I've not done more than cherry-pick from them, admittedly, but I've always had a pipe dream of writing articles about concepts within, as a way of teaching myself.
I don't think practicality is a necessary component of truth. It may be true that, should you stumble upon a way to deliberately practice something, you will grow your mastery of that thing regardless of talent, and it may also be true that finding a way to deliberately practice something is nearly impossible without decades of effort.
What I believe you're talking about is called "tacit knowledge" and the work around how people can effectively transfer that knowledge from one person to another. One classic anecdote is of the pilots who were able to find success by "pretending" to be their instructors -- doing exactly as they thought their instructor would do, without really knowing why, and obtaining more positive evaluation results than by trying to do everything "as themselves".
I've actually been putting some of the CTA methods mentioned in the Oxford Handbook to practice! See: https://commoncog.com/blog/john-cutlers-product-expertise/ for one accounting; I'm currently trying it out with an international Judo coach right now, on technique analysis. (We can't meet due to COVID, since I cannot fly to him, so what I want is to extract his ability to perform video analysis, so that I can perform it on myself and on other competitors).
If I were to summarise why the CTA/Oxford Handbook approach is more tractable, it is this: you don't 'stumble' into a way to deliberately practice something — you do 'pedagogical development'. But pedagogical development is hard! One of the things that I've found most perplexing about Ericssons's work is that, in Peak, he provides an accounting of a skill domain (memorisation competitions) that experienced pedagogical development during his time. Thanks to that pedagogical development, DP techniques could be used in the domain. But he spent no time talking about the pedagogical development!
So I've concluded that it's simply too hard to do good pedagogical development. Better to adopt CTA methods, which already work, and use those to design training programs for myself.
And while it's too early to tell (check back in a few years) I think it's more fruitful.
Okay, I'll admit I was too harsh initially, you and I are certainly both interested in this topic, and I suppose I'll keep reading as you write more about your exploration here. :)
Good luck, if I ever find more free time I hope to do a lot of the same work you're doing here, I find this topic extremely fascinating!
I've not done more than cherry-pick from them, admittedly, but I've always had a pipe dream of writing articles about concepts within, as a way of teaching myself.
I don't think practicality is a necessary component of truth. It may be true that, should you stumble upon a way to deliberately practice something, you will grow your mastery of that thing regardless of talent, and it may also be true that finding a way to deliberately practice something is nearly impossible without decades of effort.
What I believe you're talking about is called "tacit knowledge" and the work around how people can effectively transfer that knowledge from one person to another. One classic anecdote is of the pilots who were able to find success by "pretending" to be their instructors -- doing exactly as they thought their instructor would do, without really knowing why, and obtaining more positive evaluation results than by trying to do everything "as themselves".