(Nonspecific) Low Back Pain

“I’ve had low back pain all these years because of bulging discs.”

No. 

For low back pain, none of our diagnostic (imaging) or special orthopaediic tests can reliably and accurately identify the pain generator. This is why the diagnosis “Nonspecific Low Back Pain” is accurate. Anyone who claims they can identify the pain generator for lower back pain is likely exhibiting Dunning Kruger. 

Furthermore, it does not change management—avoid bed rest, activity modification, progress with activities as tolerated. Surgery, injections, and radiofrequency ablations do not work for lower back pain. 

There is nothing special about the Mckenzie Method or Stu McGill’s Big 3 (Curl-up, Side Bridge, Bird Dog). Bird Dogs will be the death of me. I would actually argue that the aforementioned are insufficiently challenging to confer meaningful benefit, especially when you compare them to other active exercise interventions. 

Education and Costly Signaling —“Spent” (Geoffrey Miller)

More from Geoffrey Miller: 

“This overt contempt for the concept of intelligence has never undermined our universal worship of the intelligence-based meritocracy that drives capitalist educational and occupational aspirations. All parents glow with pride when their children score well on standardized tests, get into elite universities that require high test scores, and pursue careers that require elite university degrees.

If I say on a second date that “the sugar maples in Harvard Yard were so beautiful every fall term,” I am basically saying “my SAT scores were sufficiently high (roughly 720 out of 800) that I could get admitted, so my IQ is above 135, and I had sufficient conscientiousness, emotional stability, and intellectual openness to pass my classes. Plus, I can recognize a tree.”

General intelligence is such a powerful predictor of job performance that a content-free IQ guarantee can be much more valuable to an employer or graduate school than a set of rote-learned content with no IQ guarantee. This clarifies many otherwise puzzling aspects of higher education, such as the common early-twentieth-century view that “a gentleman need not know Latin, but he should at least have forgotten it.” At least my Latin teachers at Walnut Hills High School (Cincinnati, Ohio) were open about why we had to learn to read Vir gil: familiarity with Latin roots, prefixes, and suffixes would boost our SAT vocabulary test scores. You know some costly signaling is going on when thousands of teenagers spend three years each learning a long-dead language just so they’ll score better on an IQ test that pretends it’s not an IQ test, so they can spend four more years and a hundred thousand dollars to get a college degree that pretends it’s not an IQ guarantee.

The human-capital view argues that education actually confers “added value” on students, making them better workers and citizens who are more useful to society by transforming latent talents into manifest skills and knowledge. A problem with this view is that there are much more efficient ways to learn career-relevant skills and facts: through reading books, watching documentaries, talking with experts, and finding mentors. In Good Will Hunting, the title character, a self-educated genius, mocks the Harvard students: “You wasted $150,000 on an education you coulda got for a buck fifty in late charges at the public library.” Charles William Eliot, Harvard’s president from 1869 to 1909, admitted, “One could get a first-class education from a shelf of books five feet long”—as long as it was the right five feet, such as the fifty volumes of Harvard Classics that he edited. The massive rise in homeschooling shows that many parents have come to realize that learning, especially below the college level, need not depend on credentialed schools."

Signaling, IQ, Big 5, Youth, Fertility, Fitness, Health—“Spent” (Geoffrey Miller)

Couple excerpts from one of my favorite books:

"One of my goals is to reveal exactly how evolved human nature engages with our market economy, so we can attach the right relative values to organic adaptations versus artificial products. Fools toast each other’s wealth, whereas sages toast each other’s health.

The most desirable traits are not wealth, status, and taste—these are just vague pseudo-traits that are achieved and displayed in widely different ways across different cultures, and ones that do not show very high stability within individual lives, or very high heritability across generations. They exist at the wrong level of description to be scientifically useful in connecting consumer psychology to evolutionary psychology. Rather, the most desirable traits are universal, stable, heritable traits closely related to biological fitness—traits like physical attractiveness, physical health, mental health, intelligence, and personality. When we really want to find out about someone—as a potential friend, mate, co-worker, mentor, or political leader—these are the traits we are most motivated to assess accurately. Consumerism’s dirty little secret is that we do a rather good job of assessing such traits through ordinary human conversation, such that the trait-displaying goods and services we work so hard to buy are largely redundant, and sometimes counterproductive. This raises the question: Why do we waste so much time, energy, and money on consumerist trait displays?

