The Talent Code: Greatness Isn't Born. It's Grown. Here's How. [Hardcover]

Daniel Coyle (Author)

Book Description

Release date: April 28, 2009

What is the secret of talent? How do we unlock it? In this groundbreaking work, journalist and New York Times bestselling author Daniel Coyle provides parents, teachers, coaches, businesspeople—and everyone else—with tools they can use to maximize potential in themselves and others.

Whether you’re coaching soccer or teaching a child to play the piano, writing a novel or trying to improve your golf swing, this revolutionary book shows you how to grow talent by tapping into a newly discovered brain mechanism.

Drawing on cutting-edge neurology and firsthand research gathered on journeys to nine of the world’s talent hotbeds—from the baseball fields of the Caribbean to a classical-music academy in upstate New York—Coyle identifies the three key elements that will allow you to develop your gifts and optimize your performance in sports, art, music, math, or just about anything.

• Deep Practice--Everyone knows that practice is a key to success. What everyone doesn’t know is that specific kinds of practice can increase skill up to ten times faster than conventional practice.

• Ignition--We all need a little motivation to get started. But what separates truly high achievers from the rest of the pack? A higher level of commitment—call it passion—born out of our deepest unconscious desires and triggered by certain primal cues. Understanding how these signals work can help you ignite passion and catalyze skill development.

• Master Coaching--What are the secrets of the world’s most effective teachers, trainers, and coaches? Discover the four virtues that enable these “talent whisperers” to fuel passion, inspire deep practice, and bring out the best in their students.

These three elements work together within your brain to form myelin, a microscopic neural substance that adds vast amounts of speed and accuracy to your movements and thoughts. Scientists have discovered that myelin might just be the holy grail: the foundation of all forms of greatness, from Michelangelo’s to Michael Jordan’s. The good news about myelin is that it isn’t fixed at birth; to the contrary, it grows, and like anything that grows, it can be cultivated and nourished.

Combining revelatory analysis with illuminating examples of regular people who have achieved greatness, this book will not only change the way you think about talent, but equip you to reach your own highest potential.

Editorial Reviews

From Publishers Weekly

Journalist Coyle travels the world to discover the truth about talent in this fascinating account that studies how individuals can unlock their full potential and bring their talents to light. The discoveries put forth by Coyle come down to three main elements: coaching, motivation and practice. While these hardly seem like breakthroughs, Coyle's discovery process proves fascinating. Providing detailed examples from a variety of different sources, Coyle's work becomes as motivational as the stories he presents. John Farrell reads with a voice that is at once firm yet highly identifiable. The resulting recording serves as a fine instructional guide for those searching for how to fulfill their dreams. A Bantam hardcover (Reviews, Apr. 6). (Apr.)
Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved. --This text refers to the Audio CD edition.

Review

"I only wish I'd never before used the words 'breakthrough' or 'breathtaking' or 'magisterial' or 'stunning achievement' or 'your world will never be the same after you read this book.' Then I could be using them for the first and only time as I describe my reaction to Daniel Coyle's The Talent Code. I am even willing to 'guarantee' that you will not read a more important and useful book in 2009, or pretty much any other year. And if all that's not enough, it's also 'a helluva good read.'"—Tom Peters, author of In Search of Excellence

"This is a remarkable—even inspiring—book. Daniel Coyle has woven observations from brain research, behavioral research, and real-world training into a conceptual tapestry of genuine importance. What emerges is both a testament to the remarkable potential we all have to learn and perform and an indictment of any idea that our individual capacities and limitations are fixed at birth."—Dr. Robert Bjork, Distinguished Professor and Chair of Psychology, UCLA

See all Editorial Reviews

Product Details

• Hardcover: 256 pages
• Publisher: Bantam; 1 edition (April 28, 2009)
• Language: English
• ISBN-10: 055380684X
• ISBN-13: 978-0553806847
• Product Dimensions: 5.7 x 1 x 8.5 inches
• Shipping Weight: 12.8 ounces (View shipping rates and policies)
• Average Customer Review: 4.4 out of 5 stars  See all reviews (206 customer reviews)
• Amazon Best Sellers Rank: #1,273 in Books (See Top 100 in Books)
  • #5 in Books > Health, Fitness & Dieting > Psychology & Counseling > Neuropsychology
  • #10 in Books > Professional & Technical > Professional Science > Biological Sciences > Anatomy
  • #12 in Books > Health, Fitness & Dieting > Psychology & Counseling > Creativity & Genius

More About the Author

Daniel Coyle is the New York Times best-selling author of The Secret Race, The Little Book of Talent, The Talent Code, Lance Armstrong's War, Hardball: A Season in the Projects and the novel Waking Samuel. He is a former editor at Outside Magazine and a two-time National Magazine Award finalist, and his work has been featured in The Best American Sports Writing. He lives in Ohio and Alaska with his wife, Jen, and their four children.

