The Science of Teaching Jiu-Jitsu, Part 5: Retention
"Memory underlies knowledge which underlies intelligence" - Piotr Wozniak
Parts 1 and 2 of this series introduced a research-based methodology to teach jiu-jitsu techniques, as follows:
- Convey the problem.
- Perform a silent demonstration of the solution/technique.
- Shade the essential steps.
- Practice.
- Provide feedback.
Part 3 explained the science behind selecting the optimal number of practice repetitions needed to learn a motor skill, the students' mindset during practice, and an observable means to measure learning. While task repetition is a valuable tool, practice is further enhanced by using skill transfer, varying environments, randomization, interleaved skills, deliberate rest, and being mindful of the length of practice sessions.
Part 4 emphasized the importance of environmental variations and randomizing training. It also explained the benefits of teaching transferrable skills, creatively utilizing rest, and interleaving skills during task repetition training.
As instructors, the ultimate goal of teaching is encoding, providing new information, and storage, assisting students commit encoded information to their long-term memories through a deliberate retention process. The Science of Teaching Jiu-Jitsu, Part 5: Retention, explores research-based suggestions to strategically review encoded information through spaced review and reconsolidation to maximize storage and minimize decay.
Spaced Review
In jiu-jitsu, many instructors teach a technique but fail to revisit it for several weeks, if at all. This is problematic for new students or students unfamiliar with the technique.
When should a new technique be reviewed after it is taught? A skill will be forgotten if not practiced; however, it does not need to be practiced regularly, just revisited on occasion (Ericsson et al., 1993). Studies show that spacing the review of motor skills over incrementally growing time frames enhances retention. By reviewing the same lessons at increasing intervals, instructors train their students’ brains to retain information in their long-term memories (Smith & Scarf, 2017).
What is the optimal spacing to review jiu-jitsu techniques? It varies among learners, but optimal results may be achieved by spacing reviews at an exponentially increasing rate of approximately two, beginning with a review at the very next session. In other words, students should review the techniques the day after it is taught, then two days later, four days later, eight days later, and so on (Mace, 1937). Other studies suggest students may benefit from an exponentially increasing rate of approximately 2.2, beginning with a review one week after first learning a skill. Essentially, review the lesson seven days after it is taught, then 16 days after it is taught, and then 35 days after it is taught (Wozniak, 1985).
Jiu-jitsu is an enormous, rapidly expanding, open-source collection of techniques. So much so that instructors could not be expected to rely simply on their memories to recall when techniques were initially taught and how often the instructor reviewed them. Journals, calendars, and spreadsheets can aid in optimally spacing review sessions and crafting a meaningful curriculum.
Reconsolidation
As described in Part 4, learning is optimized by incorporating skills previously learned while teaching new skills, a concept known as interleaving skills. Interleaving previously learned skills into new material not only aids in learning new material it also serves as a means of review through reconsolidation. Reconsolidation is the recall and application of a previously learned skill while learning a new skill. Learning motor skills, including both new skills and the reinforcement of previously learned skills, is enhanced when the memory is recalled while learning new skills (Gagné, 1985; Wymbs et al., 2016).
For example, instructors could teach a guard pass, but instead of only drilling the guard pass, students begin the drill by being mounted. Students would recall and execute the upa technique to reverse the mount into their opponent’s guard, then apply the new guard pass technique. Incorporating a mount reversal adds only a few seconds to each repetition, so reconsolidation optimizes learning and promotes efficient practice sessions by maximizing training time.
Application
- Be deliberate in reviewing techniques.
- When drilling new techniques, incorporate techniques that were previously taught.
- Utilize a tracking system to ensure timely review of lessons.
Summary
Newly acquired information, including jiu-jitsu techniques, must be reviewed periodically to ensure the information is committed to long-term memory. Instructors can accomplish this by spacing out the review of jiu-jitsu techniques over time or incorporating previously learned skills while practicing new skills.
Stay tuned for the next and final installment in The Science of Teaching Jiu-Jitsu series, exploring evidence-based teaching aids and tricks to enhance learning.
About the Author
Professor Brian Bowers is a Brazilian Jiu-Jitsu black belt under Professor Chris Popdan with a decade and a half of grappling experience. He is the professor of The Hangout Jiu-Jitsu Club in Indianapolis, Indiana, and a coach at the Franklin, Indiana, Jiu-Jitsu Club. In 2024, Brian completed his professorship course under the Oswaldo Fadda lineage.
Brian is a federal law enforcement officer and a physical tactics and firearms instructor for his agency. He was also a firearm, physical tactics, and search and seizure instructor at the Federal Law Enforcement Training Center, where he continues to serve as an adjunct instructor. In 2024, Brian's role as a law enforcement officer and instructor, as well as being a jiu-jitsu black belt, earned him verification as an Invictus Law Enforcement Jiu-Jitsu Black Belt while The Hangout Jiu-Jitsu Club became an Invictus-affiliated club.
Having personally relied on jiu-jitsu techniques to protect his life, Brian advocates jiu-jitsu as essential knowledge for all law enforcement personnel. His dedication to this cause is evident in his involvement with the Federal Law Enforcement Officers Association 111 Project, a non-profit organization dedicated to the safety of law enforcement personnel through support, education, training, and information sharing.
Brian's commitment to his students goes beyond the mat. With a Master of Science in Business Management, he leverages his formal education to cultivate deep, meaningful relationships with his students. His selfless dedication to serving their needs is evident in his use of research from psychology and neuroscience to optimize learning in any discipline he teaches. Brian uses science-based principles to educate jiu-jitsu practitioners, law enforcement students, law enforcement instructors, and jiu-jitsu instructors through The Hangout Journal.
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.
Gagné, R. M. (1985). The conditions of learning and theory of instruction. Harcourt Brace College Publishers.
Mace, C. A. (1976). The psychology of study. Methuen & Co.
Smith, C. D., & Scarf, D. (2017). Spacing repetitions over long timescales: A review and a reconsolidation explanation. Frontiers in Psychology, 8, 962.
Wozniak, P. (1985). Experiment intended to approximate the length of optimum inter-repetition intervals. University of Technology in Poznan.
Wymbs, N. F., Bastian, A. J., & Celnik, P. A. (2016). Motor skills are strengthened through reconsolidation. Current Biology: CB, 26(3), 338–343.
