Instructional psychology focuses on identifying instructional principles and techniques that maximize learning. The underlying theory is called ACT* theory, which assumes that the learning process is the same regardless of the material being learned. ACT theory focuses on the changes that occur as a learner proceeds from knowing what to do (declarative knowledge) to knowing how to do it (procedural knowledge).

Research suggests that experts develop self-regulation and control strategies through experience. These strategies enable them to monitor their performance, accurately judge how difficult a problem is, and allocate their time accordingly. Expert performance is defined as consistently superior performance on a specified set of representative tasks for a domain. Exceptional abilities and performance are acquired primarily under optimal environmental conditions and is acquired through deliberate practice, done consistently over a period of a decade or longer.

Deliberate practice is an effortful activity motivated by the goal of improving performance and provides the best opportunity for learning and skill acquisition. To perform deliberate practice daily over a period long enough to attain the highest levels of performance requires sustaining a very high level of motivation, especially given that practice in and of itself is not inherently pleasurable. Over time, deliberate practice leads to anatomical and physiological adaptations that contribute to high levels of performance. This is especially true for children and adolescents.