Winning the Gold in weight lifting-Using biofeedback, imagery and cognitive change

Erik Peper [1], [2]  and Jo Aita

“It was the best meet of my life.”       -Jo Aita

Setting a personal best and winning the Gold medal is a remarkable feat. Jo Aita, age 46 and weighing 58 kg, set the Masters World Records and Masters Games Records in Snatch, Clean & Jerk and Total Olympic weight lifting at the World Masters Games in Auckland, New Zealand, April 26th, 2017. She lifted 71 kg in the Snatch and 86 kg in the Clean and Jerk Olympic lifts in the 45-49-year-old age group (see video in figure 1).  What makes this more remarkable is that her combined lifts were 3 kilograms more than her life-time best in previous competition.  She refuted the conventional wisdom that weight lifters peak in their mid to late twenties. There is hope for improvement as aging may not mean we have to decline.

Figure 1. Video of Jo Aita successful lift  at the World Masters Games in Auckland, NZ., April 26, 2017.

There are many factors–and many more which we do not know–which contribute to this achievement such as genetics, diligent training and superb coaching at the Max’ Gym in Oakland as a member of Team Juggernauts.  In the last three years, Jo Aita also incorporated biofeedback and visualization training to help optimize her performance.  This report summarizes how breathing and electromyography feedback combined with imagery may have contributed to achieving her personal best[3].  As Jo Aita stated, “I recommend this to everyone and hope that you can work with athletes in my gym.”

Components of the 30 sessions of biofeedback, internal language and visualization training program

The training was started in September 2014 to reduce anxiety and improve performance.  The components embedded in the training are listed sequentially; however, training did not occur sequentially. They were dynamically interwoven throughout the many sessions and augmented with homework practices, as well as storytelling of other people achieving success using similar approaches. The major components included:

1. Mastering effortless slow diaphragmatic breathing in which the abdomen expanded during inhalations and constricted during exhalation. The respiration feedback and training was recorded with BioGraph Infinity respiration sensors and recorded from the abdomen and upper chest. Her homework included monitoring situations where she held her breath and then anticipate breath holding by continuing to breathe. She also practiced slower breathing with heart rate variability feedback from a Stress Eraser. Practicing these allowed her to become centered and regenerate more quickly. As she stated, “It helped me during the day when I am anxious to calm down.”  Throughout the training, the focus was to use breathing to rapidly regenerate after exertion especially after training.

2. Learning to relax her shoulder muscles with electromyography (EMG) feedback to regenerate and learn awareness of minimal trapezius muscle tension.  She could use this awareness to identify her emotional reactivity (Peper, Booiman, Lin, & Shaffer, 2014). Often  emotional reactivity increases muscle tension.  She learned to relax here muscles quickly after muscle contractions to allow regeneration

3.  Experiencing how cognition affect performance. This was initially demonstrated by arm resistance test.  In this experiential practice, she extended her arm and attempted to resist the downward pressure applied to her wrist while she recalled either a hopeless, helpless, powerless or defeated memory or an empowered positive memory (for detailed description see, Gorter and Peper, pp 186-188, 2011). When she recalled the powerless memory she was significantly weaker than when she recalled the empowering memory. This experience demonstrated to her the power of her thoughts.

4. Rewriting failure into success. Each time she missed the lift, she would think, “I should not have done that,” or “I was doubtful or nervous during competition,” she shifted her focus to:

  • Accepting what happened by acknowledging she did the best she could have done under the circumstances.
  • Exploring how she could have done it differently and imagine herself doing it in the new optimum way.
  • Using the trigger of the beginning thought of failure or defeat to evoke the new empowering memory thus interrupting the chained behavior.

The underlying concept was that what we mentally rehearse is what we may become and that our thoughts affect performance which she previously experienced by the arm resistance test.  If you keep thinking about a defeat you are training the physiological pattern of defeat.  This practice of transforming self-defeating thoughts into empowering thoughts can be applied to all phases of one’s life and was continued throughout the training sessions.  The focus was to acknowledge and realize that whatever you did, it was the only thing you could have done because you did not yet have the skills to do it differently.  She would then create a new strategy of mental rehearsal that lead to a positive outcome (for detailed description of this practice see Peper, Harvey, Lin, & Duvvuri, 2014).

