ABSTRACT
This chapter explores the process of learning and the development of expertise and expert performance. It also considers the role and effect of deliberate practice on expertise development, and crucially explores the differences that exist between expert and novice performers, and how this information can be used to facilitate the development of expert performers. Learning can be broadly conceptualized as a change in behaviour, knowledge, or cognition. Linked to the broad concept of learning is the notion of the 'acquisition of skill' which is of particular importance when considering performance across domains ranging from sport to surgery. The 'theoretical' explanations can be categorized as being either 'traditional' (information processing) or 'ecological dynamics' approaches. Deliberate practice in this context refers to activities that require cognitive or physical effort, that do not lead to immediate personal, social, or financial rewards, and are undertaken with the purpose of improving performance.
