Week #24 Spaced Retrieval of Learning

The Gift of Forgetting: Why Spaced Retrieval Works

As coaches, teachers and leaders we often fall into the trap of thinking that getting something right once, or through the course of a coaching session or lesson, the learner has got it. But what really matters is whether they can get it right later. That’s where spaced retrieval changes the game—and why every coach, teacher, and leader should see forgetting not as failure, but as part of the learning process.

What is Spaced Retrieval?

Spaced retrieval is a teaching and study technique that combines two powerful principles: retrieval practice—recalling knowledge from memory—and spaced learning—revisiting that knowledge after some time has passed. Instead of covering content once in a burst, we return to it again and again, with increasing intervals between reviews. In other words, we leverage forgetting just enough to make the act of remembering, the challenge of retrieving the past learning from memory, more meaningful.

Why Is Spacing So Effective?

1.Forgetting strengthens memory.
When we wait before revisiting a concept, whether it is a formation strategy, set piece routine, or classroom material like lever systems or the application of Pythagoras, the memory trace begins to fade. It is the effort of pulling it back that most effectively strengthens it. The more we struggle (just the right amount) to retrieve something, the deeper it embeds.

2. It supports long-term retention.
Massed practice—what some call “cramming”—may lead to short-term gains. But spacing helps ideas stick. Rather than superficially recall and parrot knowledge, we develop structural knowledge which is more flexible to different Learning Environments.

3. It creates durable, flexible knowledge.
By retrieving learning in varied contexts over time, we not only remember better, but we understand more deeply. Learners become more fluent, more adaptable, and more confident. In addition, learning can be better “hooked” to new concepts across learning areas, for example how the out-of-possession tactic informs pressing the ball, and thus transitions when gaining possession in certain areas of the pitch.

4. It reveals what’s truly been learned.
Spacing removes the illusion of competence. Just because something feels familiar doesn’t mean it’s mastered. Retrieval, with spacing, is honest feedback—both to the learner and the teacher.

How to Embed It in Practice

In a Crafted learning environment, spacing isn’t an “extra”. It’s a routine. We revisit yesterday’s material today. We loop back to last month’s core concept next week. And we design opportunities—low stakes, high challenge—for learners to wrestle with what they used to know.

This is not about making things harder for the sake of it. It’s about making learning last. Like strength training for the mind, spacing builds cognitive stamina. It respects the learner’s time by making every minute matter more.

In Summary
Spaced retrieval harnesses the power of forgetting to make remembering stronger. It respects the brain’s limits, while stretching its potential. And in pursuit of performance via The Crafted Concept, it is a cornerstone of intentional, enduring learning.