5. Identifying whether imagery rehearsal is somatically connected. It is our bias that imagery rehearsal is useful if the body responds in a similar pattern when the person images the task as it would during an actual activity (Hall, 2001; Peper et al, 2015). The concurrent physiological activity would indicate that the person is experientially involved in the task and not just observing as a witness/second party.

Her performance is weightlifting and this would involve major muscle activity.  Surface EMG was recorded from muscles that would be activated during the actual performance of the task to identify if they would be activated during mental rehearsal.  The muscle activity during mental rehearsal is usually at a much smaller amplitude than that occurred during actual physical performance; however, should follow a similar timing sequence.  In our experience there are three responses:

  • Muscle activity in the appropriate muscles that are in the same timing as in and actual performance. This implies that mental rehearsal is actually training the motor pattern and facilitate performance. Thus continue practicing with mental rehearsal.
  • Muscle activity in the appropriate muscles are not generally in the same timing sequence as the actual performance. This may mean that the person was performing too slow or was skipping sequences in the mental rehearsal and mental training may not be useful. The person needs to master and exhibit the same muscle pattern during mental rehearsal as during actual performance of the task.
  • No muscle activity or inappropriate muscle activity during the during the mental rehearsal. This implies that during mental rehearsal there is no motor pattern training and the approach would not be useful unless the person learned to activate appropriate motor activity. It is possible that some people who have experienced past traumas may have coped by shutting off feelings and sensations in their bodies.

When Jo Aita initially practiced mental rehearsal while being monitored with surface EMG recorded with Myoscan Pro sensors (filter set narrow 100-200Hz) from the right and left upper trapezius muscles, there was no corresponding muscle activity as shown in Figure 2. Although she imaged, she did not feel/experience the lifting. The training focused upon reconnecting imagery and body experience.

Fig2.initial assessment

Figure 2. Left and right upper trapezius EMG showed no increase in activity while Jo Aita mentally imaged performing her lift.

6. Integrating imagery and body experience with EMG. After identifying that imagery did not elicit concurrent muscle activity, the training focused on developing the imagery muscle connection. The training consisted of:

  • Monitoring EMG activity from her right and left quadriceps and right and left upper trapezius muscle and have her simulate her actually lifting in practice and competition by going through the complete sequence which included standing and waiting till her name was called, caulking her hands, performing a ritual activity to be ready to lift the weights, lifting the weights, and releasing them. The pattern is shown in Figure 3.

Fig3 role playing

Figure 3. Simulating the actual Snatch and Jerk lift (Clean is lifting the weights to the chest and punching Jerk is pushing the weigh upward is labelled).

  • Practicing imagery by going through the same procedure and purposely slightly activating the movements which were necessary to lift the weight. As she stated, “I learned to do mental rehearsal in a more structured way and visualized the total sequence from chalking up to doing all six lifts”. This was monitored by the EMG to see that there occurred EMG activation of the muscles.  This was repeated numerous times till, the activation occurred in imagery as shown in Figure 4.[1]

Fig4mental rehearsal with emg

Figure 4.  EMG activity during mental rehearsal.

She then reported that imagery was a real experience.

7. Training mental rehearsal and imagery for peak performance (Cumming, Hall,  & Shambrook,  2004).  The major components of the mental rehearsal focused upon performing perfectly, visualizing lifting more weight easily than actually lifted in the gym, performing in the gym as she would during competing, practicing performing when interruptions occurred, and punching the weight through the ceiling.

  • Performing perfectly. During the day she would mentally rehearse practicing lifting perfectly. In addition, as part of her readiness routine she would image performing the lift perfectly.
  • Practicing recovery and being centered when interruptions would occur. For example, she was asked to role play competition and waiting for the judge to give the signal to start, I delayed giving her the signal to begin and told her the weights had to be adjusted because they had miss-loaded the bar. This way there would be no novelty during actual competition. This concept of coping with the unexpected was illustrated by Michael Phelps swimming the 200-meter butterfly in 2012 Being Olympics when his googles filled up with water when he dove in.  Michael still won his 10th gold medal even though he swam part of the race blind (Fanning, E., June 25, 2012). He could do this because numerous time in the past, his coach had purposely trained Michael to swim with leaking googles
  • Imagining lifting 10 kg more while competing. The concept of feeling/imagining yourself performing more that you can do at this moment creates the possibility for improvement since the limits of imagination may limit the experience/performance.  As she reported, “This was incredibly helpful last year in competition when I needed to lift more than I had done before to qualify for the American Open, so I had mentally done it so often, then I just did it and made the qualifying lift.”
  • Feeling your arms extending way up into the ceiling. Extending beyond your mental boundary of the test allows more power because the body tends to stop at the boundary. For example, when running 100 meters you want to see the finish line at least ten meters beyond the actual finish line this way you continue to run at maximum speed through the finish. If you focus on the actual finish line, you often slow down before reaching it. I told her how we used this concept with young male gymnasts to be able to do the iron cross for the first time by thinking of their arms being an iron beam and extending through the rings into the wall. In the case of lifting, you want to feel yourself punching the weight through the ceiling instead of just driving it upward.  This portion of the lift when punching up into the ceiling is call the Jerk. This concept was experientially demonstrated by the following Aikido exercise of the iron arm.