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#96 in Kindle eBooks > Health, Fitness & Dieting

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Most Helpful Customer Reviews

331 of 350 people found the following review helpful

5.0 out of 5 stars Want To Be Great? Better Get Busy! April 28, 2009

By Daniel L. Marler

Format:Hardcover

How do people get good at something? Wait a minute, that's the not the right question, how do people get great at something?

Well, frankly, there has been a significant amount of research on the matter of human performance and the development of skill/talent. Author, Daniel Coyle, has looked at the research and he also went on a road trip to what he calls "talent hotbeds", places where great talent has been produced out of proportion to their size and perceived stature; for example, a Russian tennis club, a music school in Dallas, a soccer field in Brazil, and others.

Coyle shares what he learned in this excellent book, "The Talent Code". The Talent Code covers three basic areas:

1) Deep practice. Practice is important to world-class performance. I guess everyone knew that already, huh? Well, sometimes, it doesn't hurt to remind of everyone of the obvious. What might be a little more helpful is the understanding of "how" to practice. What constitutes "deep practice"? This is the kind of practice that separates the great from the not-so-great.

The understanding of "deep practice" involves an understanding of a substance called "myelin". Myelin is the insulation that wraps around nerve fibers. According to Coyle, myelin turns out to be a very big deal in the development of skill. Myelin is increased through deep practice and, in turn, increased myelin affects the signal strength, speed and accuracy of the electric signals traveling through nerve fibers. This increase of myelin and its effect on neurons has more to do with skill development than had previously been realized.

2) Ignition. If a person is going to invest the amount of time and passion and concentrated, difficult practice that produces high-level skill, that person will have to be deeply motivated. This is the aspect of skill development that Coyle refers to as "ignition". Coyle writes, "Where deep practice is a cool, conscious act, ignition is a hot, mysterious burst, an awakening." This deep passion is a necessary part of the attainment of great skill.

3) Master coaching. World class talent requires help and feedback and guidance from disciplined, committed, coaches. Think of this as the wise, older sage who can tell the student what he can't tell himself. The development of great skill seems to require the help of people who have the ability to grow talent in others.

Much of the content of "The Talent Code" reminded me of the book, "Talent Is Overrated" by Geoff Colvin, they contain many of the same insights regarding the development of talent. I loved both of these books and they are both worth reading. One of the encouraging and motivating truths that these books reveal is that great skill can be attained by virtually anyone who is willing to sincerely and passionately make the necessary commitment to its development. But, as one of the lines in the book suggests . . . "Better get busy."

Dan Marler
Oak Lawn, IL

279 of 299 people found the following review helpful

4.0 out of 5 stars Very good, but there are some frustrating contradictions May 31, 2009

By Viriya Taecharungroj

Format:Hardcover|Amazon Verified Purchase

"I'm going to practice it a zillion million times," she said. "I'm going to play super good."

"The Talent Code" by Daniel Coyle is a book on how to grow talent. The author is against the wisdom that talent is natural. The book is around the belief that talent come from Myelin. Myelin is the "insulation that wrap these nerve fibers and increases signal strength, speed, and accuracy." When the certain signal is sent down the nerve system, myelin wraps around the nerve fibre. The thicker the myelin, the better the signal. Thus, "skill is myelin insulation that wraps neural circuits and that grows according to certain signals."

The book is divided into three parts of talent growing; 1. Deep Practice 2. Ignition 3. Master Coaching

Contents

Part 1: Deep Practice

Chapter 1: The Sweet Spot
This is the first chapter to familiarise us with the deep practice. Coyle wrote about Brazilian football (soccer) and why it is the world's talent hotbed. He had an amazing story of Edwin Link and how his unusual device transformed the training of the Air Force.

Chapter 2: The Deep Practice Cell
This chapter surrounds the idea of myelin and how it might be the holy grail to talent. It is very scientific. To sum it up, "deep practice x 10,000 hours = world-class skill."

Chapter 3: The Brontës, the Z-Boys, and the Renaissance
The author started with the Brontë sisters from England in the 1850s who wrote fantastic children books. He also wrote about the group of skaters by the name of Z-Boys and the guilds during the renaissance and how they produced highly talented people.