The whole edifice of consumer narcissism rests on the questionable premise that other people actually notice and care about the products that we buy and display. Sometimes they do, but often they don’t, and we overestimate how much they actually do.

We also underestimate how much attention others pay to more natural forms of trait display that can be judged easily and accurately in a few minutes of observation and conversation.

After we notice people’s key demographic and physical traits, we seek information about their mental traits. We want to know a few basic things about how their brains work. How intelligent and mentally healthy are they? What kind of personality do they have?

Recent research on “person perception” suggests that we are really rather good at judging other people’s intelligence, sanity, and personality from just a few minutes of observing their behavior or talking with them.

Consumerism actually promotes two big lies. One is that above-average products can compensate for below-average traits when one is trying to build serious long-term relationships with mates, friends, or family.

From my perspective as an evolutionary psychologist, this is how consumerist capitalism really works: it makes us forget our natural adaptations for showing off desirable fitness-related traits. It deludes us into thinking that artificial products work much better than they really do for showing off these traits. It confuses us about the traits we are trying to display by harping on vague terms at the wrong levels of description (wealth, status, taste), and by obfuscating the most stable, heritable, and predictive traits discovered by individual differences research. It hints coyly at the possible status and sexual payoffs for buying and displaying premium products, but refuses to make such claims explicit, lest consumer watchdogs find those claims empirically false, and lest significant others get upset by the personal motives they reveal. The net result could be called the fundamental consumerist delusion—that other people care more about the artificial products you display through consumerist spending than about the natural traits you display through normal conversation, cooperation, and cuddling.

And yet many consumers wind up disappointed with products that promise to enhance their physical appearance. They realize that youth, health, fertility, and fitness are actually very hard to fake, because people have evolved for thousands of years to be very discerning. Our perceptual systems evolved the greatest sensitivity and accuracy in the tasks that were most important to our social and reproductive success, and assessing others’ physical qualities were among the most critical of them. We may not be able to see at a glance which cantaloupe in the produce section is ripe (hence more nutritious and carrying fewer phy totoxins), but we can see which potential mate in the nightclub is “fit” (hence more fertile and carrying fewer genetic mutations). Intelligent adults eventually realize all this, at some level. They stop fooling themselves that body-display products actually increase physical attractiveness, and learn instead that maintaining one’s physical appearance is an effective way of broadcasting one’s personality traits.

There is also an intellectual reason for marketers to overlook the Central Six: well-established scientific theories get boring after a while. Indeed, this is a danger of attending too many meetings of the International Society for Intelligence Research: one hears talk after talk about how good old-fashioned measures of good old-fashioned general intelligence predict yet another aspect of human behavior better than any other construct. The same holds true at personality psychology conferences: most talks now identify how the Big Five, yet again, capture most of the human variation in behavior—including the variation that some exciting new measure claims to tap for the first time. Again and again, the Central Six show their reliability and validity in individual differences research—a situation that leaves serious psychologists a little bored, but mostly happy, because we know that we really are making cumulative scientific progress. On the other hand, the stable, ubiquitous power of the Central Six would drive most marketers nuts, because they wouldn’t see the individual glory or corporate competitive advantage in using the same methods to describe consumer variation that everybody else uses, or even the same ones they themselves used last year. They want something new and secret: the radical new way to chop the population into chunks that can be optimally targeted by new product lines and advertising campaigns. The Central Six offer no hope of that, because: they are each continuous normal distributions; they have been well understood by psychologists for twenty years; they can be measured with great reliability and validity by existing questionnaires; and they are common knowledge. They offer no excitement, only accuracy; no trendiness, only solidity.

Whether measured with formal IQ tests or assessed through informal conversations and observations, intelligence predicts objective performance and learning ability across all important life domains that show reliable individual differences.