Two people pair up and face each other. One stretches his arm straight out and rests the wrist and back of the palm on the shoulder of his partner.  The partner put both hands on the elbow and then then pulls down trying to bend the elbow while his partner is try resist the downward force and try not to bend it as shown in Figure 5. Fig5 iron arm imagery

Figure 5. Testing the effect of imagery on resisting downward pull at the elbow with wrist facing palm up.

Then relax, and repeat the same exercise except the person  imagines that his arm is like a metal bar extending from their shoulders out through his hand into the wall. Once the person is imaging this, then the partner again attempts to bend the arm.

In almost all cases, when the person imagines the arm extending like an iron bar into the wall, it is much stronger and much more difficult to bend. Jo integrated this felt imagery in her lifting during practice and she experienced increased strength while imagining/feeling the iron bar and reported that she had the “best Jerks in her life.”

Discussion

Achieving a new world and personal record at age 46 in the master’s competition is a remarkable tribute to the athlete’s dedication and coaching.  Although I (EP) may think I contributed, and hopefully what I taught was beneficial, in the end it is the athlete herself who has to perform in the competition–she is alone stands on the platform to lift the weights.  When I (EP) asked whether the biofeedback visualization training was useful, Jo inequitably said, “Yes, and I would recommend this approach and training to everyone!” Watch the in-depth interview with Jo Aita in which she describes her experience of integrating imagery techniques and biofeedback to enhance performance on May 26, 2017.

What is interesting to ask is, how come a 46-year-old woman could lift 3 kg more than at any other time during her competitive career of Olympic lifting? It gives hope that loss of strength that commonly occurs as we age may be due less to aging than to learned disuse, injuries and lack of recovery.  Most important factors are personal motivation and hope—you want to perform your best and know/believe that it is possible (Wilson and Peper, 2011). As Jo stated, “It helped for me to focus on doing my personal best.” I love Olympic lifting, I like taking care of my body, and I like feeling strong.”  Finally, Jo is a recent athlete in her sport.  She started lifting when she was 33 and competed one year later.  She then took time out to give birth to her son and in a couple of months came back quickly and continued to become stronger. As she stated, “I always wanted to get stronger no matter what my age was.”

From a performance perspective it is interesting that she lifted more than ever before. Would it be possible that she is similar to many performers who achieve maximum performance after about 10 to 15 years of dedicated training? As she gets older, she improves her skills, increases efficiency of here muscles and neural connections.  Is a possible that loss of performance as we age less due to aging than loss of motivation after years of practice, competition and achieving your goal. At that point life may offer other challenges and new opportunities.

References

Cumming, J., Hall, C., & Shambrook, C. (2004). The influence of an imagery workshop on athletes’ use of imageryAthletic insight6(1), 52-73.

Fanning, E. (June 25, 2012). 50 stunning Olympic Moments No 42: Michael Phelps goes big in Being. Downloaded May 30, 2017 from https://www.theguardian.com/sport/blog/2012/jun/25/50-stunning-olympic-moments-michael-phelps

Gorter, R. & Peper, E. (2011). Fighting Cancer-A Non Toxic Approach to Treatment. Berkeley: North Atlantic.

Hall, C. (2001). Imagery in sport and exercise. In R. Singer, H. Hausenblas, & C. Janelle (Eds.), Handbook of Sport Psychology (pp. 529 – 549). New York, NY: John Wiley & Sons, Inc.

Peper, E., Harvey, R., Lin, I-M, & Duvvuri, P. (2014). Increase productivity, decrease procrastination and increase energy. Biofeedback, 42(2), 82-87.

