In Part I of our series on deliberate practice, we introduced the concept. In Part II we began to apply the idea of mental representations as a key component of expert performance and one of the goals of deliberate practice.
This is the second article in a series on deliberate practice. The first in the series dealt with the concept of deliberate practice as a general principle and today we’ll dive into mental representations as an essential component of deliberate practice.
This week, I’m beginning a new series of articles on deliberate practice as it relates to the work of the Suzuki parent and student.