Chapter 4: The Three Rules of Deep Practice
This chapter, Coyle gives us three rules of Deep Practicing. 1. Chunk It Up 2. Repeat It 3. Learn to Feel It
Part 2: Ignition

Chapter 5: Prima Cues
It is merely things that get you interested, that excite you and bring you passion. Coyle wrote on how the success of Se Ri Pak, a Korean golfer, had an impact on the next generation of female Korean golfers and how young Russian tennis players wanted to be the new Anna. "If she can do it, why can't I?"

Chapter 6: The Curaçao Experiment
The remote Caribbean island, Curaçao, did a miraculous work at producing lots of talented baseball players because the ignition sparked when an island hero, Andruw Jones, hit a home run. However, the real success of Curaçao is that it keeps motivational fire lit, Doyle tells you how they did it.

Chapter 7: How to Ignite a Hotbed
This chapter is about KIPP (Knowledge Is Power Program) by Mike Feinberg and Dave Levin. The story of success of KIPP is like a miracle but the core of it is to constantly ignite the students with just a word, college. No,... "COLLEGE!!"

Part 3: Master Coaching

Chapter 8: The Talent Whisperers
Talent does not come alone, the talented people in their fields need a coach, a mentor, or a master. Coyle wrote about Herman Lamm, the originator and teacher of modern bank-robbing skill! He wrote about Hans Jansen, a cello teacher at Meadowmount Music School in Chicago and how he personalised his teaching method. There is also a wonderful story of John Wooden, a great basketball coach and his amazing coaching techniques.

Chapter 9: The Teaching Blueprint
The author elaborated the four virtues of teaching 1. The Matrix or a task-specific knowledge of the teacher (He wrote a nice story of Linda Septein who taught Jessica Simpson and Beyonce Knowles) 2. Perceptiveness - how to perceive students individually 3. The GPS Reflex - the just-in-time informative directives 4. Theatrical Honesty which is the ability to connect with students.

Chapter 10: Tom Martinez and the $60 Million Bet
This is a chapter about Tom Martinez, a retired junior college American football coach, and his teaching method on a promising young quarterback, JaMarcus Russell.

...

I would like to compare this book to an ideal book: a book that is easy to understand, distinct, practical, credible, insightful, and provides great reading experience.

Ease of Understanding: 8/10: The book is written in simple language albeit some scientific information. The structure is very simple with the three parts, Deep Practice, Ignition, and Master Coaching. Minor drawbacks are some uses of unnecessary ambiguous words such as Matrix, Threatrical Honesty, etc. but they are minor, though.

Distinction: 7/10: There are many books on this subject already and it reminds me of a recent book, "Outliers" by Malcolm Gladwell and the two have some similarities and some differences. However, The Talent Code is excellent at instilling the knowledge of Myelin making us view talent from a different perspective.

Practicality: 8/10: This book is practical especially in the field on Deep Practice. Daniel Coyle explained nicely on this issue and it is not difficult to implement it to our daily life. Chunk It Up, Repeat, and Learn to Feel It are pretty much straightforward and Deep Practice is the best part of the book because the other two, Ignition and Master Coaching are more difficult to implement.

Credibility: 3/10: Although this is a very good book, it has a major flaw. This book is like a qualitative research. It is deep in the subject and in the examples and stories in the book. However, it lacks generalisation. You might say "That's the way it is" to a story but that might not be the way the rest are. There are some contradictions in the book as well.

For example, in the Chapter 9, the author stated that teaching soccer is different from teaching violin. Teaching soccer must be free flowing because the soccer circuitry is "varied and fast, changing fluidly in response to each obstacle." So, the coach rather lets the players perform. On the other hand, the violinist has to be accurate, precise, and stable. The coach, thus, has to stop and make sure that the circuitry is correct.

The argument is convincing and sensible until we noticed the way the legendary John Wooden, a basketball coach, coached. It's undisputed that basketball is more similar to soccer than violin that it requires fluidity in the game but Coyle wrote that John Wooden constantly issuing informative corrections of movements to players. He might not stop the game but he surely keeps correcting players, not letting them flow. Coyle wrote "[The soccer coach] occasionally smiles ot laughs or says oooooooo for a close play as a fan would. But he doesn't coach in the regular sense of the term, which is to say he doesn't stop the game, teach, praise, critique, or otherwise exert any control whatsoever."

There are some other contradictions or, at least, an overlap. In the chapter 8, Coyle wrote that some coaches coach love or make the children love what they are doing. The quote from the research of Dr. Benjamin Bloom in the chapter is "Perhaps the major quality of these teachers was that they made the initial learning very pleasant and rewarding. Much of the introduction to the field was a playful activity, and the learning at the beginning of the stage was much like a game."