Peper, E., Booiman, A., Lin, I-M., & Shaffer, F. (2014).  Making the Unaware Aware-Surface Electromyography to Unmask Tension and Teach Awareness. Biofeedback.42(1), 16-23.

Peper, E., Nemoto, S., Lin, I-M., & Harvey, R. (2015). Seeing is believing: Biofeedback a tool to enhance motivation for cognitive therapy. Biofeedback, 43(4), 168-172.   DOI: 10.5298/1081-5937-43.4.03

Wilson, V. & Peper, E. (2011). Athletes are different: Factors that differentiate biofeedback/neurofeedback for sport versus clinical practice. Biofeedback, 39(1), 27-30.

Footnotes:

[1] Correspondence: Erik Peper, Ph.D., Institute for Holistic Health Studies, Department of Health Education, San Francisco State University, 1600 Holloway Avenue, San Francisco, CA 94132. email: epeper@sfsu.edu; web: www.biofeedbackhealth.org; blog: www.peperperspective.com

[2] We thank Dr. Sue Wilson for her helpful and constructive feedback.

[3] We purposely use the word “may” because it is a case report and not a controlled study. Coaches, sport psychologist, or anyone who has had contact with an athlete who does extremely well usually claims that their suggestions were the magic ingredient; however, it could be synchronicity and not due to the actual skills taught. It may be due to unidentified factors or covert factors embedded in the coaching or teaching such as transforming hope and belief.

[4] Be aware that when people learn to reconnect with their body or learns slow diaphragmatic breathing and allow their lower abdomen to relax and expand, it is possible that past traumatic memories could be released.  This release is a healthy process and we usually adapt an Autogenic Therapy/Training perspective by which the person accepts, allows discharge and continues with the task at hand.


Seeing is believing*

My arm did not move and yet the muscle tension from my forearm increased when I mentally rehearsed playing the piano. I did not notice anything. It really made me aware how my thoughts affect my body.                –25 year old woman psychologist

*This blog was adapted from: Peper, E., Nemoto, S., Lin, I-M., & Harvey, R. (2015).

Therapists and educators can demonstrate the mind/body interaction with physiological monitoring to change their clients’ illness beliefs and demonstrate how ruminating thoughts may affect mental and physical health (Peper, Shumay, Moss, & Sztembis, 2013). When clients see how their body’s physiological responses are affected by thoughts and emotions, they gain a perspective that allows them to KNOW that thoughts affect body—the objective physiological evidence is indisputable.

The concept that thoughts affect the body has been described by many researchers. For example, Whatmore and Kohli (1975) used the term “Representing efforts,” which are the efforts we bring forth within our self during thinking, remembering, anticipating, daydreaming and worrying. Similarly, Green, Green and Walters (1970, p.3) described a process of thoughts influencing human physiological reactions as the Psycho-physiological principle, where “every change in the physiological state is accompanied by an appropriate change in the mental-emotional state, conscious or unconscious, and conversely, every change in the mental-emotional state, conscious or unconscious, is accompanied by an appropriate change in the physiological state.”

The mind/body connection can be demonstrated through recording physiological signals.  For example, when a volunteer had her skin conductance (SC) level monitored, and then another person was asked in the group to give the volunteer a kiss, there was an increase in skin conductance response just after the instruction was given even though the person did not actually kiss the  volunteer. The volunteer was responding to the instructions that a kiss might occur, as shown in Figure 1.

Fig 1 SCL kiss

Figure 1. The effect on SC level of hearing the instruction that someone will give her a kiss

For educators and psychotherapists, biofeedback can be used to demonstrate the connection between  positive or negative mental rehearsal, thoughts or visualization or recalling memories and physiological responses. This process can be  demonstrated with surface electromyography (SEMG) recorded from muscles that become activated when the person mentally rehearses a task as illustrated in the following case example.

The participant was a 25 year old female psychologist who had practiced playing the piano for more than 16 years. Muscle activity was recorded from her right forearm extensor muscles and displayed on a large screen so that other group participants could observe. The physiological data and  video recording of the volunteer were simultaneously recorded. The volunteer was asked to relax, imagine playing a musical piece, relax, and again imagine playing a musical piece and relax.

Results. Each time she imagined playing the piano, the forearm extensor muscle tension increased, even though  there was no observed finger and forearm movements, as shown in Figure 2.

