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Choke: What the Secrets of the Brain Reveal About Getting It Right When You Have To, by Sian Beilock
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Choke provides the missing link between brain and body, science and life. Here’s what really happens during mental and physical performance when we crack under pressure, and here are simple ways not to choke in stressful situations.
Why do the smartest students often do poorly on standardized tests?
Why did you tank that interview or miss that golf swing when you should have had it in the bag?
Why do you mess up when it matters the most—and how can you perform your best instead?
It happens to all of us. You’ve prepared for days, weeks, even years for the big day when you will finally show your stuff—in academics, in your career, in sports—but when the big moment arrives, nothing seems to work. You hit the wrong note, drop the ball, get stumped by a simple question. In other words, you choke. It’s not fun to think about, but now there’s good news: This doesn’t have to happen.
Dr. Sian Beilock, an expert on performance and brain science, reveals in Choke the astonishing new science of why we all too often blunder when the stakes are high. What happens in our brain and body when we experience the dreaded performance anxiety? And what are we doing differently when everything magically “clicks” into place and the perfect golf swing, tricky test problem, or high-pressure business pitch becomes easy? In an energetic tour of the latest brain science, with surprising insights on every page, Beilock explains the inescapable links between body and mind; reveals the surprising similarities among the ways performers, students, athletes, and business people choke; and shows how to succeed brilliantly when it matters most.
In lively prose and accessibly rendered science, Beilock examines how attention and working memory guide human performance, how experience and practice and brain development interact to create our abilities, and how stress affects all these factors. She sheds new light on counterintuitive realities, like why the highest performing people are most susceptible to choking under pressure, why we may learn foreign languages best when we’re not paying attention, why early childhood athletic training can backfire, and how our emotions can make us both smarter and dumber. All these fascinating findings about academic, athletic, and creative intelligence come together in Beilock’s new ideas about performance under pressure—and her secrets to never choking again. Whether you’re at the Olympics, in the boardroom, or taking the SAT, Beilock’s clear, prescriptive guidance shows how to remain cool under pressure—the key to performing well when everything’s on the line.
- Sales Rank: #30780 in Books
- Brand: Free Press
- Published on: 2011-08-09
- Released on: 2011-08-09
- Original language: English
- Number of items: 1
- Dimensions: 8.44" h x .80" w x 5.50" l, .58 pounds
- Binding: Paperback
- 304 pages
- Free Press
Review
“Alluring and daunting” -- Wired.com
“Readable explanations for why we choke and valuable suggestions for what we can do to get through a make-or-break moment with a better chance of success.”
--Wall Street Journal
"If you aspire to be cool under maximum pressure (and who doesn't?), Beilock offers smart tips such as practicing under pressure and 'pausing the choke' by walking away from the problem for a few minutes in order to think clearly."
--Time Magazine
“. . . a must read for golfers.” – WorldGolf
“Choke is an important, fascinating book. Everyone who is looking for optimal performance would benefit from reading it and implementing its principles.”
—Daniel G. Amen, MD, Author of Change Your Brain, Change Your Body
“Do you want to hit better shots on the golf course? Score higher on the SAT? Get less nervous before speaking in public? In this marvelous book, Sian Beilock will tell you how, as she reveals the mental secrets to performing under pressure.”
--Jonah Lehrer, author of How We Decide and Proust Was a Neuroscientist
“A wonderful exploration of what happens inside when you choke on the outside. Essential for anyone who has, or plans, to compete, and especially for those who have choked.”
--Andrew Newberg, M.D., co-author of How God Changes Your Brain and Born to Believe
About the Author
Sian Beilock, a leading expert on the brain science behind human performance, is a professor in the psychology department at the University of Chicago. She has PhDs in both kinesiology and psychology from Michigan State University, and received an award for Transformative Early Career Contributions from the Association for Psychological Science in 2011.
Excerpt. © Reprinted by permission. All rights reserved.
INTRODUCTION
Ever since I was young I have been intrigued by amazing performances—at the Olympics, in the orchestra pit, and even my friend Abby’s performance on the LSAT. How do people go about turning it on when it counts the most? Why do some thrive while others falter when the stakes are high and everyone is focused on their every move? As we know, sometimes that one instance of performance—one race, one test, one presentation—can change an entire life or a career trajectory forever.
My friend Abby and I have known each other since we were both thrown in the same dorm room freshman year at the University of California, San Diego. Although Abby and I shared a love for many things—the ocean, the Grateful Dead, and sappy movies—when it came to school, we couldn’t have been more different. Throughout college I was constantly in the library studying for midterms and finals, writing papers, and rereading my notes from class. Abby was not. Now don’t get me wrong, Abby did well in school, but you were more likely to find her at the beach than at the library and the likelihood that she would be daydreaming in class far outweighed the probability that she was actually listening to the professor lecturing in front of her. What amazed me most about Abby was her ability to perform well when the stakes were high. Abby wrote most of her English papers at four o’clock in the morning the night before they were due and reliably got A’s on them, and those all-nighters in the library before finals always seemed to pay off for her.
