OK. Well, one thing he invented was a little handle you kind of have—it has some bars that come up like this and you hold it like that—but it has attachments on the outside that are basically trying to pull the guy while he resists. So one of the things he said is that two things are relevant to positional faults: one, he said that if they get stood up or extended, they basically lose. So he said, so I don't know if I need to be doing more core work or whatever. No. So I knew that you wouldn't think that's the problem—that's the problem. The other thing he said is that when they get pushed—when they get that initial contact and they're being pushed backwards—they will take a step back with their right leg, right? And that's another thing where he said that if they can't hold, if their knee goes out, if they get into valgus, right? That they've also lost. So meaning, the way I look at it is they've lost the inside of their foot, big toe, first metatarsal heel. Is that correct?

So if they can do a single leg bridge from hook lying and not crank, they have internal rotation superimposed on external rotation. How much do they need? I don't know.

Right. Move it back. Move it back. Yeah.

Thank you so much. That's great.

That's your early representation. That slows the left side down so that you do translate the energy up into the ball.

That's what you probably exceed that 6-8.

So should I not focus on the, so with the slight, with the tightness on the right side, should I not focus on that? Should I just focus on moving the left back because then they'll have, they will be as buried into the right.

Okay. So you've got a misrepresentation in your head because you're not looking at the relative position of the tibia. You've got an externally rotated representation in early and an externally rotated representation in late. So the tibia in its relative position to the foot is actually the same in both positions. So let me show you. And this is a common error. So a lot of folks run into this. So in an early representation of the foot, this is an ER tibia. It would be termed as a supinated foot. So I've got an arch, right. And I've got first met head down and the big toe is down. So that's my early representation. Okay. Follow that. Right. So this will be the end of what would traditionally be referred to as heel rocker. So heel rocker takes place. The foot comes down and the tibia is behind the ankle. Okay. And it's guarded. All right, so that's my early. Middle is the ankle rocker portion where the tibia is translating over the foot. And then the arch has to go down. Otherwise, the tibia can't move forward into its IR representation. Remember, early's ER, I move into IR, the tibia translates over the foot, the arch goes down. Okay. The heel breaks from the ground. So I hit max P, and then I go back into an ER representation of the foot. So the tibia is not going this way. It's actually going back relative. So if I put you back in an early representation, the tibia is moving back into an ER representation. So the tibia goes forward, hits max P, it can't go forward anymore. So for it to go back into an ER representation, the heel comes up, but the tibia is moving backwards at the same time. So even though from the ground perspective, it looks like it's tilted forward, it's actually tilting backwards relative to the foot, which is the ER representation.

Why?

Is this why if you watch a lot of powerlifter squats repetitively over time, and once you see they hit certain areas, they either have like a hip hinge or something goes wonky?

The biggest issue that you have is this: you have limited hip external rotation and then you have a lot of hip internal rotation. So again, if I have the anterior orientation, the chances of me not having the anterior compression is pretty slim. And so in this case, your internal rotation is coming from the spinal rotation. The fact that you have a straight leg raise that appears to be normal, you have to recognize where you're actually measuring this. So the fact that, when you've got the limitations in the hip range of motion, and then you see this, what appears to be a normal straight leg raise, you're not measuring in a straight line. Again, that's why the plane doesn't matter. So you think you're doing a straight leg raise in the imaginary sagittal plane when the reality is you have a spine that's turning away from you as you're measuring. So you're measuring out here, which is in a more internally rotated position, because as I raise the leg up, the pelvis turns away. So it looks like I have 90 degrees of straight leg raise. So then the assumption is that everything's okay there, but then it doesn't jive with any of your other tasks. So it doesn't make sense. If you were truly measuring in this straight ahead line, you should have normal external rotations and a normal straight leg raise that go together, but you don't. You have a limited external rotation in what appears to be a normal straight leg raise. So you just have to understand where you're actually measuring in space. That's why I don't like to use the reference of a straight plane. That's why you can't make an assessment in two dimensions and make an assumption that you know everything about this person. Especially, again, in the first athlete that you were talking about, we have a much more significant turn taking place. Does that make sense?

I am so not a dad. It's not funny.

Yeah.

Yes, of course.

Right.

So an orientation is a representation of that, yes.