Conspicuous consumption is a wasteful and ineffective way to display our psychological traits to others. Premise 2: Those traits can be assessed fairly accurately from a few minutes of informal social interaction, but can be assessed even more accurately through formal intelligence and personality tests. These premises suggest an obvious solution, as mentioned in a previous chapter, to the problem of runaway consumerism: encourage everyone to get his Central Six traits evaluated using the best available tests from reputable testing institutions, which could then tattoo the validated trait scores onto the entire population’s foreheads. That way, everybody could see at a glance who they’re dealing with and how they’re likely to behave. This signaling system would obviate the need to display the Central Six through conspicuous consumption.

I would love for doctors, lawyers, architects, car mechanics, house-cleaners, and real estate agents to post their validated IQ and Big Five scores in their Yellow Page ads and LinkedIn Web pages. It would save everyone a whole lot of time, trouble, and money."

Skincare

My favorite skincare article. From The Atlantic. “How Skin Care Became an At-Home Science Experiment” (Julie Beck)

"All of this is a scam. Most skin care is really just a waste of money. There certainly are ample opportunities to waste one’s money on insanely pricey serums and lotions. Peptides are chains of amino acids, often included in antiaging serums and creams, with the thought that they might stimulate collagen production. But one of the issues with peptides is they tend to be huge molecules that don’t necessarily penetrate into the skin.

On the whole, [r/SkincareAddiction] is probably one of the most scientifically accurate sources. Where they get it wrong is mostly in the details and the really nitty-gritty. But if you follow the advice on there, it will be maybe 90 percent the same as a completely accurate regime. The core of the subreddit’s advice boils down to a routine of two to five steps: Cleansing and moisturizing, with the “optional” additions of exfoliating (chemical exfoliators are preferable to scrubs), spot-treating blemishes, and sunscreen (“optional but highly recommended”). This forum is the most visible repository of the apparently growing interest in the science of skin care. It has more than 450,000 readers, and the growth curve of its subscriber base has notably steepened since mid-2017.

"You really just need a sunscreen, a cleanser, and a moisturizer,” Wong says. “On top of that, if your skin isn’t already quite good, then you might need an antiaging or anti-acne product. But once you have the right products, a lot of it is just fiddling, [getting] decreasing marginal returns.”

Lifestyle (diet, exercise, staying lean) goes a long way. My skin tends to look and feel the best on my non-refeed days (when I’m in in a caloric deficit). 

Does Reading Still Matter?

Yes, unless you suck at reading. In general, reading is the most efficient way to learn about a topic. (I say this as someone who does enjoy podcasts and video lectures. I also say this as someone who thinks that all the reading in the world likely won’t help you grok nutrition and training as it relates to fat loss and hypertrophy—mainly because everything out there to read on these topics is garbage.)

“Language at the Speed of Sight” (Mark Seidenberg): 

"Reading is the prime example of a technological add-on that extended our capacities beyond their natural limits. Then there is the brute-force, zero-to-sixty increase in comprehension speed that reading affords. This isn’t because the speed of light is faster than the speed of sound. It is because of the difference in who controls the rate of transmission.

Reading lags behind from the start and continues to do so well after the onset of schooling. Becoming literate is the scenario by which reading reading catches up to speech and then surpasses it. With the acquisition of sufficient skill, reading takes over as the primary means by which linguistic knowledge continues to expand, because many words and sentence structures appear in print but rarely in speech, and as the primary means to acquire the specialized knowledge of a topic or type of text on which comprehension depends.

The audiobook (“Sorcerer’s Stone”) runs about twice as long as our EPA estimate of reading time. Although the numbers are only approximate, the 2:1 ratio between listening and reading times is realistic. Average speaking rates in English are in the 120 to 180 words per minute (wpm) range, and guidelines for recording audiobooks recommend 120 to 150 wpm, which is about half the typical skilled reading rate (4 to 5 words per second = 240 to 300 wpm). Most audiobook and podcast players allow the speed to be cranked up, but playback at 300 words per minute is hard to comprehend except for short stretches.