After college, Abby decided to go to law school so she took the LSAT (the law school assessment test) and received a near perfect score. Abby took several steps to prepare for the big testing day. She bought a test-prep book and learned all the tricks of multiple-choice testing and she took practice after practice test to try to improve her score. By the time the real test day arrived, Abby was scoring in the upper quartile of all LSAT test takers, but her practice scores were nowhere near what she was able to pull off in the actual exam. Abby turned it on when it counted the most and her high performance made all the difference. In part because of that one day, that one four-hour test, Abby was admitted to the top law school in the country, had a leading firm recruiting her by the end of her first year, and landed a high-paying job when she graduated—a job that would never have been available to Abby if her performance on the LSAT had gone awry. One four-hour testing period, one-sixth of a day, changed Abby’s life forever.
Psychologists are often accused of doing “me-search,” that is, trying to understand themselves rather than “re-searching” others, and, admittedly, this holds for me as well. As a child, and even into my adulthood, I performed well on the sports field and in the classroom, but in certain situations I didn’t always attain the high-level performance I was striving for. I had one of the worst soccer games of my life playing in front of college recruiters and I could never manage to score as well on the actual SAT as I did on the many practice tests I took before the exam. Abby faced similar high-stakes situations, yet the pressures didn’t seem to faze her. Instead she thrived under them.
By the time I got to college I was hooked on figuring out why folks sometimes fail to perform at their best when the stakes are highest. I majored in cognitive science and soaked up as much as I could about how the workings of the brain drive learning and performance. But I always felt as if I was only getting half the picture.
As fascinated as I was by research on how we acquire skills such as language and math, I seldom came across people who were studying how the stresses of an important testing situation—for example, sitting for the SAT or ACT—might interfere with students’ ability to show what they are made of. Perhaps because I split my time in college between the lacrosse field and the classroom, I also wondered how my academic ability was linked to my athletic prowess. Was my nervousness before a final exam related to the pressures I felt to make the big play in the lacrosse finals? If you are the kind of person who tends to bomb big tests, does this mean that you have a high likelihood of missing the game-winning shot as well?
These issues have tantalized me since I started school, stepped onto the playing field, held a musical instrument in my hand for the first time, and watched Abby ace every test. Yet I couldn’t begin to find the answers until I went off to graduate school at Michigan State University, which provided me with the opportunity to work with professors doing seminal work in sport science, psychology, and neuroscience. Everyone thought I was crazy to move from the San Diego beaches to the snow, but my MSU education was unique in that I was able to learn about how the brain supports success in diverse performance arenas. Regardless of whether I was studying the complex decisionmaking processes involved in flying an airplane or how different parts of the brain work together to do math, my question about human performance was always the same: Why do we sometimes fail to perform at our best when it counts the most?
Early in my Ph.D. career, I convinced one of my advisers, Dr. Thomas Carr, to let me set up a putting green in his laboratory. We reasoned that if we could gain understanding into why golfers sometimes miss easy putts when there is a lot riding on their success, we might not only learn something about failure in sports, but we might also find out something interesting about why people make silly mistakes when taking a pressure-filled math test. After all, both golf and math are complex activities that take time and care to learn. And in fact we learned that, while poor performance under pressure was common in both tasks, their practitioners messed up their performances in different ways. To paraphrase Tolstoy, all unhappy performances resemble each other, but each is messed up in its own way.
Today, with the advent of new brain-imaging techniques, we can look inside the heads of players, students, and even people in the business world and make reasoned guesses about the types of programs that the brain is running. We are also able to get a handle on why these internal programs fail when people are under pressures that lead them to choke. In the past few decades, I’ve found answers to some of my nagging questions about human performance. These answers will change how you think about learning, assessments of intelligence, and talent identification—from the playing field to the classroom to the boardroom and beyond.
In Choke I present the latest information on what we psychologists know about how people learn and perform complex skills. I address questions that include: What are the brain systems that oversee how we pick up sports skills? Does the way we develop sports skills really differ from the ways we learn in the classroom or perform in the orchestra pit? How do we flub performances in these different settings? Why do some people fail while others succeed when everything is riding on their next move and the pressure to excel is at a maximum?
When I arrive in my office Monday morning, it’s not unusual for me to find several phone messages from parents who want to know why their child plays well in practice during the week, but fails during competition over the weekend, or from high school students who are interested in ensuring that the high test scores they’re receiving on their practice SATs will translate to the actual exam. I am intrigued by each and every case because it’s only by understanding how less-than-stellar performances come about that we can create the right strategies to ensure that we can succeed when it counts the most.
I give a good number of lectures for corporations every year in which I shed light on what brain science says about how to perform at our best in the heat of negotiation or when a crisis strikes. My hunch is that one of the reasons companies are eager to have me speak is that it’s hard to put a finger on exactly why unexpected failures occur when the stakes are high. Choke will change this.
