“Persons in the shadows” may substantially affect how an individual
acquires expertise, through, for example, guiding deliberate practice.
In the domain of popular music, such persons in the shadows might be
peers, parents and teachers. Little research exists on how individuals
perceive the impact of persons in the shadows on expertise development,
particularly in fields like popular music. This study investigates the
perceived impact exerted by peers, parents and teachers on the expertise
development of guitarists in the domain of popular music. Interviews
were used to investigate nine case studies of guitarists with different
expertise levels (experts, sub-experts, amateurs). The main focus was on
the roles of “persons in the shadows” concerning practising, learning
and motivation. The results show that experts differ from sub-experts
and amateurs in the perception of support from persons in the shadows.
In particular, peers and the formation of bands were thought of having a
strong effect on practising, learning and motivation. The impact of
parents and teachers on the expertise development in guitar playing was
perceived as more ambiguous, and they were deemed as less important by
the expert group.