Pavlov's Yogis?: Redefining your space through Neuroplasticity

How do you define your yoga practice? I think the better question is "How do you redefine your yoga practice?"

I do not think there is one particular answer but the one I have been focusing on in my yoga classes is one of SPACE and SPACING. It seems when many of us go to a class, we grab our mats and go to the same place as the last time we were there. We like our "spots" and given going to that same spot more and more, we become accustomed to it and even feel "weird" when we are not in it, despite the fact it's the same room.

I think that probably happens in more than just the yoga studio. Classrooms, boardrooms, treadmills at the gym to even airplane seats. We are "creatures of habit" in so many ways. However, is that advantageous during our yoga practice and lives off of the mat?

Well, I could argue both ways but for the sake of today's post, I will go with a NO!

I have observed over the last few weeks that not only are my students setting themselves up the same way in the room (fine by me) but they are actually moving in, remaining and moving out of the asana in the same way and positioning their hands and feet the same way (not fine by me). Looking at the function of the CEREBELLUM, we become aware of how powerful the brain is in terms of learning in anything, in particular yoga.  In the book "Brain Architecture" by Larry Swanson, we see that the brain "The essential nature of cerebellar function remains elusive. However it does appear safe to conclude that the “small brain” is an integral part of the motor system (it is also known to participate in visceromotor responses) and that it plays an important role in motor learning and in fine tuning the coordination between the hundreds of muscles involved in orienting responses, reaching and manipulating, posture, and so on. The cerebellum receives all types of sensory information, either directly from the spinal cord and brainstem or indirectly from the cerebral cortex (via mossy fibers from the pontine gray). " 


We also see "Much more intriguing, however, is the possibility that synaptic strength can be increased or decreased by the coincident activation of synapses: in other words, that associate learning can take place. As a matter of fact, Richard Thompson and his colleagues have shown that the circuit  underlies at least some forms of Pavlovian learning, which is also referred to as classical conditioning. Recall Pavlov’s dogs and how they salivated at the sight of food (an unconditioned stimulus and response). What Pavlov did was to ring a bell just before food was shown to the dog, and the next time the bell was rung alone the dog salivated. Before the pairing, the bell alone did not elicit salivation; after the pairing, it did – it became a conditioned or learned stimulus that produced a conditioned response. The key point was that an ineffective stimulus (the bell) became an effective stimulus after pairing with an unconditioned or already effective stimulus. We now know that the strength of synapses associated with the auditory pathway were strengthened to the point where they were now effective without pairing with the other stimulus. Where does this synaptic strengthening – this learning – take place?"


Are yogis victims of "classical conditioning" that the mat is the effective stimulus to have them position and move themselves the same way EVERY TIME? I offer the some thoughts that we can not only develop our body, we can develop our minds via neuroplasticity. 


In the book "The Brain that Changes itself" by Dr. Norman Doidge, we see a great interview with Dr. Michael Menzerich  who discusses the reality that the brain is able to be changed, even in adulthood, for the better and it is not "hard-wired" as previously thought. Turns out you can teach an old dog new tricks, but it's harder due to "competitive plasticity" which "explains why our bad habits are so difficult to break or “unlearn.” Most of us think of the brain as a container and learning as putting something in it. When we try to break a bad habit, we think the solution is to put something new into the container. But when we learn a bad habit, it takes over a brain map, and each time we repeat it, it claims more control of that map and prevents the use of that space for “good” habits. That is why “unlearning” is often a lot harder than learning, and why early childhood education is so important— it’s best to get it right early, before the “bad habit” gets a competitive advantage.

