Why do we do what we do? This is a question that sums up the motive of psychology. The answer to this question is why I declared psychology as my major. Psychologists today and those dating back to 1879 have strived to find the answer to this recurring question. “The father of psychology,” Wilhelm Wundt, and psychologists today have conducted intense consultation and research to truly understand the mind and its effects on human behavior. Over the past 127 years, various answers have been given to this specific question. In this article, the focus will be on working memory in athletics; how conscious movements become unconscious and almost instinctive, and how coaches can better teach their athletes, using explicit and implicit techniques. The mind is very complex and the smallest thing can radically change a person. At the same time, the mind can be shaped in the way it is asked to be. This implies that a person with the right knowledge can change another as they see fit, which is very beneficial for athletic trainers. According to Baddeley, in 1986 there is a diagram called The Working Memory Model. The definition of working memory is that part of short-term memory that concerns immediate conscious perceptual and linguistic processing. In a sense, working memory is the process of consciously remembering what one is focusing on, keeping it for only a short period of time. This information will not be retained for long unless it is rehearsed enough to place it in long-term memory. According to Rich Master, author of "The Oxford Handbook of Sport and Performance Psychology," "working memory processes data via a central executive that directs attention,...... middle of paper... .-related target words. For example, in Movement-the-flow-was-could (the movement was smooth), high-skilled hockey players showed faster and more accurate dribbling performance after priming, compared to both condition skill-based and high-pressure condition. (Masters, 144) “One implication of these results is that priming can potentially be exploited by coaches to provide specific instructions of which performers are not consciously aware” (Masters, 144). Which directly relates the priming effect to the effects of implicit memory in learning motor skills with implicit instruction can increase an athlete's performance. Works Cited Farington, E. (editor). (2011). Implicit and Explicit MemoryMasters, R. (). conscious and unconscious awareness of learning and performance. The Oxford Handbook of Sport and Performance, , 131-153.