Earlier quoted context omitted.
The world record is 2:03. The guy you mentioned may not have been close to the world record, but a 2:40 marathon is 26 back-to-back 6 minute, 10 second miles. That's pretty damned good. Looking at the 2010 results from the NY and Boston Marathons, that's a few minutes shy of the 100th best person. Considering that those are elite races with entrants from around the world, I think his time is pretty damned good in an…
Certainly he's very good, but there's still a huge gulf between him and the best marathon runners. And that's why this ten thousand hours thing is pretty random, yet pretty unfalsifiable. In any specialised activity, the first hundred hours of dedicated practice is good enough to make you better than most people. Keep practicing and you'll be better than 80% of the world. Keep it up for a bunch more time and you'll b…
I've just been using Google to find a crisp definition of "expert" that I can cite to one of Ericsson's papers. Some of those are in nonsearchable .PDF documents. The short answer is that the formal scientific literature on acquisition of expertise does not bless anyone who desires the title "expert" with that title, but rather uses objective performance measures to identify persons with statistically reliably superior performance. I'll post this now, and look for more definitions and references, and try to edit this post during the edit time limit if I find something more on-point for you to look up. Ericsson's seminal paper on the issue
http://stuff.mit.edu/afs/athena/course/6/6.055/readings/eric...
has already been linked to by at least two participants in this thread.
From
http://web.me.com/pw70/ACE_lab/Publications_files/2007%20Eri...
we can find this extensive discussion of the definition of expertise:
"Since [Bedard's and Chi's (1992)] review, researchers have become increasingly dissatisfied with studies that define experts by social criteria (e.g., peer nominations), by extended domain experience, or by (high) education. When scientists measured the level of real-world performance of so-called experts they found that many were not reliably better than their less-experienced colleagues. For example, reviews (Ericsson, 2006) have described studies showing that a psychotherapist’s level of education and clinical experience is unrelated to their treatment outcomes. Recent reviews of performance in health-related fields show that extended experience of doctors and nurses (beyond the first couple of years of practice) is not associated with continued improvements, as most people had thought. In fact, performance has frequently been found to decrease without continued training (Choudhry, Fletcher, & Soumerai, 2005; Ericsson 2004).
"There are numerous domains of expertise in which some performers are reproducibly superior to most others engaging in the domain.For example, chess masters, bridge experts, and experts in other games consistently beat less-skilled individuals. More generally, in the arts and the sciences some individuals reliably generate superior products that are selected for presentation in journals, conferences, and competitions. Some individuals are able to perform at a reproducibly higher level in professional domains too. Our framework focuses on understanding the mechanisms that mediate consistently superior performance, and to distinguish this approach from the traditional study of expertise we will refer to it as the expert-performance approach (see Feltovich, Prietula, & Ericsson, 2006, for a description of the historical development of several approaches to the study of expertise using psychological methods)."