Technology has unquestionably changed how we acquire and exchange information; text is no longer the only option, and it’s great. Compare the experience of reading the front page of the New York Times from a century ago with using the nytimes.com website. The website integrates other media with text, but the format also makes the text itself easier and more inviting to read. It’s win-win. Yes, being able to effectively use these technologies is important, but a person still has to be able to read. Written language has unique expressive capacities.

The availability of so much information in so many forms is a spectacular resource for those who have access to it, but writing retains advantages over pictographs, even animated ones. My concern about the emphasis on multiple literacies is that it devalues the importance of reading and teaching reading at a time when they need more attention, not less. Educators, the early adopters, seem to be overanticipating a future in which written language is a legacy technology, replaced by other means of communication. It’s a familiar argument.

Since advantages continue to accrue to those who can read in the traditional sense, it seems essential—a moral imperative, even—to hold educators to developing children’s reading and writing skills.”

And from wikipedia on the Matthew Effect with regards to reading:

"In education, the term "Matthew effect" has been adopted by psychologist Keith Stanovich to describe a phenomenon observed in research on how new readers acquire the skills to read: early success in acquiring reading skills usually leads to later successes in reading as the learner grows, while failing to learn to read before the third or fourth year of schooling may be indicative of lifelong problems in learning new skills. [15]

This is because children who fall behind in reading would read less, increasing the gap between them and their peers. Later, when students need to "read to learn" (where before they were learning to read), their reading difficulty creates difficulty in most other subjects. In this way they fall further and further behind in school, dropping out at a much higher rate than their peers.

In the words of Stanovich:

Slow reading acquisition has cognitive, behavioral, and motivational consequences that slow the development of other cognitive skills and inhibit performance on many academic tasks. In short, as reading develops, other cognitive processes linked to it track the level of reading skill. Knowledge bases that are in reciprocal relationships with reading are also inhibited from further development. The longer this developmental sequence is allowed to continue, the more generalized the deficits will become, seeping into more and more areas of cognition and behavior. Or to put it more simply – and sadly – in the words of a tearful nine-year-old, already falling frustratingly behind his peers in reading progress, "Reading affects everything you do."[16]

Rotator Cuff Tendinopathy

Most shoulder pain falls under the umbrella of Rotator Cuff Related Tendinopathy and/or Subacromial Pain Syndrome. Please stop calling it “Shoulder Impingement”. 

Subacromial decompression does not really work for subacromial shoulder pain. If the acromion was the culprit, you would expect this surgery to improve function and/or pain. The culprit is not the acromion. 

The issue is probably intrinsic to the rotator cuff itself. For the deconditioned/sedentary, they need more load to build capacity. For those who resistance train regularly, load is likely exceeding capacity; ideal management consists of exercise modification and/or adjustment of volume, intensity, frequency. 

Tendon pain warms up to exercise. I wouldn’t worry too much about pain during or shortly after training. Monitor symptoms from week to week and/or month to month. 

Stem cells, PRP, and corticosteroids do not really help for tendinopathies. In fact, they can make things worse. Corticosteroids are chondrotoxic. With regards to PRP, see below:

"PRP injections within interstitial supraspinatus tears did not improve tendon healing or clinical scores compared with saline injections and were associated with more adverse events (pain >48 hours, frozen shoulder, extension of lesion)."

Lumbar Flexion

Lumbar flexion is safe. Even under loaded conditions. You can’t avoid lumbar flexion while performing squats or deadlifts. Living tissues adapt to load. Cadaveric tissues do not adapt to load (***cough cough*** Stu McGill). 

The ideal lifting form is the form that allows you to:

  1. Maximize performance (You probably aren’t going to perform your best when your body is like a limp noodle)

  2. Do you feel in control of the weight? (How do you know if you are in control of the weight? This is what warm-up sets are for.)

