In Peak, Ericsson seems to finally settle on one definition, which was what I used in the end. He calls what you just describe "not being able to deliberately practice like a grandmaster" a completely different thing — purposeful practice.
There's a whole chapter in Peak where he tries to talk about what to do if you are in a field with badly developed pedagogical methods. It's basically a badly written copy of The Power of Intuition (Klein). I was incredibly dissatisfied with it, because I was mostly interested in putting DP to practice, and his recommendations were far from practicable. I wish he had just referred to Hoffman or Klein, both of them practitioners in NDM, and therefore both more familiar with attempts to design training programs for fields where no pedagogical rigour exist.
I know you're inclined to give Ericsson a pass, and pass things off as deliberate practice even when his definition clearly excludes said thing. But my view is that we should call a spade a spade and use the exact definitions the man used. If he thought it was good enough for his popular audience, it should be good enough for me.
That makes sense, a couple of years ago there was a lot of misleading interpretations going around, precise definitions help clear things up. I read Peak a while back, and I must’ve forgot that distinction.
I found the Klein book you mentioned more useful than Ericsson’s as well, that Fadde/Klein paper I mentioned was also pretty helpful. I need to reread both, and put them into practice more than I have. I read too much, and I don’t get the tacit knowledge that comes from experience...
Another good book is Surpassing Ourselves by Bereiter and Scardamalia. They studied how students developed writing skill. Their definition of expertise is a bit different than Ericsson’s, but I think it is more useful.
There's a whole chapter in Peak where he tries to talk about what to do if you are in a field with badly developed pedagogical methods. It's basically a badly written copy of The Power of Intuition (Klein). I was incredibly dissatisfied with it, because I was mostly interested in putting DP to practice, and his recommendations were far from practicable. I wish he had just referred to Hoffman or Klein, both of them practitioners in NDM, and therefore both more familiar with attempts to design training programs for fields where no pedagogical rigour exist.
I know you're inclined to give Ericsson a pass, and pass things off as deliberate practice even when his definition clearly excludes said thing. But my view is that we should call a spade a spade and use the exact definitions the man used. If he thought it was good enough for his popular audience, it should be good enough for me.