Fig 2 Piano Mental rehearsal white

Figure 2. The covert SEMG increase in forearm SEMG as the participant imagined playing the piano.

After the recording, the session was replayed so she could see herself and her movements on the screen simultaneously with the SEMG signal. She reported being totally unaware that she had activated her forearm muscles and, was totally surprised when she saw the recording of the SEMG activity while her forearm appeared to stay in a relaxed position.

Discussion.The physiological monitoring  demonstrated that her body responded to here thoughts and imagtes. In the case example,  the arm muscle tension increased in tension when she mentally rehearsed playing the piano. This participant like most other people was unaware that her body reacted.If the thought of piano playing increased forearm tension,what would thoughts of anger, resentment, hopelessness, kindness or love do to the body. This concrete physiological demonstration illustrated that changing your thoughts changes your physiology. .

Once the person is aware how thoughts affect their body, it may motivate the person to become aware and change their cognitions. They can now understand that interrupting negative ruminations and behavior patterns and rehearsing  new behavior patterns, their health can be improved. We strongly recommend that cognitive behavioral therapists,  educators, psychologists, and other therapeutic practitioners include biofeedback monitoring for demonstrating the links between cognitions and physiological reactions.

After such a demonstration, the therapist may point out that what happens in the office setting is likely the identical process that occurs when a person worries, has negative cognitions, continuously reviews personal failures, or makes judgmental statements such as “I should not have done ________.”

When individuals think a negative statement such as “I should not have…………”, they are mentally rehearsing what they should not do and are unintentionally strengthening the negative behavior even more. Instead, whenever people becomes aware of the beginning of the negative cognitions, they can learn to stop and transform their negative cognitions to positive cognitions. In this way they can rehearse what they would want to do instead of what they do not want to do (Peper, Gibney, & Holt, 2002).

The more you rehearse what you want to achieve, the more likely it is to occur. This strategy is useful to change clients’ illness beliefs and motivate them to transform their cognitions from what they do not want to what they want to do. In addition, it offers cognitive behavior therapists documented evidence—the biofeedback recording provides the data which is necessary for evidence based medicine.

Between stimulus and response there is a space. In that space is our power to choose our response. In our response lies our growth and our freedom.

–Victor E. Frankle

 * Adapted from: Peper, E., Nemoto, S., Lin, I-M., & Harvey, R. (2015). Seeing is believing: Biofeedback a tool to enhance motivation for cognitive therapy. Biofeedback, 43(4), 168-172.  DOI: 10.5298/1081-5937-43.4.03

References

Green, E.E., Green, A.M., & Walters, E.D. (1970). Voluntary control of internal states: Psychological and physiological. Journal of Transpersonal Psychology, 11, 1-26.

Peper, E., Gibney, K.H., & Holt. C. (2002). Make health happen: Training yourself to create wellness. Dubuque, IA: Kendall-Hunt.

Peper, E., Shumay, D. M., Moss, D. & Sztembis, R. (2013). The Power of Words, Biofeedback, and Somatic Feedback to Impact Illness Beliefs. Somatics .XVII(1), 4-8.

Whatmore, G.B., & Kohli, D. R. (1975). The physiopathology and treatment of functional disorders: Including anxiety states and depression and the role of biofeedback training. New York: Grune and Stratton, Inc.

 

 

 

 

 

 


Letting go of stress and worry*

Presentation1One evening an old Cherokee told his grandson about a battle that goes on inside people. He said, “My son, the battle is between two wolves inside us all.”
“One is Evil –  It is anger, envy, jealousy, sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false pride, superiority, and ego.”
“The other is Good –  It is joy, peace, love, hope, serenity, humility, kindness, benevolence, empathy, generosity, truth, compassion and faith.”

The grandson thought about it for a minute and then asked his grandfather: “Which wolf wins?”

The old Cherokee simply replied, “The one you feed.”

–Author and source unknown

 Are you stressed and worrying what will happen? Are you thinking of all that could go wrong? Do you feel overwhelmed and anxious?

It is very challenging to let go of negative thoughts, images, memories and anticipations. These negative worries can be useful if they mobilize you towards active planning and action; however, in most cases, the thoughts continue to go around and around in our heads. The more we worry, the worse we feel. Often our shoulders and neck tighten and our stomach churns. The worries and concerns may become a pain in the neck and we no longer can stomach the stress.