For more information, please refer to this article by Greg Lehman

Nutrition Hierarchy

Kcals >>>>>>> macros >>> food sources >> timing > everything else

With regards to fat loss and hypertrophy, unless you are a rank beginner or returning after a layoff from resistance training (muscle memory), overall calories are of utmost importance. Put another way, unless you are in a caloric surplus for an extended period of time, no meaningful muscle gain will occur. Unless you are in a caloric deficit for an extended period of time, no meaningful fat loss will occur. I will note that fat loss happens much faster than muscle gain though. If a client has sufficient muscle, I can probably get them peeled in ~16 weeks. 

Side note: No, you should not alternate lean mass gaining and fat loss phases by the week. This question has been asked a bajillion times. It is not sufficient time for meaningful hypertrophy or fat loss to happen. ***Definitely not meaningful hypertrophy.

The next most important (but much less important) is macronutrients. Specifically, you want to consume sufficient protein (~1 gram per pound of lean body mass) to maximize hypertrophy during a caloric surplus and minimize muscle loss during a caloric deficit. It’s probably a good idea (hormones, fat soluble vitamins) to set fat intake to at least 50 grams/day. Allocate the remaining calories to carbs (fuel training). 

With regards to food sources, try to stick with high quality protein sources (contains all essential amino acids) such as chicken, beef, turkey, pork, eggs, fish, whey, and milk. Make sure you consume a couple servings of fruits and vegetables (vitamins, micronutrients, fiber) per day. 

With regards to timing, getting a protein bolus of at least 20 grams every ~4-5 hours while awake is likely sufficient. If you’re intermittent fasting, limiting your protein intake to 3 meals (e.g. 8 am, 12 pm, 4 pm) around an 8 hour feeding window is probably fine. You should consume a bolus (at least 20 grams) of protein within your peri-workout window—from 1-2 before training to 1-2 hours after training. 

“Everything else” encompasses supplements like creatine and caffeine.

Improving Reading Speed and Comprehension (Speed Reading Does Not Work)

Natalie Wexler:

“Here’s the point: Virtually all teachers believe they are teaching reading comprehension—they spend many hours on it every week, especially at the elementary level, beginning in kindergarten. Their training, their materials, their supervisors have all led them to focus on comprehension “skills and strategies,” which include demonstrating things like “how to find the main idea” and “making inferences,” using texts on a random variety of topics. Children then practice these supposed skills on books at their individual reading level, which may be years below their grade level—and, again, not organized by topic. The theory is that if children master these “skills,” they’ll be able to use them to understand any text that’s put in front of them—including the reading passages on standardized tests and, eventually, things they’ll need to read in high school and beyond. What scientists have discovered, however, is that “skills” are far less important to comprehension than the amount of knowledge the reader has about the topic. As with the science behind phonics, most teachers are unaware of that finding. And, just as many teachers have been cautioned that “too much” phonics will kill a child’s love of reading, they’ve been trained to believe it’s a bad idea to directly impart information to students—when in fact it’s often a necessary foundation for building knowledge.”



Daniel T. Willingham:

"All prose has factual gaps that must be filled by the reader. Consider “I promised not to play with it, but Mom still wouldn’t let me bring my Rubik’s Cube to the library.” The author has omitted three facts vital to comprehension: you must be quiet in a library; Rubik’s Cubes make noise; kids don’t resist tempting toys very well. If you don’t know these facts, you might understand the literal meaning of the sentence, but you’ll miss why Mom forbade the toy in the library.

You might think, then, that authors should include all the information needed to understand what they write. Just tell us that libraries are quiet. But those details would make prose long and tedious for readers who already know the information. “Write for your audience” means, in part, gambling on what they know.

These examples help us understand why readers might decode well but score poorly on a test; they lack the knowledge the writer assumed in the audience. 

Current education practices show that reading comprehension is misunderstood. It’s treated like a general skill that can be applied with equal success to all texts. Rather, comprehension is intimately intertwined with knowledge. That suggests three significant changes in schooling.

First, it points to decreasing the time spent on literacy instruction in early grades. Third-graders spend 56 percent of their time on literacy activities but 6 percent each on science and social studies. This disproportionate emphasis on literacy backfires in later grades, when children’s lack of subject matter knowledge impedes comprehension. Another positive step would be to use high-information texts in early elementary grades. Historically, they have been light in content.”


