the team and coaches of Randers HK for kindly giving their timeto participate in the study and share their knowledge with us. In particular, we would like tothank Mette for her great courtesy and for making this study possible.We also thank ProfessorJohn Sutton, Senior Lecturer Greg Downey and other members of research group in Sport,Skills and Movement at the Centre for Cognition and its Disorders at Macquarie University,Sydney for their many helpful comments during the writing of this article. We conducted thestudy with the aid of a research grant from The Danish Council for IndependentResearch/Humanities. The study is a part of the larger research project “From Talent toExpert” based at the University of Southern Denmark.REFERENCESBaker, J., Côte, J., and Abernethy, B. (2003). Learning from the experts: Practice activities ofexpert decision makers in sport. Research Quarterly for Exercise and Sport, 74, 342-347.Duffy, L. J., Baluch, B., and Ericsson, K. A. (2004). Dart performance as a function of facetsof practice amongst professional and amateur men and women players. InternationalJournal of Sport Psychology,35, 232-245.Eccles, D. W., and Tennenbaum, G.(2004). Why an expert team is more than a team ofexperts: Asocial-cognitive conceptualization of team coordination and communication insport. Journal of Sport and Exercise Psychology, 26, 542-560.Endsley, M. R. (2006). Expertise and situation awareness. In K. A. Ericsson, N. Charness, P.J. Feltovich, and R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expertperformance (pp. 633–651). Cambridge, UK: Cambridge University Press.
Shared Deliberate Practice 227Ericsson, K. A. (2006). The influence of experience and deliberate practice on thedevelopment of superior expert performance. In K. A. Ericsson, N. Charness, P. J.Feltovich, and R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expertperformance (pp. 685-706). Cambridge, UK: Cambridge University Press.Ericsson, K. A. (2007). Deliberate practice and the modifiability of body and mind: toward ascience of the structure and acquisition of expert and elite performance. InternationalJournal of Sport Psychology, 38, 4-34.Ericsson, K. A., Krampe, R. T., and Tesch-Römer, C. (1993). The role of deliberate practicein the acquisition of expert performance. Psychological Review, 100, 363-406.Ericsson, K. A., and Lehmann, A. C. (1996). Expert and exceptional performance: Maximaladaptation to task constraints. Annual Review of Psychology, 47, 273–305.Ericsson, K. A., Prietula, M. J., and Cokely, E. T. (2007). The making of an expert. HarvardBusiness Review, 1-7.Ericsson, K. A., and Simon, H. A. (1980). Verbal reports as data. Psychological Review, 87,215–251.Ericsson, K. A., and Smith, J. (1991). Prospects and limits in the empirical study of expertise:an introduction. In K. A. Ericsson and J. Smith (Eds.), Toward a general theory ofexpertise: prospects and limits (pp. 1-38) Cambridge: Cambridge University Press.Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry,12, 219-226.Helsen, W. F., Starkes, J. L., and Hodges, N. J. (1998). Team sports and the theory ofdeliberate practice. Journal of Sport and Exercise Psychology,20, 12-34.Henriksen, K. (2010). The ecology of talent development in sport: a multiple case study ofsuccessful athletic talent development environments in Scandinavia. Odense: Universityof Southern Denmark.Hodges, N. J.,and Deakin, J. (1998). Deliberate practice and expertise in the martial arts: Therole of context in motor recall. Journal of Sport and Exercise Psychology,20, 260-279.Hodges, N. J.,and Starkes, J. L. (1996). Wrestling with the nature of expertise: A sportspecific test of Ericsson, Krampe and Tesch-Römer's (1993) theory of deliberate practice.International Journal of Sport Psychology,27, 400-424.Jenkins, S. (2010). Digging out the dirt: Ben Hogan, deliberate practice and the secret. AnnualReview of Golf Coaching,4, 1-21.Jones, R. L., and Wallace, M. (2005). Another bad day at the training ground: coping withambiguityin the coaching context, Sport, Education and Society, 10, 119-134.Kvale, S., and Brinkmann, S. (2009). Interviews: Learning the craft of qualitative researchinterviewing. Los Angeles: Sage Publications.Mohammed, S., Tesler, R., and Hamilton, K.(2012). Time and team cognition: Towardgreater integration of temporal dynamics. In E. Salas, S.M. Fiore, and M.P. Letsky (Eds.),Theories of team cognition: Cross-disciplinary perspectives (pp. 87-116). London:Taylor and Francis/Routledge Academy.Ronglan, L. T. (2009). Situert læring: om laget som praksisfellesskap. In L. T. Ronglan, A.Halling, and G. Teng (Eds.), Ballspill over grenser: skandinaviske tilnærminger til læringog utvikling(pp. 35-47). Oslo: Akilles forlag.
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