Good questions. You're gonna help a lot. All right, man. Two strategies to move. One plane, two strategies, expansion, compression, one plane, transverse. Good morning, happy Tuesday. I have no coffee in hand and it is perfect. All right, a very busy Tuesday. So we are just gonna dig straight into today's Q&A. This is with Andrew. And Andrew has some questions about internal rotation and external rotation as it's represented in my model because I look at internal rotation quite a bit differently than what would be traditionally represented. The thing we want to recognize is that everything that we do is based on our helical structure and so therefore internal and external rotation have to follow suit. And so looking at these things in in movement, especially in straight planes can create a great deal of incoherence in regards to what we see as the representation. And so we went in depth on this. I think there was actually a really good question and turned into a really good conversation. I think it's going to help a lot of people try to understand a little bit more about how we want to produce force, how we produce space and movement. So thank you, Andrew, for your question. If you'd like to participate in a 15-minute coaching consultation, please go to AskBillHarmanEdgeEmail.com, put 15-minute consultation in the subject line so you don't have to delete it, and we will arrange that at our mutual convenience as usual. Everybody have an outstanding Tuesday, and I'll see you tomorrow. All right, we are recording. The clock has started. Andrew, what is your question, young man?

So I don't know if you remember the email I sent you. Yeah, it's, I mean, I've never like being in the athletic space, dealt with it to this severity. I don't, I mean, she's obviously able to play and all of that without too many issues. So it's obviously not super severe, but it's very like apparent just even to the naked eye. Yeah. I mean, I have a bunch of pictures and videos.

So self-confidence comes from having been in a number of situations a number of times and regardless of the outcome, knowing that you can recover. So you're an athlete, right? Well, okay, but you've played sports. Yes? No, sir.

So we cannot speak generally about this and say that it's one thing or the other because we have to consider momentum. We have mass and velocity. The heavier the medicine ball at a fixed velocity, the more momentum it has, increasing the magnitude of force. If someone throws a lighter ball at higher velocity, we can still achieve the same momentum, but the faster rate of load will cause more stiffness. High magnitude leads to stiffness, and high velocity also leads to stiffness. Therefore, there must be a sweet spot where, depending on the desired yielding action, we must be very particular about the catching strategy. If I throw a heavy medicine ball at high velocity and you try to stop it, you must be very stiff. If you attempt to dampen it, you need more time to slow it down. The how is just as important as the what. There is no single clean answer regarding yielding versus increasing stiffness. We must consider the ball's weight, throwing velocity, and catching method. To increase yielding, you need a longer period to slow the ball down, but you must also account for a heavy ball or very fast throw, which affects the outcome. All these parameters must be considered. Medicine balls are not universally one thing; you must specify the type of throw, direction, and method of absorbing momentum.

Here's one of the limitations in the fitness industry: we have a very low barrier to entry. In reality, if you look good in a tank top and look good on social media, people think you know what you're talking about. That's just not real. I'm not taking away from anybody that does that; it doesn't mean they don't know what they're talking about. It just means that's literally a representation—there is no credential required to establish yourself as a coach or teacher in the fitness industry. The standard is low, so we have people with very low levels of experience, poor understanding, and limited critical thinking skills. However, if you're a nice person, personable, can carry on a conversation, and are likable, and if you respect safety, you can do really well. But that's a problem because they lack critical thinking skills and exposure through experience, leading to a limited understanding of what needs are. When people throw out these rules, they propagate because nobody critically thinks—like, 'I don't think this person should squat,' and then others say, 'No, everybody should squat, deadlift, etc.' Those rules get ingrained, and people follow them just because so-and-so said so—a default to authority, which we want to avoid. When that happens, it's a sign that people aren't thinking critically. I encourage you to stay on your path because you're already demonstrating this through your questions—pointing out that a rule doesn't seem effective across the board. That's why we look for principle-based approaches and critical thinking. I applaud you for where you are now; you're going to get better just because of the questions you're asking.

So there's stuff to let me kind of know again there, but to her, everything, every time she comes in, is about the pain, about the pain, about the pain.

Yeah.

Yeah, manual therapy is rarely a solution. It's a window of opportunity. You're trying to create something that the patient can't create for themselves. And then that's what allows them to sense something, capture something, and then you give them something to reinforce that. That's basically how that works.