Mark Seidenberg:

With regards to speed reading programs….

Debunking “Take in More Information at at Time”: 

“Readers are supposed to learn to taken in bigger chunks of text by training their eyes to process information in the periphery and using specialized techniques for scanning the page. There’s the strategy of using a finger to guide the eyes across the page in a zigzag pattern; another method is to move your finger down the center of the page in order to read down, a line at a time, rather than from left to right. The problem with such methods should also be obvious: they flagrantly defy constraints imposed by the visual system. The injunction to take in whole lines, paragraphs, or pages cannot be achieved by the human visual system, short of growing additional cells on one’s retina. We cannot will ourselves to recognize more letters in the periphery any more than we can will ourselves to hear sounds in the dog-whistle frequency range.”

Debunking “Eliminate Subvocalization”: 

“Most people have the sense that they are saying words to themselves (or hearing them) as they read. Speed-reading programs appeal to the intuition that this habit slows reading. Speed-reading programs exhort people to suppress subvocalization, providing exercises to promote the practice.

The sensation that you use information related to the pronunciations of words while you read is not an illusion. However, skilled readers do something different: they mentally activate the phonological code that allows one to hear the differences between PERmit and perMIT in the mind’s ear. The fallacy in the argument against subvocalization is in equating phonology with speech. Using the phonological code doesn’t limit the reader to the rate at which speech can be produced because there’s no speaking involved.

What if the inability to use phonological information efficiently is one of the main characteristics of reading impairments? What if skilled readers cannot prevent themselves from activating phonological information because it is so deeply integrated with spelling and meaning in writing systems and in the neural circuits that support reading?

These what-ifs are indeed the case, as established by several decades of research. Speed-reading schemes would improve reading by eliminating one of the main sources of reading skill.”

Debunking “Eliminate Regressive Eye Movements":

“Read it right the first time. But, like phonology, regressive eye movements serve a useful function, and eliminating them makes it harder to read, not easier. They don’t only occur because a text has been misread; they also allow readers to enhance their understanding beyond what could be obtained on the first pass. Some looking back is also inevitable because of the nature of language. Sentences unfold in a linear sequence, but the messages they convey often do not. The efficient coping strategy—the one that skilled readers discover—incorporates intermittent regressions as one component. We have ways to eliminate them, but they won’t make you a more efficient reader. Just annoyed.”

Remember “Rapid serial visual presentation (RSVP)”?

“A method called rapid serial visual presentation (RSVP) seems more promising. A text is presented at a single location on a screen, one word (or sometimes a few) at a time. It was developed for research purposes in the 1960s. When personal computers became common, it was sold as a reading improvement tool; now there are apps. A YouTube video presents Edgar Allan Poe’s “The Raven” in this format. The text is delivered at a spot on the screen, like a series of flash cards. Readers are liberated from having to decide how much time to spend on each word because that is set in advance, and saccades, regressive eye movements, line sweeps, and page turning have been eliminated.

Was the “Raven” video encouraging? The text is presented at about 278 words per minute, within the skilled reading range, yet requires extra effort to understand. Every word, whether door or morrow, is displayed for the same amount of time. The reader loses control over the rate of transmission and, with it, the ability to allocate reading time intelligently. The experience feels like stalking the text rather than reading it. 

If reading at megaspeeds is not feasible, does that mean reading can’t be improved? Not at all.

The serious way to improve reading—how well we comprehend a text and, yes, speed and efficiency—is this (apologies, Michael Pollan):

Read. Reading skill depends on knowledge acquired from reading. Skilled readers know more about language, including many words and structures that occur in print but not in speech. They also have greater “background knowledge,” familiarity with the structure and content of what is being read. We acquire this information in the act of reading itself—not by training our eyes to rotate in opposite directions, playing brain exercise games, or breathing diaphragmatically. Just reading.

As much as possible. Every time we read we update our knowledge of language. At a conscious level we read a text for its content: because it is a story or a textbook or a joke. At a subconscious level our brains automatically register information about the structure of language; the next chapter is all about this. Developing this elaborate linguistic network requires exposure to a large sample of texts.