Begin to take charge and realize that even though health and healing is not our control, we can contribute and support the healing process. Regardless how overwhelmed we are, begin with the basics. Start the day by respecting your body so that it can run well. It needs:

Proper fuel. Begin by having breakfast—not the sugar coated cereals or snack bars on the run—but an egg, oatmeal, and some fruit or other non-processed foods. Even when you think you do not have the time, fuel up your body so your body engine can work well. Drink only one cup of coffee with little sugar. Drink water or tea and avoid all soft drinks and any low calorie drinks. Remember that people who drink low calorie soft drinks increase their abdominal girth by three inches as compared to people who do not drink low calorie soft drinks (Fowler et al, 2015).

Follow-up with lunch and dinner, do not skip meals! Many of my college students do not eat breakfast or lunch before coming to class, as a group they are more reactive, anxious and perform significantly poorer on exams than the ones who do eat.

If you haven’t eaten, or eaten only high sugary snack foods an hour or two before, your blood sugar will lower and you become more reactive “Hangry” (the combination of hungry and angry). As the blood sugar drops, the brain reactivity pattern changes and you become much more impulsive (Peper et al, 2009).

Dynamic movement. The moment you do some movement your urge to snack, smoke, or  ruminate is significantly reduced. When you begin physical movement (especially when you do not want to), the built up tension from the personal and interpersonal stress will decrease. You are completing the biological alarm reaction. When you physically move, you dissipate the fight/flight response and are shifting your body to a state of regeneration. As the alarm reaction response decreases, it becomes easier to do problem solving and abstract thinking. As long as you are in the alarm state, you tend to react defensively to the immediate events. Thus, when you feel uptight and stressed, take a hike. Walk up the stairs instead of taking the escalator, get off Muni one stop earlier and walk rapidly to your destination.

Positive and peaceful thoughts. Remember your thoughts, memories and images affect your body and vice versa. Experience how your thoughts effect your body. Have someone read the following to you. It takes only a few minutes.

Sit comfortably, and gently close your eyes and imagine a lemon. Notice the deep yellow color, and the two stubby ends. Imagine placing the lemon on a cutting board and cutting it in half with your favorite kitchen knife. Notice the pressure of the knife in your hand as you cut the lemon. Feel the drop of lemon juice against your skin. After cutting the lemon in half, put the knife down and pick up one half of the lemon.

Lemon

As you look at it, notice the drops of juice glistening in the light, the half-cut seeds, the outer yellow rind, and the pale inner rind. Now get a glass and squeeze this half of lemon so the juice goes into the glass. As you squeeze, notice the pressure in your fingers and forearm. Feel droplets of lemon juice squirting against your skin. Smell the pungent, sharp fragrance. Now take the other half of lemon and squeeze the juice into the glass. Now take the glass in your hand. Feel the coolness of the glass and bring it to your lips. Feel the juice against your lips, and then sip the lemon juice. Taste the tart juice and swallow the lemon juice. Observe the pulp and seeds as you swallow (Adapted from Gorter and Peper, 2011).

What did you notice? As you imagined the lemon, did you notice that you experienced an increase in salivation, or that your mouth puckered? Almost everyone who does this exercise experiences some of these physical changes. The increase in salivation demonstrates that these thoughts and images have a direct effect on our bodies. Similarly, when we have thoughts of anger, resentment, frustration, or anxiety, they also affect our bodies. Unknowingly we may tighten our shoulders or our abdomen. We may unconsciously hold our breath or breathe shallowly. This response interferes with our ability to relax and heal. If this kind of tension is a constant habit, it reduces the body’s ability to regenerate.

Although we may dismiss our experience when we did the imagery exercise with an imaginary lemon—it was only an imaginary lemon, after all—it is fundamentally important. Every minute, every hour, every day, our bodies are subtly affected by thoughts, emotions, and images. Just as the image of the lemon caused us to salivate, our thoughts and emotions also cause physiological change.

What to do when consumed by worry. Although it seems impossible, you have a choice to focus on the negative  or positive thoughts. When you feel stressed and overwhelmed, ask yourself, do I have control over this situation?

If “No”, acknowledge that you feel frustrated and stuck. Recognize you want to let it go and have no control. Ask yourself “does this thought serve any purpose or help me in any way” If not, let go of the thought and the sensations in your body”   If there is a purpose or value act upon the thought (go feed the parking meter, make that call). Then do the following thought interrupting practice.