Exactly. I got to start pushing forward. And so then I create this posterior compression that brings me back forward. And then that's where you start to lose the ERs. So the easiest strategy is to try to strip these things away from the bottom up, which again, it's just reversing gears basically. That's why the, when we were talking about your ACL person, that's why the quadruped activity is really good because one, you're gonna get that posterior lower expansion that she needs and then you're gonna go after the pump handle and it can be one big bang of an exercise under those circumstances. And so again, when you're talking about the superficial strategies that get layered on, that's where you have to go, right? If we were talking about a wide, we would be talking again, we would be talking a little bit more backwards. We would say, oh, let's get the DR first and then go after the pump handle because that's the sequence in which those strategies would be loaded on top of the axial skeleton.

Yes, it's very helpful. Thank you.

I think to some degree, but probably with compensation.

And anything that interferes with that creates cognitive dissonance. They're going to say, 'Whoa, whoa, whoa. I'm not even going to listen to you.' Speak their language. First, meet them where they are. Meet them at their story and then move them towards where you want to go.

Okay. Simple rule. People will drive 12 minutes for a specialty service under most circumstances at most 20 minute drive.

So having a distributed yield, now we have a focal yield and the disc is unfortunately taking the load for us here. So I hope that answers your question. If it doesn't, go to askableharmonetgmail.com, askableharmonetgmail.com, and I will see you guys tomorrow. I'll bet you my mom is faster than your mom. As usual, okay. Today is Wednesday. That means tomorrow is Thursday, which means 6 a.m. Thursday morning. We've got coffee and coaches conference call. These calls have been killer. We've been going long and hard on those things too. So a lot of great people showing up, a lot of great questions. Please join us if you would like. Just post your coffee prep and send me a tag on the Instagram and we will let you in. How about that? That seems fair. Okay. Wednesday, always tight, gotta go right into the Q&A. Today's Q&A comes from Austin and it's a little bit different question, which is kind of cool. This is about a population that is kind of underserved, I think. Austin says, I work with a fair number of elderly individuals. One common issue with this population is fall risk, which has been tied to a loss of power production, aka compression with age. How can we make a positive impact with these individuals via your model? What compressive elements would you target? Okay, so we got to clarify a concept right off the bat. Force production is great. We've got a number of people at iFast and our share of retirees, if you will, that come in and work really, really hard. They can rip a couple hundred pounds off the floor any day of the week, which is really cool. And we're very proud of them, but when we're talking about power production, What we have to start to think about is the power that we're demonstrating is the ability to go from compression to expansion to compression or vice versa, expansion to compression to expansion. The ability to shift from the compression to expansion very, very quickly is going to be our representation of power. One of the things we have to recognize is that forest production is demonstrated during this compressive strategy, but the velocity, the speed that somebody needs to move is actually demonstrated during the expansion strategies. And so what a lot of people are lacking is the ability to release the compression quickly enough, expand to allow, say, a stepping reaction to occur to protect themselves from the fall or for anyone to actually change direction and maintain their balance, these strategies need to be in play. And so step one for this population that you're talking about, Austin, we want to make sure that they can expand. So we do have the velocity available to us. And so depending on the level of the individual that you're working with, so this is going to be example heavy here as we go through this, I want to show you some low level stuff and then we'll move towards things that are a little bit more dynamic and then at some point in time you're just going to treat these people like you would any other athlete which is actually kind of cool because there's nothing wrong with these people. They just need to move through a progression depending on what their initial conditions are. So what we may do is we actually throw them down on the table, and we may actually have to teach them how to capture some form of expansion. And so we might actually do this passively. Initially, we'll put them in static positions. We might actually use some form of implement to create this reciprocal compression expansion. through the axial skeleton, using extremity positions to put them in force production on one side, expansion on the other. We might move them in the sideline, which is a great place to start to restore expansion strategies because what this is actually going to lead into is we'll get them down on the floor or, like I said, depending on your environment that you're working in, Austin, you would have like a mat table available to you. to work on some of these things. But this is where we're going to start to work on some rolling activities. We want to make sure that we're driving these rules with lower extremity and upper extremity drivers. Because we never know what the situation may be. So let's just consider the fact that, OK, somebody does fall. They have to be able to move about. They have to be able to roll to change positions. They have to be able to get themselves back up off the floor, which is a big challenge under some circumstances. So this is one of the reasons why we might use say crawling progression. So we'll use quadruped activities and actually work on some of these crawling elements. So consider the fact that somebody falls, they have to roll from their back to their belly or vice versa. They have to