Skip to main content
SpringerLink
Log in

Developing Expertise and Expert Performance

  • Chapter
  • First Online:
Handbook of Research in Educational Communications and Technology

Abstract

How can we facilitate the development of expertise and expert performance through instructional design and technology? This chapter’s focal question is addressed by describing theories and methods from the science of expertise that teachers, trainers, and instructional designers can use to create expertise training. The deliberate practice framework, popularized as the 10,000-Hour Rule (i.e., 10 years or 10,000 hours of deliberate practice to become an expert), and the expert-performance approach are translated from the chess, music, and sports domains in which they were developed to a much broader range of professional domains, such as health care and education.

In addition, four instructional design models emanating from several disciplines are presented as guides for crafting expertise training in professional education and professional development that facilitate performers’ personal trajectories to expertise.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 229.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 299.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 299.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    The term “domain” can have different meanings. In education and instructional design, it often means domains of learning, e.g., cognitive, psychomotor, and affective. We use the term as it is used in expertise studies, to refer to distinct areas of work or performance.

  2. 2.

    Because few studies have been published that actually implement expertise training, we rely on hypothetical training designs, such as the ones described here, to illustrate the approach.

References

  • Baker, J., & Young, B. (2014). 20 years later: Deliberate practice and the development of expertise in sport. International Review of Sport and Exercise Psychology, 7(1), 135–157.

    Article  Google Scholar 

  • Berliner, D. C. (2000). A personal response to those who bash teacher education. Journal of Teacher Education, 51(5), 358–371.

    Article  Google Scholar 

  • Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35(5), 463–482.

    Article  Google Scholar 

  • Blair, L. (2016). Implementing expertise-based training methods to accelerate the development of peer academic coaches (Unpublished doctoral dissertation). Southern Illinois University, Carbondale, IL.

    Google Scholar 

  • Borders, J., Polander, N., Klein, G., & Wright, C. (2015). ShadowBox: Flexible training to impart the expert mindset. Proceedings of the 6th International Conference on Applied Human Factors and Ergonomics, Procedia Manufacturing, 3, 1574–1579. https://doi.org/10.1016/j.promfg.2015.07.444

    Article  Google Scholar 

  • Boshuizen, H. P. A. (2004). Does practice make perfect? In H. P. A. Boshuizen, R. Bromme, & H. Gruber (Eds.), Professional learning: Gaps and transitions on the way from novice to expert. New York: Kluwer Academic Press.

    Chapter  Google Scholar 

  • Bransford, J. D., & Schwartz, K. L. (2009). It takes expertise to make expertise: Some thoughts about why and how and reflections on the themes in chapters 15-18. In K. A. Ericsson (Ed.), Development of professional expertise (pp. 432–448). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Causer, J., Barach, P., & Williams, A. M. (2014). Expertise in medicine: Using the expert performance approach to improve simulation training. Medical Education, 48(2), 115–123. https://doi.org/10.1111/medu.12306

    Article  Google Scholar 

  • Chi, M. T. H. (2006). Laboratory methods for assessing experts’ and novices’ knowledge. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), Cambridge handbook of expertise and expert performance (pp. 167–184). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Clark, R. E., Feldon, D., van Merrienboër, J. J. C., Yates, K., & Early, S. (2008). Cognitive task analysis. In J. M. Spector, M. D. Merrill, J. J. G. van Merrienboër, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 577–593). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6–11, 38–46.

    Google Scholar 

  • Colvin, G. (2008). Talent is overrated: What really separates world-class performers from everybody else. New York: Portfolio.

    Google Scholar 

  • Coyle, D. (2009). The talent code: Greatness isn’t born it’s grown, here’s how (p. 2009). New York: Bantam Books.

    Google Scholar 

  • Darling-Hammond, L. (2005). Instructional leadership for systemic change: The story of San Diego’s reform. Lanham, MD: Scarecrow Education.

    Google Scholar 

  • Dunn, T. G., & Shriner, C. (1999). Deliberate practice in teaching: What teachers do for self-improvement. Teaching and Teacher Education, 15, 631–651. https://doi.org/10.1016/S0742-051X(98)00068-7

    Article  Google Scholar 

  • Dreyfus, H., & Dreyfus, S. (1980). A five-stage model of mental activities involved in directed skill acquisition. Supported by the U.S. Air Force, Office of Scientific research (AFSC) under contract F49620-C-0063 with the University of California, Berkeley.

    Google Scholar 

  • Eccles, D. W., Ward, P., Janelle, C. M., Woodman, T., & LeScanff, C. (2008). Shared interests in solving common problems: How sport psychology might inform human factors and ergonomics. Proceedings of the Human Factors and Ergonomics Society 52nd Annual Meeting, 52, 743–747.