Sit up and make yourself tall on your sitz bones with your lower spine slightly arched at the same time look up and take a breath in. While inhaling, think of someone who loves you such as your grandmother an aunt. For that moment feel their love. Exhale softly while slightly smiling while still looking upward. As you exhale think of someone for whom you care for and wish them well.

Each time your brain begins to rehash that specific event, do not argue with it, do not continue with it, instead, initiate the thought interrupting practice. Many people report when they do this many, many, times a day, their energy, mood and productivity significantly increases. Initially it seems impossible, yet, the more you practice, the more the benefits occur.

If “yes,” make a list of all the things over which you have control and that need to be done. Acknowledge that this list appears overwhelming and you do not even know where to start. Begin by doing one small project. Remember, you do not have to finish it today. It is a start. And, if possible, share your list and challenge with friends or family members and ask them for support. The most important part is to move into action. Then, each time your brain worries, “I do not have enough time”, or “there is too much to do,” practice the thought interrupting practice.

               Watch your thoughts; they become words. 

               Watch your words; they become actions. 

               Watch your actions; they become habits. 

               Watch your habits; they become character.

               Watch your character; it becomes you

  – Frank Outlaw (1977)

 Reference:

Fowler, S. P., Williams, K., & Hazuda, H. P. (2015). Diet Soda Intake Is Associated with Long‐Term Increases in Waist Circumference in a Biethnic Cohort of Older Adults: The San Antonio Longitudinal Study of Aging. Journal of the American Geriatrics Society, 63(4), 708-715. http://onlinelibrary.wiley.com/doi/10.1111/jgs.13376/pdf

Peper, E., Harvey, R., Takabayashi, N., & Hughes, P. (2009). How to do clinical biofeedback in psychosomatic medicine: An illustrative brief therapy example for self-regulation. Japanese Journal of Biofeedback Research..36 (2), 1-16. https://biofeedbackhealth.files.wordpress.com/2011/01/howdoyouclinicalbiofeedback19.pdf

Gorter, R. & Peper, E. (2011). Fighting Cancer-A Non Toxic Approach to Treatment. Berkeley: North Atlantic: Random House. http://www.amazon.com/Fighting-Cancer-Nontoxic-Approach-Treatment-ebook/dp/B004C43GAQ/ref=sr_1_1?s=books&ie=UTF8&qid=1452923651&sr=1-1&keywords=fighting+cancer

Outlaw, F (1977). What They’re Saying Quote Page 7-B, San Antonio Light (NArch Page 28), Column 4, 1San Antonio, Texas, May 18, 1977 (NewspaperArchive).

*Adapted from: Peper, E. (2016). Legend of two wolves is a beacon across time for healthy thinking. Western Edition. January, pp 6, 8. http://thewesternedition.com/admin/files/magazines/WE-January-2016.pdf


Decrease procrastination! Increase productivity and energy!*

“I felt more motivated to get things done.”
“After practicing this exercise for a week, my productivity significantly increased.”
“I felt more in control of my life in a fun way that made me feel successful.”
“Every time it increased my mood, confidence and energy levels.”
— Reports by participants  after practicing “transforming failure into success”

Putting off something we set out to do can leave us feeling unproductive, drained of energy, and guilty. Procrastination can also contribute to dysphoria, depression, and self-recrimination.   When people reflect on their own activity, they often using blaming language such as “I should not have done that,” “That was stupid,” or “What was I thinking.”  The challenge is how to change this blaming language — through which the person continues to rehearse how they have failed — to positive and empowering language and images.

For many years, we have taught students a useful daily practice,Transforming Failure into Success, to transform the self-blame into optimizing performance. When the students as well as athletes practices this for a week, they report significant improvement in study habits, dealing with anger, and even sports performance.  This year we systematically measured the effect of this practice and compared it to a control group.  The students, just as previous athletes and clients, reported a significant decrease in procrastination and increase in productivity and energy as compared to the control group  as shown in figure 1.

Slide1

Figure 1. Change in self-report of procrastination, productivity and energy level. Reprinted from: Peper, E., Harvey, R., Lin, I-M, & Duvvuri, P. (2014). Increase productivity, decrease procrastination and increase energy. Biofeedback, 42(2), 82-87.