be able to crawl over to a piece of furniture that might actually help them go from the ground all the way back up to standing. Half kneeling activities are actually great because what we can actually do is we can create this influence of moving into and out of the cut. And so the progression that you're looking at right now is actually the shape change that we would promote through the axial skeleton if we were moving into and then out of a cut. And so we can actually do this progressively. So we can actually capture the physical shapes that our client may need to change direction. And then we can take this and we can move this into a standing variation where we can actually move them into a cutting situation. Speaking of standing, we go into standing activities. We can use supported activities to help promote and maintain expansion as they're learning how to lower their center of gravity. So we talk about level changes with our athletes. We've got the same situation with our elderly population. So we'll start with extremities supported type activities. We'll move to single-leg supported activities as well. to eventually where we go to an unsupported situation and then we're going to play with stances or we're going to put them in staggered stance and we'll put them in a side split or whatever we may want to do and just work on that, working from static positions towards dynamic. You know I'm gonna talk about a box squat here. So when we talk about level changes, box squats are the best thing going because we can actually start to manage some of these internal pressures that we always talk about. And we just started from a higher box and we slowly bring them down to the lower box to eventually this becomes just the old school get up and go. So they're gonna come up from the box, they're gonna get up and they're gonna try to move as quickly as they can across the room. Now, one of the things that we do with athletes is we want to teach them how to use an oscillatory impulse. So they have to learn how to create the compression expansion compression strategies as well, because that's how they're going to produce force. So this doesn't change. So we would use something a little bit more. high velocity, a little bit more load, a little bit more challenging stance. What we're going to do with our elderly folks is we're going to start them in these static positions with variations in stance, but we're still going to use the release move. So they're going from compression to expansion to compression again. So this is a great way to introduce this. It does challenge their balance. They have to bring themselves back to a controlled center of gravity. So again, very, very valuable here. Once they've demonstrated all of these things, now we're just going to take away as many constraints as we can. And we want to start to build some speed. And so the easiest way to do this is to unweight them just a little bit. So we're gonna use like a banded step up here and we're gonna work on some of the velocity. So a quick step, the step up makes it a little bit easier, reduces some of the forces that they'll have to absorb. The band pull down reduces some of the gravity as well, allows them to expand a little bit more effectively, which will allow them to demonstrate this velocity. And then like I said, we just move them to the ground and we start to throw like a multi-directional stepping or multi-directional lunging progression at them. But the point being is we want to think about being as progressive as possible, being as creative as possible, make it as challenging to their appropriate level. So one of the things that we want to do eventually is to allow them to absorb more force. And so this is eventually going to be some of our step down progressions. We can make it as co-ordinative as we want to and challenging as we want to with changes of direction and such. Eventually what this is all going to turn into is some form of progressive step up. progress them into a medicine ball work. And like I said, we're eventually just going to treat them like an athlete. The thing that I want you to recognize is like I said, your only limitation is your creativity. And then a little bit of understanding about how we're going to move from compression to expansion to compression strategies. So we don't have to treat these folks any differently than anyone else. We just have to grade the activities to the appropriate level. So Austin, I hope that's helpful for you. I hope the examples are useful. If not, and you got more questions, please go to askbillhartman at gmail.com, askbillhartman at gmail.com, and I will see you guys tomorrow morning on the Coffee and Coaches Conference call. Good morning. Happy Thursday. I have neuro coffee in hand and Michelle, it is perfect. So the thing you want to recognize is like I said, as a human, you produce your own forces inside. So inside of you is stuff. And that moves. And it moves very specifically depending on what you're doing. So when I breathe in, it moves in one direction. When I breathe out, it moves in another direction. and it moves in accelerations, if you will. It spins, there's momentum. So there's a lot of force going on inside. And then there's forces that you have to manage outside that are imposed upon you. So you produce your own, and then there's forces that are imposed upon you. And what we see, in movement, so someone's movement capabilities as we're measuring them or as we're observing them do something, what we're seeing is the resultant behavior of the movement system within that context, right? So when you see a turn like that, what you're seeing is a strategy that someone is using to manage all of those combined forces. it moves and then it can be magnified based on what you're doing, right? So think about how hard you might breathe or how hard you might hold your breath or any other strategy. If I'm lifting a heavier weight, I am magnifying those forces, which means that the strategy must be magnified as well. And so depending on my physical structure, depending on my capabilities, then that's what they're demonstrating. So their turn that you're seeing is a strategy to create a result, right?