Well skilled divers don't have to kick on ascent.
I suspect the op is a rookie diver, which says to me that we shouldn't be telling him what he'll be able to do in 10 years.... we should be telling him what to do now in order to get a grip on his process.
I get your point though and you're totally right. I don't even think about ascending anymore. When I first got into technical diving I was amazed to be confronted with how sloppy my ascents were... but I've worked hard on it over the last 10 years or so and at this point at most I think "up" and I go up, almost as if some external force is following my thought command.
Some people say there are four broad phases to learning and different needs for the "student" at each phase.
1) unconsciously incompetent: (you don't know what you don't know). At this stage you need to be made aware of what you are doing and why and be taught step by step how to achieve it. Sound familiar? that's how all diving classes are given.
2) consciously incompetent: (you know what you don't know). This important step is when the student has a lot of questions and needs time to experiment but still needs a fair amount of directive instruction to progress.
3) consciously competent: (You know what you know). Aside from this being the profile of most cyber divers, it's also the phase where you actually can let go (a bit) of WHAT you're doing and think about the HOW. You have grown beyond your training. It's the phase where most people develop their own style. As a teacher you no longer "direct" the student so much as "coach" them.... in other words, you show them the road and it's up to them if they decide to walk it.
4) unconsciously competent: (you don't know what you know). Skills have become a habit. You think "up" and you go up. There's no real conscious effort involved in performing the skill. The body, the mind, the objective... it's all in sync. routine. an instinct. People who reach this level (and in diving there are many) are masters *at that one thing*. People who reach this level and can clearly and patiently explain to others how to move ahead and get to that level themselves are generally considered outstanding teachers.
Which begs the question, really..... can you become an outstanding teacher if you haven't reached the 4th level of competency?
In my opinion, yes, but based on other talents. An old friend of mine was, in his 3rd-4th year of his bachelors, able to explain certain programming concepts *SO* clearly that when you listened to him you would think, "how is it possible that I never understood this before...". He was so good at it that he gave workshops. Faculty members even acknowledged his results and (at least those who cared about their students) were supportive and positive of his workshops.
Was he a level 4 programmer? no. He was a level 3 programmer, but an outstanding communicator and able to structure his thoughts in a way that just "plugged in" to most listeners.
Guess what he became? A guru computer programmer? No. A high-school computer science teacher, and a very successful one.
.... where the heck was I going with that? oh yeah, to suggest considering more what the OP needed to hear as opposed to tell him what he could ultimately achieve.
R..