However, in chapter 7, regarding KIPP, the process is not really similar, if not opposite. The new students will be introduced to "discipline" from the first day on everything; how to walk, how to talk, how to sit at a desk, how to look at a teacher or classmate who's speaking, and so on. Students, on the first day, sat on the floor without a desk because "...everything here at KIPP is earned. EVERYTHING is earned. Everything is EARNED." This is a much tougher game than the piano class in Dr. Bloom's research. Likewise, at Spartak, the tennis hotbed in Russia, they did not "play" tennis - they preferred the verb borot'sya - "fight" or "struggle."

There are many minor contradictions and overlaps in this book and make it much less convincing and credible and much of them are in the parts of "Ignition" and "Master Coaching."

Insightful: 7/10: Daniel Coyle had done a very good work with his interviews in the so-called talent hotbeds around the world. Those examples are backed with stories from those involved. However, more researches with less depth would be great to confirm the findings of the deep and insightful ones.

Reading Experience: 6/10: At first, this book is very promising with the first part, "Deep Practice." It gives you intriguing knowledge and very practical methods. However, the book fades out in the later parts I discussed above. While the "Deep Practice" part is very scientific, the other parts are not as solid. The general theme of the whole book is nice but the contradictions can frustrate you.

Overall: 6.5/10: This is a good book with a different perspective on how we look at talent. It will provide you with inspiration and sufficient guidelines to make you more talented in your fields. The Deep Practice part of the book is simply invaluable. The other two parts are not bad but some unclear messages might hold you back.

(I have done this kind of review for some months; if any of you have a comment or suggestion, please do tell)

499 of 576 people found the following review helpful

1.0 out of 5 stars Dumbed Down and Void of Original Ideas November 14, 2009

By Ronald Forbes-roberts

Format:Hardcover

(This is a long review because there's a lot to say about this book--none of it good.)

The premise of The Talent Code is straightforward. Myelin is a neurological substance that wraps itself around neurons that are specifically engaged when we learn and practice skills The thicker the sheath of myelin around these neurons, the more hardwired and precise these skills become. The Talent Code examines teaching/learning methods that ostensibly hasten and maximize the process of myelin wrapping thereby radically increasing our ability to acquire, polish and hardwire complex skills quickly and efficiently. This, Coyle claims, is the key to greatness in sports, music and (possibly) academic learning.

Coyle attempts to illustrate and prove this theory with anecdotal rather than scientific evidence (although he often refers to scientific studies on myelin to validate his observations) that he has gleaned from his visits to "hotbeds of talent", as he calls them, around the globe where learning methods that stimulate myelin wrapping are used, producing (in a few cases anyway) inordinate numbers of exceptional athletes and musicians.

It's an interesting premise but Coyle's exploration of it is riddled with errors,fallacies, unproven claims, poor research, puzzling semantics and old ideas and concepts from other sources that Coyle has cobbled together and presented as cutting edge information. These problems are evident right out of the gate when Coyle presents his dumbed down description of the part myelin plays in skill acquisition and shows just how shaky his grasp of his subject is. Yes, myelin is important in the learning process but it's controlled and regulated by the neurochemical BDNF. This compound is regulated by the nucleus basilis, which is the part of the brain responsible for deep concentration and other processes pertaining to skill acquisition. But Coyle mentions neither BDNF nor the nucleus basilis though they are at least as important as myelin in this process. This is like describing the miracle of how letters end up in a mail box without mentioning the postal worker who puts them there or the post office that sorts the mail and sends it to the right address. (I would have given this book two stars just for a decent description of the myelin wrapping process but Coyle can't even get that right.)

After his botched description of the neurological process that is largely the basis of his book, the author moves on to discuss various learning/teaching concepts that he claims maximizes the myelin wrapping process. He presents these concepts as though they're groundbreaking and revolutionary discoveries: secret knowledge he has fetched from obscure sources and shared with us for our edification. Nothing could be further from the truth because while Coyle does his best to present these ideas as new and original by dressing up old concepts with new labels and jargon, they are all familiar and common place to anybody with even a passing knowledge of contemporary teaching and learning methods.

Take the specific practice method that Coyle claims maximizes myelin wrapping. This method involves breaking a skill down into small components and slowly perfecting each component before moving on to the next. Mistakes are focused on and eliminated through repetition. Coyle calls this process "deep practice" and asserts that it's a cutting edge concept known to and practiced by only a privileged few. But this method of practicing has long been common practice among serious musicians and athletes, and not just in his so called "hotbeds of talent"-- most of which have been previously documented in other books and magazine articles. Further, as other reviewers of this book have complained, Coyle never gives a step by step overview of "deep practice" strategies, which are outlined in many other books on the subject. He also never distinguishes between "practicing" and "learning", often using them interchangeably, which gives the impression that he actually believes that they're the same thing.