    Article  Google Scholar 

  • Ericsson, K. A. (2006). The influence of experience and deliberate practice on the development of superior expert performance. In K. A. Ericsson, N. Charness, P. Feltovich, & R. R. Hoffman (Eds.), Cambridge handbook of expertise and expert performance (pp. 685–706). Cambridge, UK: Cambridge University Press.

    Chapter  Google Scholar 

  • Ericsson, K. A. (2008). Deliberate practice and acquisition of expert performance: A general overview. Academic Emergency Medicine, 15, 988–994. https://doi.org/10.1111/j.1553-2712.2008.00227.x

    Article  Google Scholar 

  • Ericsson, K. A. (2015). Acquisition and maintenance of medical expertise: A perspective from the expert-performance approach with deliberate practice. Academic Medicine, 90(11), 1471–1485rc.

    Article  Google Scholar 

  • Ericsson, K. A. (2017). Expertise and individual differences: The search for the structure and acquisition of experts’ superior performance. WIREs Cognitive Science, 8(1–2), 1–6. https://doi.org/10.1002/wcs.1382

    Article  Google Scholar 

  • Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406. https://doi.org/10.1037/0033-295X.100.3.363

    Article  Google Scholar 

  • Ericsson, K. A., & Pool, R. (2016). Peak: Secrets from the new science of expertise. Boston: Houghton Mifflin Harcourt.

    Google Scholar 

  • Ericsson, K. A., & Williams, A. M. (2007). Capturing the naturally occurring superior performance of experts in the laboratory: Translational research on expert performance. Journal of Experimental Psychology: Applied, 13(3), 115–123.

    Google Scholar 

  • Fadde, P., & Sullivan, P. (2013). Using interactive video to develop preservice teachers’ classroom awareness. Contemporary Issues in Technology and Teacher Education, 13(2), 156–174.

    Google Scholar 

  • Fadde, P. J. (2009a). Expertise-based training: Getting more learners over the bar in less time. Technology, Instruction, Cognition and Learning, 7(2), 171–197.

    Google Scholar 

  • Fadde, P. J. (2009b). Instructional design for advanced learners: Training recognition skills to hasten expertise. Educational Technology Research and Development, 57(3), 359–376.

    Article  Google Scholar 

  • Fadde, P. J. (2009c). Training complex psychomotor performance skills: A part-task approach. In K. H. Silber & R. Foshay (Eds.), Handbook of training and improving workplace performance. Volume 1: Instructional design and training delivery (pp. 468–507). San Francisco: Pfeiffer (International Society for Performance Improvement).

    Google Scholar 

  • Fadde, P. J. (2013). Accelerating the acquisition of intuitive decision-making through expertise-based training (XBT). Proceedings of the Inter-service/Industry Simulation, Training, and Education Conference.

    Google Scholar 

  • Fadde, P. J. (2016). Instructional design for accelerated macrocognitive expertise in the baseball workplace. Frontiers in Psychology, 7(292), 1–16. https://doi.org/10.3389/fpsyg.2016.00292/full

    Article  Google Scholar 

  • Feldon, D. F. (2007). Cognitive load and classroom teaching: The double-edged sword of automaticity. Educational Psychologist, 42(3), 123–127.

    Article  Google Scholar 

  • Ford, P., Coughlan, E., & Williams, M. (2009). The expert-performance approach as a framework for understanding and enhancing coaching performance, expertise and learning. International Journal of Sports Science & Coaching, 4(3), 451–463.

    Article  Google Scholar 

  • Foshay, W. R., Villachia, S. W., & Stepich, D. A. (2013). Cousins but not twins: Instructional design and human performance technology in the workplace. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (4th ed., pp. 39–49). New York: Springer-Verlag. https://doi.org/10.1007/978-1-4614-3185-5_4

    Chapter  Google Scholar 

  • Gladwell, M. (2008). Outliers: The story of success. New York: Little, Brown and Company.

    Google Scholar 

  • Gonzalez, C., Lerch, J. F., & Lebiere, C. (2003). Instance-based learning in dynamic decision making. Cognitive Science, 27(4), 591–635.

    Article  Google Scholar 

  • Hambrick, D. Z., Oswald, F. L., Altmann, E. M., Meinz, E. J., Gobet, F., & Campitelli, G. (2014). Deliberate practice: Is that all it takes to become an expert? Intelligence, 45, 34–45.

    Article  Google Scholar 

  • Harris, K. R., Eccles, D. W., Ward, P., & Whyte, J. (2013). A theoretical framework for simulation in nursing: Answering Schiavenato’s call. Journal of Nursing Education, 52(1), 6–16. https://doi.org/10.3928/01484834-20121107-02

    Article  Google Scholar 

  • Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266.

