Training, Memory, and Recall
A picture of a plastic half brain and a model of a neuron laying on a hard surface.
Let neuroscience come forth! Not everyone is a neuroscience fan like myself, and that is completely okay. Neuroscience is not for everyone. In the case of this post, neuroscience does have to be brought up because it sets the stage for discussing memory and recall. We will try to get through it as painlessly as possible. If you absolutely cannot make yourself read about the brain feel free to skip past it.
Brief Neuroscience Into Related to Memory
The hippocampus is known to be highly involved in some types of learning and memory (Johnston & Amaral, 2004). Thus, understanding the role of the hippocampus and what impacts it is vital. Research has demonstrated that through a complex process between the hippocampus and prefrontal cortex (PFC), sequential information is integrated and separated to allow the brain to take someone's experiences and turn them into mnemonic events (Clewett et al., 2019). This part of the process introduces the next part of the brain that needs to be considered, the PFC. To consider one part of the brain in isolation does not make sense because it ignores that the different parts of the brain are connected and work in concert. When it comes to learning new or familiar information, the hippocampus can either work independently or with other brain regions to bring together different representational sequences to help form memories (Clewett et al., 2019). This description simplifies a rather complex but essential process, leaves out some discussion on the role of the amygdala and cerebellum, which are important as well, but hopefully helps to provide an introduction without boring you completely.
If you love the brain checkout brainfacts.org where you can dive in head first and even find a 3D image of the brain that you can rotate and change views.
Recall and Retailing
Knowing that recall can be false means first understanding the neurobiology discussed above. Our brains are not perfect. They can, and do, make mistakes. There are a couple of reasons for this understanding is the first step. The first reason is that it allows a sport and psychology consultant (SPC) to create interventions and strategies that work with your biology and not against it. Secondly, it allows for psychoeducational opportunities with athletes to help you understand the why behind some interventions and skills. I am a big fan of explaining why because it gives a better understanding of the rationale behind a particular task.
The next piece is to understand the concept of retelling. Retellings are dependent on goals, who the audience is, and the social context (Marsh, 2007). Since memories are often brought up in social situations, when someone recalls an event, it can become distorted, which has implications for memory later (Marsh, 2007). The implications are that when one retells what happened, they are in a different space than when they were playing; thus, in the current situation, they are being impacted by different goals and the social context. Additionally, Beilock et al. (2003) wrote that ingrained sensorimotor skill execution is run by proceduralized knowledge structures that do not receive as much attention, which is why athletes may not remember them after a task performance. What can be taken from this research is that specific actions may not even be accessible. However, this may be dependent on competition versus practice. During practice, there is more focus on the skill, and experts potentially can remember the performance (Bellock et al., 2003)
Another factor to consider is the impact of trauma and traumatic brain injury (TBI). Van der Kolk (2014) wrote about how trauma impacts the brain so that the brain does not have an accurate sense of time. Another condition that needs to be considered is TBI. TBI can cause working memory deficiency (Christodoulou et al., 2001). Both TBI and trauma clearly impact the brain and memory, thus, they become a factor to consider when thinking about memory and recall in the context of training.
take action today moment:
Today’s post is definitely more food for thought to consider whether you are a coach, athlete, or sport and performance consultant. What thoughts come to mind when you read this post? Does reading this post inspire you or make you want to be more mindful during training and practice? Just take some time to consider this not thought of as much element.
Learn More About EXPLICIT AND IMPLICIT TRAINING:
Parts of the Brain Involved with Memory
The neurobiological bases of memory formation: from physiological conditions to psychopathology
(If you really want to dive deep!)
Where in the Brain are Memories Formed?
References
Christodoulou, C., DeLuca, J., Ricker, J. H., Madigan, N. K., Bly, B. M., Lange, G., ... & Ni, A. (2001). Functional magnetic resonance imaging of working memory impairment after traumatic brain injury. Journal of Neurology, Neurosurgery & Psychiatry, 71(2), 161-168. http://dx.doi.org/10.1136/jnnp.71.2.161
Clewett, D., DuBrow, S., & Davachi, L. (2019). Transcending time in the brain: How event memories are constructed from experience. Hippocampus, 29(3), 162-183. doi: 10.1002/hipo.23074
Johnston, D., & Amaral, D. G. (2004). Hippocampus. In G. M. Shepherd (Ed.), The synaptic organization of the brain (pp. 455–498). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195159561.003.0011
Marsh, E. J. (2007). Retelling is not the same as recalling: Implications for memory. Current Directions in Psychological Science, 16(1), 16-20. https://doi.org/10.1111/j.1467-8721.2007.0046
Beilock, S. L., Wierenga, S. A., & Carr, T. H. (2003). Memory and expertise. In J. L. Starkes & K. A. Ericsson (Eds.), Expert performance in sports (pp. 295-320). Human Kinetics.
van der Kolk, B. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. Viking.