He goes on to reveal to us that good teachers--whom Coyle refers to as "master coaches" -- focus on a student's individual strengths and weaknesses and balance perceptive, constructive criticism with sincere compliments in their approach to teaching. This is a basic tenet of effective teaching but Coyle treats it like news of the discovery of a second moon orbiting Earth.

Then there's the startling revelation that students who are motivated through a deep interest in a particular subject tend to master that subject more quickly than those are lack motivation. Coyle calls this "ignition" rather than motivation because he is either intent on reinventing the wheel linguistically speaking or renames basic concepts in order to give his premise some semblance of originality Is anybody really surprised to learn that inspired students who jump into their studies with great passion nurtured by good teachers tend to do better than those who are apathetic about their studies? However much Coyle would have us believe otherwise, this observation is about as newsworthy as "dog bites man".

Coyle relies heavily on unsubstantiated conclusions and fallacies to support his premise. For example, he raves about a private school whose main goal to instill ("ignite"?) in its students an obsessive desire to go to college. He spends many pages enthusing about how wonderful and successful this school is in realizing this goal. But wait a minute. How many of these kids have actually reached college? Not one because the program is only a few years old and the kids haven't even reached high school yet. So we have no idea how well it does or doesn't work. But Coyle concludes that it's a wild success and bases his conclusion on...well, actually, he never says. (He also never says how these children, most of whom come from low income homes, are going to pay the tuition for the university of their choice) He's just sure it works like a hot damn: no proof needed beyond his completely subjective enthusiasm for the school and it's approach. Then there's Coyle's claim that one of his alleged "hotbeds of talent", Meadow Mount Music Camp, "produced" Yo Yo Ma and Izhtak Perlman. This is pure rubbish. Both musicians received only an infinitesimal part of their many years of intensive music training at this 7 week camp. And what about the thousands of other musicians who attended MM? Are they as great as Perlman? Coyle tends to avoid addressing questions like this. He also makes much of the amount of myelin found in Einsten's brain but never explains how this relates to his premise. Are we meant to assume that "deep practice" was responsible for Einstein's genius and the large amount of myelin in his brain? True to form, Coyle doesn't say directly but of course we're supposed to infer the connection. In fact, although Coyle implies several times that "deep practice" of academic pursuits can lead to greatness, he steadfastly skirts the issue of how this might be done and offers no evidence that it may be possible. The reader has to take it on blind faith that it's so. The book is full of this sort of transparently fallacious content that is indicative of the worst kind of shabby, shallow pop journalism.

Even Coyle's notion of what constitutes "greatness" is highly questionable. Let's say that his premise is right, that if we spend 10,000 hours of "deep practice" at a particular activity, we will acquire incredible technical skills. (The "10,000 hours of practice" theory which Coyle refers to constantly is the hypothesis of Dr. KA Ericcson whom Coyle doesn't credit in the body of the book although he does in the bibliography.) Let's say we spend these 10,000 hours practicing music and develop phenomenal technical music skills that allow us to perfectly navigate a difficult piece of music at warp speed. Is this greatness? No, it's an impressive feat to be sure. But it isn't greatness and no knowledgeable musician would ever say it was. Great musicians--all great artists for that matter--aren't just about technical skill. They have other crucial aptitudes--creative intelligence, sensitivity, emotional expression, imagination, a penchant for original thought and risk taking, etc.--that don't develop simply by spending endless hours repeating the same movements over and over until mistakes are eliminated and the myelin sheath enveloping their neurons is as thick as Mike Tyson's forearm. What does Coyle make of the fact that many principal violinists in major orchestras have the same (or greater) technical skills as celebrated violin virtuoso Joshua Bell but will never achieve his greatness because they don't possess the aforementioned qualities that move a technically excellent performer into the realm of true greatness, which Bell inhabits? And how would he explain the greatness of artists like Picasso, Van Gogh, Kandinski, Maria Kallas, Bob Dylan, Frank Lloyd Wright or countless other true greats whose brilliance had little or nothing to do with technique and everything to do with original thought and creative expression? That Coyle never addresses this conundrum indicates that the arts in general is a realm far beyond his ken.

For Coyle, fame and fortune are the most important indicators of what is truly great For example, he gushes on endlessly about the brilliance of Jessica Williams' (yes!) vocal teacher who has managed to get several of her students on Pop Idol by enabling them to sound like everybody else in the genre and gain recognition in a world that celebrates and rewards mediocrity and formula. Not that becoming an entrant on Pop Idol is any small feat: it requires some talent and work. It just has nothing to do with greatness. Read more ›