{
  "schema": "vedokrok.public-item.v1",
  "release_id": "MHC-RPUB-20260920-75ad787a",
  "url": "/knowledge/use-a-representative-task-before-designing-the-drill",
  "id": "MHC-D-RESEARCH-9002",
  "version": "0.1.0",
  "title": "Use a representative task before designing the drill",
  "summary": "A tidy drill can train the wrong game.",
  "kind": "protocol",
  "body": "Start with the target performance: the decisions, outputs, constraints and cues that matter. Then create drills that preserve the part of that structure you are trying to improve. A drill may simplify the task, but it should have an explicit path back to representative performance.",
  "limits": [
    "Representative practice does not mean copying confidential or dangerous real cases. Use sanitized or simulated cases when safety, privacy or authority require it."
  ],
  "topics": [
    "union-skill-acquisition-career-dominant-focus"
  ],
  "intents": [],
  "source_ids": [
    "RS-5186856F4197D3A4",
    "RS-05CB28C0C7CF56B3"
  ],
  "evidence": [
    {
      "claim": "A meta-analysis found deliberate practice explained meaningful but limited variance in performance, with much smaller shares in education and professions than in games, music and sports.",
      "source_id": "RS-5186856F4197D3A4",
      "role": "limits",
      "note": "The result argues against an hours-only expertise claim; it does not show that structured practice is useless.",
      "locator": "Abstract"
    },
    {
      "claim": "A meta-analysis of adaptive training found that effects varied by instructional intervention, with adaptive difficulty showing the strongest results among the examined categories.",
      "source_id": "RS-05CB28C0C7CF56B3",
      "role": "supports",
      "note": "The literature was heterogeneous and much of the context was military training; this does not validate every adaptive-learning product.",
      "locator": "Abstract"
    }
  ],
  "use_when": [
    "When practice is easy to score but may not resemble the performance you actually need."
  ],
  "avoid_when": [
    "Representative practice does not mean copying confidential or dangerous real cases. Use sanitized or simulated cases when safety, privacy or authority require it."
  ],
  "example": "Typing flashcards about incident-management terms is not enough if the real job is deciding what to check first under incomplete evidence.",
  "check": "The learner can explain which real performance requirement each drill trains and how it will be tested later.",
  "steps": [
    "Target output is named.",
    "Important decision cues are preserved.",
    "The drill trains a component that appears in the target task.",
    "A whole-task retest is scheduled.",
    "Success on the drill is not treated as complete competence."
  ],
  "sources": [
    {
      "id": "RS-5186856F4197D3A4",
      "title": "Deliberate practice and performance in music, games, sports, education, and professions: a meta-analysis",
      "url": "https://pubmed.ncbi.nlm.nih.gov/24986855/"
    },
    {
      "id": "RS-05CB28C0C7CF56B3",
      "title": "Adaptive training instructional interventions: A meta-analysis",
      "url": "https://pubmed.ncbi.nlm.nih.gov/39083372/"
    }
  ],
  "relations": [
    {
      "from": "MHC-D-RESEARCH-9002",
      "to": "MHC-D-RESEARCH-9003",
      "type": "useful_with",
      "url": "/knowledge/keep-difficulty-in-the-diagnosable-zone"
    }
  ],
  "collections": [
    {
      "id": "RC-EA04F47374E04549",
      "title": "Learn new skills, turn them into career evidence, and protect the main development edge",
      "url": "/collections/learn-new-skills-turn-them-into-career-evidence-and-protect-the-main-development-edge"
    }
  ]
}