As we move through our yoga practice, make sure that you are changing the physical and MENTAL dimensions of your practice by doing the following:

1) Be "longer" in your poses, meaning increase the length of how far the feet are apart from each other. For instance, step 2 more inches forward of where you normally do in Standing poses like Virhrabandrasana I (Warrior I). (More sensory feedback for greater motor output)

2) Be "deeper" in your poses by bending your knees, within a safe range, to allow the muscles to elongate at the same time stabilizing you more. (More sensory feedback for greater motor output)

3) Be "slower" while moving into, through and out of your poses. The brain will want to move in/out of the pose quickly since the "pose" and not the transition is the goal. Be aware of your speed so that the brain fires to more muscle fibers so that start to develop greater strength. (More sensory feedback for greater motor output)

4) Breathe deeper. Enough said.

5) Focus

Merzenich discovered that paying close attention is essential to long-term plastic change. In numerous experiments he found that lasting changes occurred only when his monkeys paid close attention. When the animals performed tasks automatically, without paying attention, they changed their brain maps, but the changes did not last. We often praise “the ability to multitask.” While you can learn when you divide your attention, divided attention doesn’t lead to abiding change in your brain maps.

Warning: This will be difficult at first. For some, including myself, change is not hard. It's easier to use those highly used neural pathways. However, as we are more focused on the changing the brain, I promise you that the body will follow and you will see your practice soar!

Questions? Comments? I'd love to hear them!

Will

Joint movement in Hatha Yoga

Recently, I have been fortunate enough to be able to sit down and chat with a few yoga teachers and discuss "YOGA". For the civilian, Yoga is just the asana or poses. However, for the truly devoted, Yoga is an 8 limb system of how to live your life that goes WAY beyond the physical poses.

However, since that's what most tend to focus on, I decided to focus a blog post to the asana as Part III to my "More than meets the eye" series.

Chatting with these teachers, I realized that the poses are very elusive to many. They tend to just regurgitate instructions from what their teachers said and so on. Rarely do they take the time to break the poses down and understand them.

However, some do go a bit further and focus on the muscles and stretching the muscles which is fine. It's like Step 2 on the never ending yogic journey. So I wanted to write a short post on looking at the asana with the motions of the joints in mind. Here's the thing: you can focus on muscles but they are JUST reactors to the motions of the bones and joints.  If you don't flex your knee or anteriorly rotate your pelvis, you are not going to get any reaction or stretch out of those tight hamstrings.

As always, we will look at the motions of the joints in 3-D and you'll be shocked to know that the joint has over 2,000 possibilities at any given moment.

Here's the short and sweet about 3-D Joint Physiology:

1) A joint is the location at which two or more bones contact. 

2) Joints are tri-planar meaning that they have movement capability in the three cardinal planes: 

• SAGITAL: Flexion and Extension
• FRONTAL: Right and Left lateral flexion or right and left lateral translation
• TRANSVERSE: Right and Left rotation

THESE MOTIONS ARE ALSO CALLED OSTEOKINEMATICS. 

3) Joints have specific movements within them which are usually small amplitude motions called:

• Roll
• Glide
• Spin

THESE MOTIONS ARE CALLED ARTHROKINEMATICS.

Now, this is the simple side of joint mechanics that can get complex pretty quickly. 

Interestingly, within the Osteokinematics, we find an even deeper process.  At each cardinal planar movement, there are 13 ways to get the motions like sagital planes' flexion and extension. Well, if you know that there are 13 ways to get motion in the sagital plane, you know there are 13 ways to get it in the frontal plane so that's 13x13 which equals 169 joint possibilities. Then we have 13 ways to get motion in the Transverse plane so that's 13x13x13 which equals 2, 169 minus 1 for NO MOTION at the joint and you get 2, 168 ways that a joint can move. 

Q: SO WHAT DOES THIS HAVE TO DO WITH YOGA???

I will tell you when I first learned that, I was absolutely floored because here I was thinking one-dimensionally when there was a whole other world out there especially for the yoga asana because we have to work with the joints in the poses. Because poses are generally multi-joint rich, we have a formula for a lot going on all at once.