Mostly new stuff. Knowledge of language expands through exposure to structures we do not already know. That may mean encountering unfamiliar words or familiar words used in novel ways. It may mean reading P. D. James, E. L. James, and Henry James because their use of language is so varied. A large sample of texts in varied styles and genres will work, including some time spent just outside one’s textual comfort zone.

Reading expands one’s knowledge of language and the world in ways that increase reading skill, making it easier and more enjoyable to read. Increases in reading skill make it easier to consume the texts that feed this learning machinery. It is not the eyes but what we know about language, print, and the world— knowledge that is easy to increase by reading—that determines reading skill. Where this expertise leads, the eyes will follow."

Motor Learning. “Developing Sport Expertise”

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Some excerpts from my favorite book on motor learning (implicit > explicit): 

"Modern coaches are subject to considerable pressure to nurture the skills of the learner to an expert level in the shortest possible period of time. In order to do this the coach will persuade the learner to adopt certain fundamental methods and techniques that may be in vogue at the time or that somehow have become embedded in coachlore as “best practice.” The coach may even persuade the learner to adopt certain techniques simply because they worked for the coach. Whatever the reason, the information is usually communicated in a manner that leaves the player consciously aware of how to execute the technique. 

Often the default for the coach is to use explicit verbal instructions simply because the coach knows of few other ways in which to bring about the recommended changes in technique. It becomes very difficult for the performer to carry out the skill without at some point exerting conscious control over the movements and it is this reinvestment that can lead to skill breakdown, particularly if the performer is highly motivated to perform well, which is not surprising given the huge cost and the intense and enduring commitment that is required to become an expert (not to mention the rewards that come to those who are victorious). 

As all performers know – and the Zen Buddhist teacher Daisetz Suzuki articulated – best execution of skills occurs when there is no interference from consciousness: 

Thinking is useful in many ways, but there are some occasions when thinking interferes with the work, and you have to leave it behind … It is for this reason that the sword moves where it ought to move and makes the contest end victoriously. -D. T. Suzuki, Zen and Japanese Culture , 1959

Considerable evidence now shows that reinvestment can be avoided if motor skills are acquired implicitly without recourse to hypothesis testing or instructions and thus the subsequent accumulation of consciously accessible explicit knowledge about the movements. After all, if athletes do not have access to explicit knowledge of how they move, how then can they use such knowledge to consciously control their skills?

Despite the significant challenges to the coach in overcoming these difficulties the advantages associated with learning skills implicitly are significant. Recent work has suggested that skills that are learned implicitly are performed better in front of an audience, create less interference when the performer has a complex decision to make, and even appear to be resistant to physiological fatigue. Beginners who learned implicitly to perform a rugby pass maintained their passing accuracy when significantly fatigued at an anaerobic or an aerobic level, whereas those who learned explicitly did not. Furthermore, one year later, passing performance remained robust under physiological fatigue, despite the complete absence of passing practice during the year. Such advantages have been explained using an evolutionary framework which suggests that skills were learned unconsciously (or implicitly) far earlier in our evolution than they were learned consciously (or explicitly). Long before we could verbalize we needed to be able to run, throw, and hit with considerable competence. If not, we did not survive. Consequently, unconscious implicit processes evolved with a degree of resistance to psychological stress, distraction, and even physiological fatigue.

Goal-directed movement abilities – such as walking, reaching, or grasping – develop before the language abilities of children develop so it seems probable that implicit learning is by default the primary means by which children acquire motor skills.

