High Performance Training: how to develop maximum performance?

The demand for high performance training has been increasing consistently around the world.

According to the data of Google Trends, searches related to “high performance” grew more than 40% in the last decade, especially in areas such as productivity, mental health, focus, athletic performance and leadership.

This trend reflects a growing desire to achieve more results with less wear, through practices that combine behavior and self-awareness.

This is where neuroscience comes in — and especially the brain's role in regulating attention, energy, decision-making and the ability to maintain high rates of execution. 🧠⚡

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What is “high performance training”?

The expression “high performance” means performing activities at amaximum level of performance, and to achieve it there must be willpower, effort and consistent training.

Even so, many will not be able to reach this level and this is due to the fact that they will not be able to consciously achieve the necessary harmony between the different parts of our brain and body.

The areas of the brain are like different musicians belonging to an orchestra, in which everyone plays a specific role according to the position they occupy in the group in order to create harmony. The brain has a similar functioning and the more balanced and precise the different areas work, the more synchronized the connection between them and the softer the “music” heard.

Unfortunately, our thoughts, emotional states and environmental stimuli can disrupt this harmony, preventing us from reaching a maximum level of performance.

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Performance training: why is the brain the engine of performance?

High performance does not depend only on motivation. It depends, above all, on how the brain regulates:

• Attention
• Mental energy
• Sustained focus
• Processing speed
• Emotional management
• Impulse control
• Adaptability

📃 Studies of American Psychological Association, for example, show that lack of focus reduces efficiency by up to 40%.

In other words, high performance is not luck, it is applied neuroscience.

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The Six Habits of High Performance

Studies of human behavior, performance management and neuroscience show 6 pillars Consistent:

1. Clarity of objectives

Know exactly o que, whye asreduces decisional fatigue.

2. Energy Management

High performers do not manage time - they manage energy. I'm, nutritionand strategic pauses are fundamental.

3. Emotional regulation

The ability to maintain emotional stability increases focus, productivity and resilience.

4. Self-discipline

Creating systems and routines that automate progress improves performance.

5. Deep attention (deep work)

Practices of Mindfulness, for example, reduce multitasking and increase cognitive efficiency.

6. Continuous improvement

Feedback, evaluation, correction and permanent growth.

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Neurofeedback: the science of high performance in practice

O Neurofeedbackhas been extensively used as a technique to stimulate the brain and restore its natural symphony, allowing:

✅ Increase the ability to concentrate, attention and productivity;

✅ Increase learning capacity and memory;

✅ Increase self-confidence;

✅ Accelerate and facilitate decision making;

✅ Reduce the number of errors and response times;

✅ Prevent stress and anxiety;

✅ Increase body self-awareness;

✅ Improve self-control and sense of self-analysis;

✅ Develop emotional intelligence.

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High Performance Training for Teens: What Parents Need to Know

Adolescence is one of the most important phases of brain development. Between the ages of 12 and 20, a real “neurological renewal” occurs, with the growth of new synaptic connections, emotional reorganization and progressive maturation of the prefrontal cortex (the area responsible for planning, focus, decision-making and impulse control).

This is precisely why many teenagers demonstrate large variations in performance, both in sport and in studies.

At the same time, this is a privileged window for the development of high performance skills, as the brain is highly responsive to training.

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High performance in sport and study: typical challenges of adolescence

At this stage, it is common for parents to observe:

• Difficulties in maintaining consistent focus
• Emotional oscillation that interferes with performance
• Difficulty coping with competitive pressure
• Impulsivityor lack of strategy during training or tests
• Sleep problems or routine that reduce performance

These characteristics are not personal failures, but rather a reflection of the adolescent brain in maturation.

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How to help teenagers improve performance?

A high performance training adapted to adolescents must work on three essential pillars:

1. Emotional regulation 😟

Competitive pressure can activate stress systems that impair accuracy, focus and decision making. Techniques of breathingand emotional stability help improve results.

2. Focus and sustained attention 🤓

Regular brain training improves the ability to concentrate, essential in both sport and study.

3. Self-awareness and energy management 😌

Learning to identify limits, signs of exhaustion and recovery strategies avoids stagnation and burnoutprecocious.

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Conclusion: High Performance Training starts in the brain

O high performance trainingis not a vague concept; it is a practice supported by neuroscience, consistent habits and behavioral strategies. The harmonization between brain, body and environment allows anyone to increase performance, reduce errors, improve decision making and develop greater emotional stability.

At NeuroImprove, we use neuroscience-based methodologies — such as Neurofeedback— to help young people, students and athletes to develop cognitive and emotional skills fundamental for maximum performance.

After all, the best high performance training is the one that starts in the brain! 🧠

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References

American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, 5th ed Text Revision (DSM-5-TR). Washington, D.C., American Psychiatric Association, 2022, pp 752.

American Psychological Association (APA), 2006. Multitasking: Switching costs. https://www.apa.org/topics/research/multitasking 

Burchard, B. (2017). In High performance habits: How extraordinary people become that way. There's House.

Graczyk, M., Pachalska, M., Ziolkowski, A., Manko, G., Lukaszewska, B., Kochanowicz, K., Mirski, A., & Kropotov, I. D. (2014). Neurofeedback training for peak performance. Annals of agricultural and environmental medicine: AAEM, 21 (4), 871—875. https://doi.org/10.5604/12321966.1129950

Hammond DC. Neurofeedback for the Enhancement of Athletic Performance and Physical Balance. The Journal of the American Board of Sport Psychology 2007; 1:1.

Ziolkowski A, Graczyk M, Strzalkowska A, Wilczyńska D, Włodarczyk P, Zaranska B. Neuronal, cognitive and social indicators for the control of aggressive behaviors in sport. Acta Neuropsychologica 2012; 10 (4) :537—546.