Why Performance Isn’t About Talent
- Brainz Magazine
- 7 hours ago
- 5 min read
Written by Nassim Ebrahimi, Developmental Psychologist, Mental Performance Coach, Author, and Speaker
Coach Nassim Ebrahimi, PhD, is the founder of Becoming My Stronger Me, LLC. As a developmental psychologist, mental performance coach, podcaster, and author, she empowers athletes, coaches, and parents to unlock confidence, mental resilience, and peak performance through evidence-based strategies grounded in sport psychology and human development.
For years, we’ve been told that high performance is reserved for the “naturally gifted”, the prodigy, the born leader, the person who just has it. Psychology and performance science tell a very different story. Whether in sport, business, leadership, or life, sustained excellence is far less about talent and far more about the mental skills people intentionally train over time. The good news? Mental skills are not fixed traits. They are learnable, adaptable, and trainable across the lifespan.
As a developmental psychologist and mental performance coach, I’ve worked with individuals who perform under immense pressure, from athletes and executives to students, parents, and coaches navigating high-stakes environments. The common thread among those who thrive isn’t talent alone. It’s how they think, respond, and regulate themselves when it matters most.
The talent myth: Why we overestimate natural ability
Western culture has a deep fascination with talent. We love stories of overnight success and effortless brilliance, but research consistently shows that talent is a poor predictor of long-term performance without the skills to support it.
Psychologist Anders Ericsson, whose work on expertise reshaped how we understand elite performance, found that what separates top performers from others is not innate ability, but deliberate, structured practice paired with effective mental strategies.
In fact, Ericsson’s research demonstrated that:
Early “talent” advantages often disappear without proper skill development
Experts accumulate thousands of hours of purposeful practice
Mental skills such as focus, emotional regulation, and feedback processing are critical to progress
Talent may open a door, but it does not keep you in the room.
What high performers actually train (that others don’t)
High performers don’t just train what they do, they train how they think while doing it. Mental performance research highlights several core skills that consistently predict success across domains:
Emotional regulation under pressure: According to the American Psychological Association, unmanaged stress impairs working memory, decision-making, and motor execution. High performers train themselves to recognize stress responses early and regulate them effectively, rather than trying to eliminate pressure altogether.
Attention control: Studies in performance psychology show that attentional control, not motivation, is one of the strongest predictors of consistency. The ability to refocus after distraction separates those who perform occasionally from those who perform reliably.
Response to feedback and failure: Research on achievement motivation indicates that individuals with a growth-oriented approach to feedback persist longer and improve faster. This isn’t about “positive thinking”, it’s about learning how to interpret information without attaching it to identity or self-worth.
The science is clear: Mental skills are trainable
Neuroscience confirms what applied psychology has long suggested, the brain is adaptable. Neuroplasticity research from institutions like Stanford University shows that repeated mental training physically reshapes neural pathways associated with attention, emotional control, and learning.
Consider this:
Functional MRI studies demonstrate that mental rehearsal activates the same neural networks as physical practice.
Cognitive training improves performance even when physical ability remains constant.
Psychological skills training has been shown to enhance performance by up to 20–30% in high-pressure contexts, according to applied sport psychology meta-analyses.
In other words, performance improves not just by doing more, but by thinking better.
Why pressure exposes skill gaps (not character flaws)
One of the most damaging misconceptions about performance is that struggling under pressure means someone “can’t handle it.”
In reality, pressure simply reveals untrained mental skills.
When the stakes rise, systems default to their weakest link. If attention, emotional regulation, or self-talk hasn’t been trained, performance declines, not because of a lack of desire or talent, but because the system isn’t prepared.
This is why so many capable people:
Perform well in low-stakes settings but struggle when it matters
Confuse anxiety with incompetence
Mistake inconsistency for lack of discipline
Mental skills don’t emerge on demand. They must be practiced intentionally, just like physical or technical skills.
A new definition of talent
What if talent isn’t something you’re born with, but something you build?
From a developmental psychology perspective, talent is better understood as the interaction between ability, environment, and skill acquisition over time. When mental skills training is added to the equation, performance becomes far more predictable and sustainable.
This reframing is powerful because it shifts performance from something mysterious and exclusive to something accessible and trainable.
Where to start: Training the mind like the body
Mental training doesn’t require hours a day. It requires intention and consistency.
High performers begin by:
Practicing awareness of internal states (focus, tension, emotion)
Training response patterns, not just outcomes
Reflecting on process, not just results
Just as importantly, they stop waiting to “feel confident” before acting, and start building confidence through skillful action.
Final thoughts
Talent might get attention, but mental skills sustain performance.
The most effective performers aren’t the least human, they’re the most trained. They’ve learned how to work with their minds instead of against them, especially under pressure.
And that’s not a gift. It’s a skill.
If you’re curious what it would look like to train your mental skills with the same intention you train your technical or professional skills, start by asking a simple question, "What am I practicing mentally, every day, whether I realize it or not?"
Awareness is always the first step toward change.
Nassim Ebrahimi, Developmental Psychologist, Mental Performance Coach, Author, and Speaker
Coach Nassim Ebrahimi, PhD, is the founder of Becoming My Stronger Me, LLC. As a developmental psychologist, mental performance coach, podcaster (Becoming My Stronger Me podcast), author (The Stronger Mind and Baller Goals), and speaker, she empowers athletes, coaches, and parents to unlock mental resilience and peak performance under pressure through evidence-based strategies grounded in sport psychology and human development. She holds a PhD in Developmental Psychology from The Pennsylvania State University. Through her work, she supports individuals and teams in developing the mental skills needed to thrive in sport and life. Her mission is to help people train their minds with the same intention they train their bodies.
References:
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406.
American Psychological Association. (n.d.). Stress effects on the brain and body.
McEwen, B. S. (2007). Physiology and neurobiology of stress and adaptation: Central role of the brain. Physiological Reviews, 87(3), 873–904.
Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional Control Theory. Emotion, 7(2), 336–353.
Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302–314.
Stanford University. (n.d.). Neuroplasticity and brain adaptation.
Doidge, N. (2007). The Brain That Changes Itself. Viking.
Guillot, A., & Collet, C. (2008). Construction of the motor imagery integrative model in sport: A review and theoretical investigation. International Review of Sport and Exercise Psychology, 1(1), 31–44.
Weinberg, R. S., & Gould, D. (2023). Foundations of Sport and Exercise Psychology (8th ed.). Human Kinetics.
Beilock, S. (2010). Choke: What the Secrets of the Brain Reveal About Getting It Right When You Have To. Free Press.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.
