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The motivational constraint, mentioned above, is important to consider as it is an important premise of Ericsson's theoretical framework for deliberate practice.
Topic- 9th Standard Social science Term -3 practicing materials
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He finds that because participating in deliberate practice is not motivating that individuals must be engaged and motivated to take part in improvement before deliberate practice can even take place.[3] He talks about the success of children who were simply exposed to an activity for months by their parents in a fun way. These children displayed immense interest in continuing the activity, so the parents then began implanting deliberate practice. This came to be extremely successful, which Ericsson cites as proof that his theory works when put into action. He finds that children must have the passion to improve their skills before deliberate practice begins in order to really be successful.
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