    Article  Google Scholar 

  • Hoffman, R. R., Ward, P., Feltovich, P. J., DiBello, L., Fiore, S. M., & Andrews, D. H. (2014). Accelerated learning: Training for high proficiency in a complex world. New York: Psychology Press.

    Google Scholar 

  • Hubal, R., & Parsons, T. (2017). Synthetic environments for skills training and practice. In L. Lin & J. M. Spector (Eds.), The sciences of learning and instructional design: Constructive articulation between communities (pp. 1–22). New York: Taylor-Francis/Routledge.

    Google Scholar 

  • Johnson, A., & Proctor, R. W. (2017). Skill acquisition and training: Achieving expertise in simple and complex tasks. New York: Routledge.

    Google Scholar 

  • Jonassen, D. (2011). Learning to solve problems: A handbook for designing problem-solving learning environments. New York: Routledge.

    Google Scholar 

  • Jonassen, D. (2012). Designing for decision making. Educational Technology Research and Development, 60, 341–359. https://doi.org/10.1007/s11423-011-9230-5

    Article  Google Scholar 

  • Jung, E., Kim, M., & Reigeluth, C. M. (2015). Learning in action: How competent professionals learn. Performance Improvement Quarterly, 28(4), 55–69. https://doi.org/10.1002/piq.21209

    Article  Google Scholar 

  • Kahneman, D., & Klein, G. (2009). Conditions for intuitive expertise: A failure to disagree. American Psychologist, 64(6), 515–526. https://doi.org/10.1037/a0016755

    Article  Google Scholar 

  • Klein, G. (1998). Sources of power: How people make decisions. Cambridge, MA: MIT Press.

    Google Scholar 

  • Klein, G. (2015). A naturalistic decision making perspective on studying intuitive decision making. Journal of Applied Research in Memory and Cognition, 4, 164–168.

    Article  Google Scholar 

  • Klein, G., & Wright, C. (2016). Macrocognition: From theory to toolbox. Frontiers in Psychology, 7(54), 1–5. https://doi.org/10.3389/fpsyh.2016.00054

    Article  Google Scholar 

  • Klein, G. A., & Hoffman, R. (1993). Seeing the invisible: Perceptual/cognitive aspects of expertise. In M. Rabinowitz (Ed.), Cognitive science foundations of instruction (pp. 203–226). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Lajoie, S. P. (2003). Transitions and trajectories for studies of expertise. Educational Researcher, 32(8), 21–25.

    Article  Google Scholar 

  • Larkin, P., Mesagno, C., Spittle, M., & Berry, J. (2015). An evaluation of video-based training programs for perceptual-cognitive skill development: A systematic review of current sport-based knowledge. International Journal of Sport Psychology, 46, 555–586. https://doi.org/10.7352/IJSP2015.46.555

    Article  Google Scholar 

  • Lin, L., & Spector, J. M. (Eds.). (2017). The sciences of learning and instructional design: Constructive articulation between communities. New York: Taylor-Francis/Routledge.

    Google Scholar 

  • Macnamara, B. N., Hambrick, D. Z., & Oswald, F. L. (2014). Deliberate practice and performance in music, games, sports, education, and professions: A meta-analysis. Psychological Science, 25(8), 1608–1618.

    Article  Google Scholar 

  • MacroCognition LLC. (n.d.). ShadowBox Approach. Retrieved from https://www.shadowboxtraining.com/the-shadowbox-approach

  • Mann, D. T. Y., Williams, A. M., Ward, P., & Janelle, C. M. (2007). Perceptual cognitive expertise in sport: A meta-analysis. Journal of Sport & Exercise Psychology, 29, 457–478.

    Article  Google Scholar 

  • Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43–59.

    Article  Google Scholar 

  • Molenda, M. (2010). Origins and evolution of instructional systems design. In K. H. Silber & W. R. Foshay (Eds.), Handbook of improving workplace performance (Instructional design and training delivery) (Vol. 1, pp. 53–92). San Francisco: Jossey-Bass/Pfeiffer.

    Chapter  Google Scholar 

  • Müller, S., & Abernethy, B. (2012). Expert anticipatory skill in striking sports: A review and a model. Research Quarterly for Exercise and Sport, 83(2), 175–187.

    Google Scholar 

  • Razer, A. (2016). Accelerating the noticing skills of nursing and medical students using staged video simulation (Unpublished doctoral dissertation), Southern Illinois University, Carbondale, IL.

    Google Scholar 

  • Richey, R. C., Klein, J. D., & Tracey, M. W. (2011). The instructional design knowledge base: Theory, research, and practice. New York: Routledge.

