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the acquisition of motor skills at less cost (Wulf & Shea, 2002) Unlike consideration of learning effectiveness, a focus on learning efficiency also considers the psychosocial (ie, drop out, burn out) and physical (ie, injury, health) costs associated with training and the development of expertise in sport An ef ficient model of sport expertise development would limit the costs associated with longterm investment in sport; an ef fective model would focus on learning independent of the costs that may be involved The framework of deliberate practice developed by Ericsson et al (1993) is an example of a model that is based on learning effectiveness Ericsson et al suggested that it would be next to impossible for a late starter to overcome the early advantage provided to those who begin deliberate practice at a young age and maintain high amounts of deliberate practice hours over time.

58 minutes at the product center; in large formats (150 mm diameter), 68 to 70 C for 314 to 360 minutes are necessary for a fully processed material (Totosaus and P rezChabela 2005). Figure 19.2 depicts the general process to obtain liver p t . In addition to ensuring product microbial safety, heating develops sensory characteristics such as avor and texture; the emulsion turns into a gel, stabilizing the product, although the high fat content also contributes to the desirable spreadability characteristic of this meat product. In the case of p t foie gras, the high fat content (44%, Table 19.1) makes this product melt too easily, so it is served chilled; liver p t s can be served warm or hot. Chefs recommend that canned p t age for three months before opening, to develop avor. Physicochemical Characteristics Since p t is a semisolid food that is expected to be consumed as a spread, texture in general

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psychodynamic, behavioral) was superior to other orientations regardless of the clinical problem of interest. People who used community interventions such as Alcoholics Anonymous (AA) were found to be especially satisfied with these experiences. The Consumer Reports survey concluded that while psychotherapy does appear to work and people are generally highly satisfied with their psychotherapy experience, low or no cost selfhelp community interventions are equally helpful. An extensive review of all the research studies generally concludes that psychotherapy does indeed work (Barlow, 1996; Hollon, 1996; Ingram et al., 2003; M. Lambert et al., 2003; Messer & Wampold, 2002; Shadish et al., 2002; VandenBos, 1996). Numerous research and clinical examples provide convincing evidence that psychotherapy is effective (Beutler, Bongar, & Shurkin, 1998; Nathan & Gorman, 2002). However, both researchers and clinicians have been trying to answer many additional follow-up questions that go well beyond whether psychotherapy works or not, such as: How does psychotherapy work and what types of treatment and therapists are effective for what types of problems and patients Recent efforts by the American Psychological Association (APA) have attempted to identify specific treatment approaches for specific problem areas (Addis, 2002; D. Chambless et al., 1996; D. Chambless & Ollendick, 2001; Task Force on Promotion and Dissemination of Psychological Procedures, 1995). These empirically supported treatments have received a great deal of recent attention and support but remain controversial. While many feel that specific treatments can be targeted for specific problems, others feel that psychotherapy is too unique and complicated to routinely fit human beings into standardized treatment protocols (Garfield, 1996; Havik & VandenBos, 1996; Norcross, 2002).

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The deliberate practice framework largely downplays the psychosocial and physical costs associated with this type of practice, especially in the early years of an athlete s involvement in sport Although the positive relationship between training and elite performance is consistent in sport research, several other dimensions of the theory of deliberate practice have not been supported (Abernethy et al, 2003) In particular, research (for reviews, see Baker & C t , 2006; C t et al, 2003) has shown that considering only deliberate practice training in athlete development does not adequately characterize the complexity of the relationships among developmental, motivational, and psychosocial aspects of human abilities One model that does highlight the importance of developmentally appropriate training patterns and social influences is C t and colleagues developmental model of sport participation (DMSP; C t , 1999; C t et al, 2003; C t & Hay, 2002).

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