ABSTRACT
Giftedness is not static, but malleable, and needs to be developed. In adolescence, demonstrated achievement in domains is far more likely to be the selection factor for both in and out of school programming than identification as gifted based on a test of general ability. Ability and performance become increasingly intertwined over the talent development trajectory, such that ability refers less and less to tested potential and more and more to outstanding accomplishment. Insights into the role of psychosocial or mental skills in talent development have emerged from the high performance literature, particularly in sport and the performing arts. Sport and performance psychologists help their clients prepare for competition, auditions, or artistic presentations, as well as maintain enthusiasm and effort in light of disappointment and setbacks. Psychosocial skills associated with great performance and creativity include, among others strategic risk taking, dealing constructively with setbacks in confidence, and persistence through both bad and good times.