When we look at the asana, it would benefit all involved parties, especially teachers, to look at the asana with knowledge based in anatomy, physiology and biomechanics and use language that is clear and concise not phrases like "Pop your hip" "Your inner ankle is collapsing" "Balance on your sits bones"(I hate the last one the most).

For better or for worse, yoga teachers are movement therapists in many regards, especially when they get into "alignment". Knowing the anatomy only will deepen your skills as teachers. Understanding physiology and simple joint mechanics will allow you to serve your clients and students better as well as being able to speak on a professional level with health care providers like doctors and physical therapists so that you can be part of a team that can facilitate healing of your client.

I am starting to teach a series of "Anatomy of Yoga" workshops to introduce the science of the body to yoga teachers and advanced students. Having an accurate mental map of your body will only serve you.

As always I welcome in questions and comments you may have. I can be reached at will@3doptimalperformance.com


Thanks!

Will

Any Yoga is NOT good Yoga!

WAY TOO MUCH LUMBAR EXTENSION!!! DO NOT TRY THIS AT HOME IF YOU LOVE YOUR BACK!

A few years ago, someone said to me "Any yoga is good yoga" and I reluctantly agreed because I was a budding young teacher and this person had been teaching for a while. To this persons credit, she was (and still is) an AWESOME teacher and must have been comparing her way of instruction to students that resulted in good alignment and form. Unfortunately, not everyone does not have her deep and rich understanding of the mechanics of the poses. Actually, these days, I think its almost the opposite, especially in some of the Power Yoga and Vinyasa classes where getting a workout in is put over proper alignment. 

I have the opportunity to come into contact with hundreds of yoga practitioners per week who may be regular to my class, a drop-in or completely new to yoga. "Open Level" is what we call some of those classes. What I see from some of the non-regular students in their yoga poses forces me to stop class and really instruct on a particulars. Their alignment is all out of sorts but worse off its just plain dangerous and will more than likely lead them to a repetitive stress/strain injury. Some things I see are:

HYPER EXTENDED LUMBAR SPINES
LOCKED ELBOWS
OVERLY TENSE SHOULDERS
OFF BALANCE POSES
OVER ROTATING AT THE LUMBAR SPINE

The list goes on and on. The cause of some of these are structural like tight hamstrings that are compensated for, tight thoracic spine that is compensated for at the Lumbar spine. These can be worked through. But some of these are just from BAD HABITS and what gets me is that these bad habits extremely limit the practitioners progress.

This happens because many yoga teachers do not understand how the body REALLY works. Anatomy is studied but its focused on muscles and not the correct biomechanics of the WHOLE BODY. Understanding how joints and connective tissue all work TOGETHER, based on unifying principles of function, allows the teacher to create an authentic practice.

Simply calling out a pose in class is not teaching. It's reciting lines. Don't get me wrong. I was in that boat once. I am not blameless. However, when I found my way into understanding the body the other parts of my yoga teaching opened significantly and my students really were able to progress physically, mentally and spiritually. If they feel more comfortable in one, they will feel more comfortable in the other two. 

As a teacher and yogi, I am constantly working toward being as authentic as possible. Interestingly, that is where the hard work is. Being fake and artificial takes no work at all.

YOGA TEACHERS: Keep studying the sutras, chanting, inspirational reading, etc up. It's good. Get yourself into biomechanics and functional anatomy. If you want to see your students move with ease, efficiency, grace and power, sink your teeth into the science of movement. Do not be put off by it because it gets technical. GET OUT OF YOUR COMFORT ZONE AND GET TECHNICAL! Your students will keep coming back and getting better and better every week because they will understand the body more. Help them own their practice.

This may ruffle some feathers. That's okay. My intent is to encourage you to study some of the science of yoga as well as the spiritual and mental. They are not SEPARATE!!!!

I will post some videos detailing certain asana soon. If you have any requests, let me know and I will see what I can do.

Any questions or comments can be sent to will@3doptimalperformance.com

Thanks,

Will