Here’s my 1-page cheatsheet to Daniel Coyle’s The Talent Code: Unlocking the Secret of Skill in Sports, Art, Music, Math, and Just About Anything [Amazon].
WHY THE TALENT CODE
I chose this book because #1, it was recommended by Rob Kelly (a friend and mentor), and #2, I’ve always been fascinated by world-class performers of every sort
The book is about how world-class talent is developed. Coyle dives into specific “pockets” (regions, eras, and instructors) known for producing abnormally high %s of world-class athletes, artists, and performers. These pockets include Brazil + soccer, Meadowmount + classical music, and Florence + artists.
From Coyle’s website:
Daniel Coyle is the NYT bestselling author of The Little Book of Talent, The Talent Code, Lance Armstrong’s War, and Hardball: A Season in Projects…Coyle lives in Cleveland, Ohio during the school year and in Homer, Alaska, during the summer with his wife Jen, and their four children
LESSONS AND HIGHLIGHTS
1. It’s all about growing myelin
Skill is myelin insulation that wraps neural circuits and that grows according to certain signals. The story of skill and talent is the story of myelin…myelin is similar to another evolution-built mechanism you use every day: muscles.
2. Deep practice (which requires hard work, mental struggle, and extreme attention to detail) is required
Struggle is not optional—it’s neurologically required: in order to get your skill circuit to fire optimally, you must by definition fire the circuit suboptimally; you must make mistakes and pay attention to those mistakes; you must slowly teach your circuit. You must also keep firing that circuit—i.e., practicing—in order to keep myelin functioning properly
People called the Pietà pure genius, but its creator begged to differ. “If people knew how hard I had to work to gain my mastery,” Michelangelo later said, “it would not seem so wonderful at all.”
Lamm conceived of a new system of bank robbery, applying military principles to what had been an artless profession. His singular insight was that robbing banks was not about guts or guns; it was about technique. Each bank job involved weeks of preparatory work. Lamm pioneered “casing,” which meant visiting the bank, sketching blueprintlike maps, and occasionally posing as a journalist to get a look at the bank’s interior operations. Lamm assigned each man on his team a well-defined role: lookout, lobby man, vault man, driver. He organized rehearsals, using warehouses to stand in for the bank. He insisted on unyielding obedience to the clock: when the allotted time expired, the gang would depart, whether or not they had the money.
If you were to visit a dozen talent hotbeds tomorrow, you would be struck by how much time the learners spend observing top performers. When I say “observing,” I’m not talking about passively watching. I’m talking about staring—the kind of raw, unblinking, intensely absorbed gazes you see in hungry cats or newborn babies
3. Highly talented pockets develop because SECRET #1: they accelerate deep practice
A. Brazilian soccer players and futsal
B. Florence and its craft guilds
As it turns out, Florence was an epicenter for the rise of a powerful social invention called craft guilds. Guilds (the word means “gold”) were associations of weavers, painters, goldsmiths, and the like who organized themselves to regulate competition and control quality…What they did best, however, was grow talent. Guilds were built on the apprenticeship system, in which boys around seven years of age were sent to live with masters for fixed terms of five to ten years.
C. Meadowmount and its 5x increase in learning speed for elite music players
These feats are routine at Meadowmount, in part because the teachers take the idea of chunking to its extreme. Students scissor each measure of their sheet music into horizontal strips, which are stuffed into envelopes and pulled out in random order. They go on to break those strips into smaller fragments by altering rhythms. For instance, they will play a difficult passage in dotted rhythm (the horses’ hooves sound—da-dum, da-dum).
Other examples include: the Spartak Tennis academy in Moscow, the Bronte sisters, KIPP
4. Chunking is a secret to accelerated struggle
In the talent hotbeds I visited, the chunking takes place in three dimensions. First, the participants look at the task as a whole—as one big chunk, the megacircuit. Second, they divide it into its smallest possible chunks. Third, they play with time, slowing the action down, then speeding it up, to learn its inner architecture.
As football coach Tom Martinez likes to say, “It’s not how fast you can do it. It’s how slow you can do it correctly.”
5. SECRET #2: Ignition
Ignition is about the set of signals and subconscious forces that create our identity; the moments that lead us to say that is who I want to be
For South Korea’s golfers, it was the afternoon of May 18, 1998, when a twenty-year-old named Se Ri Pak won the McDonald’s LPGA Championship and became a national icon…Before her, no South Korean had succeeded in golf. Flash-forward to ten years later, and Pak’s countrywomen had essentially colonized the LPGA Tour, with forty-five players who collectively won about one-third of the events.
6. Long-term commitment is a huge predictor of success
With the same amount of practice, the long-term-commitment group outperformed the short-term-commitment group by 400 percent. The long-term-commitment group, with a mere twenty minutes of weekly practice, progressed faster than the short-termers who practiced for an hour and a half. When long-term commitment combined with high levels of practice, skills skyrocketed. “We instinctively think of each new student as a blank slate, but the ideas they bring to that first lesson are probably far more important than anything a teacher can do, or any amount of practice,” McPherson said. “It’s all about their perception of self. At some point very early on they had a crystallizing experience that brings the idea to the fore, that says, I am a musician. That idea is like a snowball rolling downhill.”
7. Great teachers are key – but they’re not what we commonly think of as great teachers
Instead, the teachers and coaches I met were quiet, even reserved. They were mostly older; many had been teaching thirty or forty years. They possessed the same sort of gaze: steady, deep, unblinking. They listened far more than they talked. They seemed allergic to giving pep talks or inspiring speeches; they spent most of their time offering small, targeted, highly specific adjustments. They had an extraordinary sensitivity to the person they were teaching, customizing each message to each student’s personality.
On John Wooden: Gallimore and Tharp recorded and coded 2,326 discrete acts of teaching. Of them, a mere 6.9 percent were compliments. Only 6.6 percent were expressions of displeasure. But 75 percent were pure information: what to do, how to do it, when to intensify an activity.
Patience is a word we use a lot to describe great teachers at work. But what I saw was not patience, exactly. It was more like probing, strategic impatience.
THAT’S IT, FOLKS!
Hope that was useful! What could be added or changed or removed? Which books would you like me to read and summarize?