    Google Scholar 

  • Roca, A., & Williams, A. M. (2016). Expertise and the interaction between different perceptual-cognitive skills: Implications for testing and training. Frontiers in Psychology, 7, 792. https://doi.org/10.3389/fpsyg.2016.00792

    Article  Google Scholar 

  • Rosaen, C. L., Lundeberg, M., Cooper, M., Fritzen, A., & Terpstra, M. (2008). Noticing noticing: How does investigation of video records change how teachers reflect on their experiences? Journal of Teacher Education, 59, 347–360. https://doi.org/10.1177/0022487108322128

    Article  Google Scholar 

  • Sancar-Tokmak, H. (2016). Videos as tools of expertise-based training (XBT) for the development of professional development of teachers: XBT videos for teacher development. In P. G. Rossi & L. Fedeli (Eds.), Integrating video into pre-service and in-service teacher training (pp. 254–270). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-5225-0711-6.ch013

    Chapter  Google Scholar 

  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.

    Google Scholar 

  • Schraagen, J. M. (2009). Designing training for professionals based on subject matter experts and cognitive task analysis. In K. A. Ericsson (Ed.), Development of professional expertise (pp. 157–179). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Sherin, M. G., & van Es, E. A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475–491.

    Google Scholar 

  • Simon, H. A., & Chase, W. G. (1973). Skill in chess. American Scientist, 61, 394–403.

    Google Scholar 

  • Syed, M. (2010). Bounce: Mozart, Federer, Picasso, Beckham, and the science of success. New York: Harper.

    Google Scholar 

  • Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3(2), 130–154.

    Article  Google Scholar 

  • van Gog, T., Ericsson, K. A., Rikers, R. M. J. P., & Paas, F. (2005). Instructional design for advanced learners: Establishing connections between the theoretical frameworks of cognitive load and deliberate practice. Educational Technology Research and Development, 53(3), 73–81.

    Article  Google Scholar 

  • Van Merriënboer, J. J. G. (1997). Training complex cognitive skills: A four-component instructional design model for technical training. Englewood Cliffs, NJ: Educational Technology Publications.

    Google Scholar 

  • van Merriënboer, J. J. G., & Boot, E. W. (2009). Research on past and current training in professional domains: The emerging need for a paradigm shift. In K. A. Ericsson (Ed.), Development of professional expertise (pp. 131–156). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Ward, P., Farrow, D., Harris, K. R., Williams, A. M., Eccles, D. W., & Ericsson, K. A. (2008). Training perceptual-cognitive skills: Can sport psychology research inform military decision training? Military Psychology, 20, S71–S102.

    Article  Google Scholar 

  • Ward, P., Hodges, N. J., Starkes, J. L., & Williams, M. A. (2007). The road to excellence: Deliberate practice and the development of expertise. High Ability Studies, 18(2), 119–153.

    Article  Google Scholar 

  • Ward, P., Suss, J., & Basevitch, I. (2009). Expertise and expert performance-based training (ExPerT) in complex domains. Technology, Instruction, Cognition and Learning, 7, 121–146.

    Google Scholar 

  • Ward, P., Williams, A. M., & Hancock, P. A. (2006). Simulation for performance and training. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), Cambridge handbook of expertise and expert performance (pp. 243–262). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Williams, A. M., Fawver, B., & Hodges, N. (2017). Using the ’expert performance approach’ as a framework for improving understanding of expert learning. Frontline Learning Research, 5(3), 64–69.

    Article  Google Scholar 

  • Yates, K. A., & Clark, R. E. (2012). Cognitive task analysis. New York: Routledge.

    Google Scholar 

  • Zimmerman, B. J. (2006). Development and adaptation of expertise: The role of self-regulatory processes and beliefs. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), Cambridge handbook of expertise and expert performance (pp. 705–722). New York: Cambridge University Press.

    Chapter  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Curriculum and Instruction, Southern Illinois University, Carbondale, IL, USA

    Peter J. Fadde

  2. Department of English, Purdue University, West Lafayette, IN, USA

    Patricia Sullivan

Authors
  1. Peter J. Fadde
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Patricia Sullivan
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Peter J. Fadde .

Editor information

Editors and Affiliations

  1. Kirwan Center for Academic Innovation, University System of Maryland, Adelphi, MD, USA

    M. J. Bishop

  2. Instructional Systems Technology, Indiana University, Bloomington, IN, USA

    Elizabeth Boling

  3. Education and Training, KU Leuven, Leuven, Belgium

    Jan Elen

  4. Organization, Information & Learning Sciences, University of New Mexico, Albuquerque, NM, USA

    Vanessa Svihla

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Fadde, P.J., Sullivan, P. (2020). Developing Expertise and Expert Performance. In: Bishop, M.J., Boling, E., Elen, J., Svihla, V. (eds) Handbook of Research in Educational Communications and Technology. Springer, Cham. https://doi.org/10.1007/978-3-030-36119-8_4

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-36119-8_4

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-36118-1

  • Online ISBN: 978-3-030-36119-8

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation