If you want to make your presentation useful, give this a watch. Good morning, happy Monday. I have neuro coffee in hand and it is perfect. All right, time is short. Monday after vacation, always busy. I had two situations that came up. Cameron on the Coffee and Coaches conference call and then Christian on a quick 15-minute conversation over the weekend. Both were working on presentations and so we literally talked about the physical structure of a presentation and how to make it useful, especially when you're rather short on time and there's so much information that you want to give people. People get excited about my model and they want to talk about it and that's fine. But again, you don't want to try to overwhelm people, especially with new information, because your brain is only going to be able to absorb so much. There is fatigue that is associated with learning and we'll give credit to John Medina for some of these ideas in regards to how to structure a talk. He's a molecular biologist that studies such things as learning. If you want to read his book, Brain Rules, I believe, is the easier book to read. Anyway, so we're going to cut right into this stuff so you'll get to see literally how we talked it through, how to create the structure, how much time to spend on a topic, how many topics per hour, et cetera, et cetera. So hopefully you find this useful and we will see you guys tomorrow. Think about your audience and who you're talking to and then what is most valuable for them to understand. So how much time do you have to talk to actually lay something out?

I have about two hours or so, a little over two. So here's how you break this down.

You get five things in each hour of lecture.

That's it.

So now I've just limited your scope, right? Because if you try to talk about more than five things in an hour, you've lost everyone. So each of those five things get nine minutes. Each of those five things is structured as follows. I'm going to make a point. I'm going to give you a series of examples. And then I'm going to make a point. And then you get one minute to transition between those five things.

You just made my life much easier with that framework.

Well, so this is actually based on fatigue. So you can pound somebody with one topic, and then they need a recovery phase. So the one minute transition is so you can get them from one point to the next. So you leave yourself 10 minutes for questions.

I've started writing my PowerPoint for the Lunch and Learn and I want to run some ideas by you and see what would be the most beneficial ideas that I can share with therapists who are more used to the traditional ways of rehab and who've never heard these kinds of ideas or thought of these ideas before. The objectives I have right now listed the first objective would be to just review axial skeleton mechanics during respiration. How much time do I have? I have 45 minutes to an hour for the lunch.

I just want to know how much I mean

My second objective would be to discuss compression and expansion and the effects on mobility. I would like to start with something very simple, such as just like the bicep and the tricep compression expansion. Then I would like to go to a model where I have a rib cage from a transverse view that is cut in four sections, and show compression and expansion along anterior and posterior and show them how that could cause rotations and changes in orientation. From there, I would discuss the primary compensations and the archetypes. I would describe how the very wide archetype will tend to have more compression along the posterior aspect.

You don't need to explain the archetypes to me. They're mine. Hit your bullet points. Hit your bullet points so we can understand them.

OK.

Hit your bullet points. Hit your bullet points so we can understand them.

Yes. And then discuss table tests, the importance of reliability, their constraints, and how they can give you a bigger picture. So I would like to discuss that and have three or four good table tests that I can share with my team that they can use. Then discuss tips on how to queue for effective axial skeleton compression and expansion during respiration, so queuing techniques for the patients. And then the sixth objective would be choosing appropriate interventions and retesting.

Okay, so you have 45 minutes?

I have 45 minutes to an hour, yes.

Okay, so do you have 45 minutes or do you have an hour? It's 15 minutes. Okay, so you only have time to talk about four things. That's all you have time for. You're going to try to jam all of that information into 45 minutes? That's a three and a half day course, right? There's no way that you're going to be able to express that information to any degree of usefulness.

That's what you've created, right? Yes, there's no way.

There's no way that you're going to be able to express that information to any degree of usefulness.

You're going to have to narrow your approach here just a little bit to something that is going to be useful because you don't have time.

As I said, you don't have time to express anything in enough detail for anybody to walk away and go, wow, I really need to reconsider my thought process.

Got it.

You don't have time for it.

So narrow it down to four. You have time to talk about four things. Four things. That's it. And it's not four concepts. You have four things that you'll be able to make use of in that time frame. Because number one, it's like you have to pay attention to what you have to appreciate people's attention span. They're not going to be able to walk away an overwhelm of all this information.

You have time to talk about four things.

Four things.

Four things. That's it. And it's not four concepts. You have four things that you'll be able to make use of in that time frame. Because number one, it's like you have to pay attention to what you have to appreciate people's attention span. They're not going to be able to walk away with an overwhelm of all this information.

That's right. That's not possible. It's just not possible. You have to think about how people process that information. So four topics. Roughly, roughly, if you want to leave time for questions, you've got about nine minutes per topic. You're going to make a point.

And you're going to give an example or two. And then you're going to restate your point in another way to make it memorable. And then you have to figure out a transition into the next one.

So you have basically four little talks inside of your big talk. And then you leave time for questions. So what would be most impactful for the people that you work with to walk away with? That's the questions that you have to ask yourself when you're organizing this talk to make it useful.