When we procrastinate or blame ourselves, we increase our chances of repeating that same behavior. We often forget that our ongoing thoughts and framing of past experiences become the template for our future behavior. It is easy to look back and  criticize yourself for not having done something you feel you should have done, or having done something you later regretted doing.  Unfortunately, this strategy only strengthens the memory of the mistake. The more you mentally rehearse/imagine yourself performing the desired (or undesired!) behavior, the more likely you will actually perform that behavior.

Thus the first step is  to accept that what we actually did was the only thing we could have done given our history, training, maturity, and circumstances. The key is to rehearse what you would like to do or achieve. This practice is illustrated by a golfer who hits a ball into the pond.  Instead of cursing himself and constantly repeating, “I should not have hit the ball into the pond,” the golfer acknowledges the problem and then asks , “What was the problem?” He then considers that he might not have hit the ball hard enough or that he might not have accounted for the cross winds. Or, he did not know the cause of the problem and needed to ask a consultant for suggestions. He decides that he did not account for the cross winds and then asks, “How could I have done it differently to get the outcome I wanted?” He then imagines exactly how hard and in what direction to hit the ball. He mentally rehearses the appropriate swing a number of times, each time seeing the ball landing on the green just a short putt away from the fifth hole. As he images this perfect swing, he feels it in his body. Later that day when his golfing partner asks him what happened when his ball went into the pond, he answers, “It went into the pond, and let me now tell you how I would hit it now.” Thus, the past error becomes the cue to rehearse the desired behavior.

Instructions for transforming failure into success

Each time when you observe yourself thinking, “I wish I’d done that differently,” Stop! Give yourself credit that you did the only thing you could have done and that you could NOT have done it any differently given your history, skills, and environmental factors at that moment. Accept what happened and recognize that you are now ready to explore new options. Next, breathe and relax, then ask yourself, “If I could do this over, how would I do it now given the new wisdom I have gained?” Then imagine yourself doing it in the new way.

Each time you observe an action which upon hindsight could have been improved, mentally rewrite how you would like to have behaved. Use the following five-step process:

  1. Think of a past conflict or area of behavior with which you are dissatisfied.
  2. Accept that it was the only way you could have done what you did under the circumstances.
  3. Ask, “Given the wisdom I have now, how could I have done this differently?”
  4. See yourself in that same situation but behaving differently, using the wisdom you now have (rehearse this step a number of times). When rehearsing, it is important to see and feel yourself completely immersed in the situation. Be very specific, and engage as many of the senses as you can.
  5. Smile and congratulate yourself for taking charge of programming your own future.

The more senses you invoke in your imagination and visualization, the more real the experience will feel and the more it will be become the new pattern. Imagine every small step, sensation, and thought—everything that would occur when you actually do the task. How you image the task is not important. Some people see it in living color while others only have a sense of it. Just take yourself through the new activity. Rewriting the past takes practice. During the mental rehearsal the old pattern often reasserts itself. Just let it go and practice again. If it continues to recur, ask yourself, “What do I need to learn from this; what is my lesson?”

This practice only applies to one’s own behavior–you can only change yourself. Remember that others have the freedom and the right to react in their own way. In your imagery, see yourself changing. Others may also change in their response to your change; however, they have the right NOT to change.

Finally, there are many settings in which we had no control and, regardless of our behaviors, nothing would be different (e.g., being abused as a young child). In such cases, the adaptive response is to acknowledge what happened, reaffirm that you are no longer the same person as when the experience occurred. Then take a deep breath and relax, and let go while knowing that this personal experience has taught you a set of coping skills that have nurtured your own growth and development.

This blog is adapted from our recent published article, Increase productivity, decrease procrastination and increase energy, which describes the background, methodology and research findings.

 *Adapted from our published article: Peper, E., Harvey, R., Lin, I-M, & Duvvuri, P. (2014). Increase productivity, decrease procrastination and increase energy. Biofeedback, 42(2), 82-87.

 


Mind-Guided Body Scans for Awareness and Healing–Youtube Interview of Erik Peper, PhD by Larry Berkelhammer, PhD

In this interview psychophysiology expert Dr. Erik Peper explains the ways how a body scan can facilitate awareness and healing. The discussion describes how the mind-guided body scan can be used to improve immune function and hold passive attention (mindfulness) to become centered. It explores the process of passive attentive process that is part of Autogenic Training and self-healing mental imagery. Mind-guided body scanning involves effortlessly observing and attending to body sensations through which we can observe our own physiological processes. Body scanning can be combined with imagery to be in a nonjudgmental state that supports self-healing and improves physiological functioning.