As a society, we are obsessed with success, and because of this, people are constantly trying to uncover the ingredients that produce amazing performances. The flip side of the coin of success, of course, is failure. And uncovering the mechanism by which you flub an important sales pitch or bomb a negotiation provides clues for how you can perform your best in any situation.
You’ve no doubt heard the phrase “choking under pressure” before. People talk about the “bricks” in basketball when the game-winning free throw devolves into an airball, the “yips” in golf when an easy putt to win the tournament stops short, and “cracking” in important test-taking situations when a course grade or college admission is on the line. Others talk about “panicking” when someone isn’t able to think clearly enough to follow well-practiced procedures to exit a building in a fire. But what do these terms really mean?
Malcolm Gladwell, in his 2000 New Yorker essay “The Art of Failure,” talks about choking and panicking. The former, Gladwell suggests, occurs when people lose their instinct and think too much about what they are doing. Panicking occurs when people rely on instincts they should avoid. I am here to tell you that from a scientific point of view these are both instances of choking.
Choking can occur when people think too much about activities that are usually automatic. This is called “paralysis by analysis.” By contrast, people also choke when they are not devoting enough attention to what they are doing and rely on simple or incorrect routines. In Choke you will learn about what influences poor performance under pressure in myriad situat...
Most helpful customer reviews
3 of 3 people found the following review helpful.
How athletes, students, and business people underperform under pressure, and what they can do about it.
By Bernie Gourley
“Choke” in this book means to underperform under high stakes. It doesn’t mean to be a poor performer, generally. This book is designed to help those who perform at a lower level when the pressure is on. It’s a condition that’s even been witnessed in Olympic caliber athletes--world champions who couldn’t get on the podium in the most important games of their careers. The book isn’t just about choking in sports; in fact, much of it is about bombing tests, and it also addresses underperformance in business environments.
“Choke” is organized into nine chapters. The first is called the “curse of expertise,” and it deals with just that—how experts are notoriously bad judges of how successful novices will be. This is because the causes of underperformance aren’t always straight forward. For example, some qualities that serve to make individuals strong contenders under low pressure conditions (e.g. a large working-memory) contribute to the cracking of the same individuals under high stakes. The second chapter explains how practice improves performance. Chapter three investigates why using our Prefrontal Cortex (i.e. our conscious mind) can do us in when the task calls for procedural memory that is unconscious to do its work.
Chapter four delves into the differences between the sexes in academic endeavors. Chapter five is about choking on tests in a scholastic environment, and it deals a lot with why minorities underperform on standardized tests. Chapter Six presents some activities that have been shown to be successful in reducing choking including therapeutic writing, meditation, and changing one’s mode of thinking. There is a box at the end of the chapter that summarizes many of these cures.
Chapter seven discusses choking in sports. Choking in sports has some common ground with academic underperformance. However, it’s also different in that the object is often to quiet the conscious mind altogether. Some solutions for the yips in sports, such as mantras repeated in one’s mind to let the procedural memory take over, may not be as useful in an academic setting. Chapter 8 presents a range of techniques to prevent choking from practicing under more realistic conditions to getting on with it (i.e. not overthinking or slowing down) to distracting oneself to focusing on the goal (not the process.) The chapter also looks at the flip-side, why those who excel in physical performance often stink at coaching (i.e. they aren’t analytical about how it’s done.) This chapter also has a nice summary box of solutions. The final chapter looks at underperformance in a business setting, which again shares some things in common with choking in other domains, but also presents its own problems.
I found this book to be useful and thought-provoking. The advice is sound.
The discussion of bombing at tests and in the academic setting is largely applicable only to females or minorities as it focuses heavily on the issue of why these groups are disproportionately affected by academic underperformance. With respect to sports and business, the only condition necessary to benefit from the advice is a proclivity to choke or a desire to know how to help oneself or others avoid the fate. So depending upon what domain one is considering and one’s demographic, there may be other books that are either more or less relevant to one’s personal issue.
I’d recommend this book for those interested in the science of human performance.
2 of 2 people found the following review helpful.
Lots of sizzle, not much steak...
By MarkB
This book has lots of background information, but not that much information on how to actually fix the problem.
For example, it has extensive details on the background psychological studies that comprised the research,
including where the studies were, how many subjects were in the study, who the researchers were, etc.
Who cares?
I imagine the only people who care would be other psychology professionals.
I get the sense the author wanted to write a book to make money and pad the page count.
If you want to read a book to actually work on the underlying psychological causes,
I recommend: "Getting Over Stage Fright" by Esposito, Janet sold here at Amazon.
0 of 0 people found the following review helpful.
Want to improve your performance and understand what causes choking? This is the book.
By Sean M. Gallagher
This is a very interesting and useful read. It helps us understand the causes of suboptimal human performance and uses empirical science as a source of tools to achieve our personal best. I gave it 4 stars rather than 5 because the organization of the book occasionally left me wondering when the author was going to get to the solutions to solve the problems described in early chapters. She does get to the solutions and the early chapters are excellent for better understanding the problem ... and they are interesting. I highly recommend this valuable book.
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