Analogies can be used to present the key coaching points of a skill to be learned as a simple metaphor that can be reproduced by the learner without reference to, or the need for manipulation of, large amounts of explicit knowledge. This allows the coach to instruct the performer implicitly without resorting to the use of verbal instructions. Not only do analogy learners seem to quickly identify and mimic the fundamental form of the skill that they are trying to produce, but they do so without acquiring explicit knowledge of how they are producing the skill. There is empirical evidence available to show that in tennis (and table tennis) a right-angled triangle analogy can be employed to teach beginners a topspin forehand shot implicitly. The learner is instructed simply to strike the ball by bringing the racquet (or bat) squarely up the hypotenuse portion of the right-angled triangle. It is vital, though, that the concept of a right-angled triangle and its hypotenuse is familiar to the learner. Strangely, tennis coaches often tell beginners to “brush up the back of the ball” in order to impart topspin. How meaningful is such a concept? With respect to the right-angled triangle analogy, most learners for whom Pythagoras's theorems are meaningful will automatically take a Western-style grasp of their racquet, accompanied by a stance that naturally allows the hips to rotate and the racquet to travel from low to high with the kind of force necessary to generate topspin and so on. The learner is unlikely to be consciously aware that he or she is using any of these important causal rules that underlie a topspin forehand. 

Moreover, as studies have shown, the learner is likely to display performance advantages that are characteristic of an implicitly learned skill, such as stable performance under pressure or even when physically fatigued.

A large literature demonstrates that analogy making is a powerful cognitive mechanism by which children gain understanding of their world so it is likely that the performance advantages of analogy learning in sport also hold for children.

The “chase a chook” analogy highlights one of the important advantages of analogy learning; it appears to allow many pieces of information about a skill (i.e., rules or instructions) to be presented to the learner in one manageable “chunk.” This contrasts with traditional coaching methods which involve the explicit presentation of many individual bits of information about how to move. Considerable practice is required before the learner can integrate these pieces of information into a manageable chunk, as is clear when one considers the length of time that it takes for most tennis beginners to learn how to make a ball toss with one hand, scratch the back with the racquet in the other hand, bring the back foot through alongside the front foot, flex the knees, snap the wrist, and strike the ball. And that is only a first serve. “Chunking” has been examined in depth with respect to its critical role in human memory facilitating the organization of very large amounts of information. An advantage of chunking in analogy learning may be that considerably more information than normal can be presented to the learner in a short period of time. Presumably, analogy learning should therefore provide a faster route to expertise.”


"The consequence of this aggressive search for effective skills is that, over time, the performer accumulates a deep pool of explicit rules and knowledge. With practice, the skills become expert and automatic but they are inescapably linked to an explicit, highly verbal mode of control. At inopportune moments (e.g., match point down in the fifth set) or when too much time is available in which to construct the necessary movements (e.g., a gently lofted catch to the outfeld), verbal modes of control can sometimes cause the normally fluent skills of the expert to regress to the awkward, error-prone movements of the beginner. In essence, conditions such as over-eagerness to perform well or too much time to think can result in reinvestment : the tendency to consciously attend to knowledge that underpins the skill in order to control the quality of performance. Most athletes have, at some point in their careers, faced this problem.

There is now evidence that shows that the larger the pool of explicit knowledge that a performer has accumulated about how to perform his or her skills, the greater the chances that reinvestment will occur, especially under pressure.

Similarities exist in the sporting world, where athletes can occasionally become so conscious of flaws in their technique that they begin to display pseudo-clinical skill disorders, such as the “yips” in golf or “dartitis” in darts. These athletes are likely to have very high propensities for reinvestment."


"Would-be superstars, weekend warriors, or seasoned sport celebrities aggregate explicit knowledge about how they perform their skills by testing hypotheses and taking instruction regarding the most appropriate way to move. Conscious access to such information is often disruptive to performance, especially when performers are highly motivated to succeed. There is evidence that practical advantages are associated with forms of implicit motor learning that avoid the accumulation of explicit knowledge about the mechanics that underlie the skill. The coach has substantial influence over the physical and social learning environment of the performer, child, or adult. The willingness to use an implicit motor learning approach raises practical obstacles that a coach must navigate and, although he or she cannot always constrain the environment to provide a comprehensive implicit skill-learning experience, much can be done to bring forward the unconscious and push back the conscious during performance. Implicit motor learning theory asserts that, in particular, early skill-learning experiences should be maximally constrained to be implicit , the learning environment should discourage active testing of hypotheses about performance outcomes, and any form of instruction allowing explicit access to rule structures underlying the skills should be strictly rationed."