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“The residents who live here, according to the parable, began noticing increasing numbers of drowning people caught in the river’s swift current and so went to work inventing ever more elaborate technologies to resuscitate them. So preoccupied were these heroic villagers with rescue and treatment that they never thought to look UPSTREAM to see who was pushing the victims in.”

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Only 6 weeks left - BSMPG Summer Seminar - Featuring Dr. Stress

SAPOLSKY  why zebras dont get ulcers big

 

DR. ROBERT SAPOLSKY

Professor of Biological Sciences, Neurology, Neurological Sciences, and Neurosurgery, Stanford University 

Keynote Address: Why Zebras Don't Get Ulcers: Stress, Disease and Coping

A lecture on stress and where stress-related diseases come from.  It is based on Dr. Sapolsky's book by the same title.  

 

Robert Sapolsky is one of the world's leading neuroscientists, and has been called "one of the finest natural history writers around" by The New York Times. In studying wild baboon populations, Sapolsky examined how prolonged stress can cause physical and mental afflictions. His lab was among the first to document that stress can damage the neurons of the hippocampus. Sapolsky has shown, in both human and baboon societies, that low social status is a major contributor to stress and stress-related illness. He boils down the contemporary human's relationship with stress as follows: "We are not getting our ulcers being chased by Saber-tooth tigers, we're inventing our social stressors—and if some baboons are good at dealing with this, we should be able to as well. Insofar as we're smart enough to have invented this stuff and stupid enough to fall for it, we have the potential to be wise enough to keep [these stressors] inperspective." Sapolsky's study of stress in non-human primates has offered fascinating insight into how human beings relate to this universal pressure.

 

 

 

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Register TODAY for the 2015 BSMPG Summer Seminar before seats fill up.

BSMPG 2015 - Welcomes Dr. Marc Bubbs

BSMPG is proud to announce DR. MARC BUBBS as a speaker at the 2015 BSMPG Summer Seminar - May 15-16th, 2015. Last year was a sell out and the only difference this year will be us announcing a sell out well in advance! This will be one of the greatest performance and therapy seminars of all time!  

Be sure to save the date and reserve your hotel room well in advance.

See you in Boston in May!!!  

 

Marc Bubbsbook.bubbs

 

Dr. Marc Bubbs, ND

Sports Nutrition Lead for the Canadian Men's National Basketball Team

Sponsored by:

 

Inside Tracker

 

Dr. Marc Bubbs, ND is a Naturopathic Doctor, Strength Coach, Author, Speaker, and Blogger for Paleo Magazine and Loren Cordain's prestigious PaleoDiet.com. He believes that diet, exercise, and lifestyle factors have the most profound impact on your overall health and performance. Marc is the author of The Paleo Project – A 21st Guide to Looking Leaner, Getting Stronger, & Living Longer and currently serves as the Sports Nutrition Lead for the Canadian Men’s National Basketball Team.

@DrBubbs     twitter link - https://twitter.com/DrBubbs

DrBubbs.com website link - http://www.drmarcbubbs.com/

 

 

Register for the BSMPG 2015 Summer Seminar Today!
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Developing GRIT at the 2015 CATAPULT Performance Directors Meeting

BSMPG is proud to announce Lauren Eskreis-Winkler as a speaker at the 2015 CATAPULT Performance Directors Meeting - Sunday May 17th, 2015 - Fenway Park.

Join the leaders in Sports Medicine and Performance Training for this one day event following the 2015 BSMPG Summer Seminar - May 15-16th, 2015.  Inquire at bostonsmpg@gmail.com - serious thought leaders only!

 

Mission of the CATAPULT Performance Directors Meeting: To provide the leaders in performance training and medical oversight an opportunity to engage with leaders of similar attitude, vision, and entrepreneurial spirit, while pursuing innovative strategies in performance methodology. 

This is a limited capacity event and will be held to 50 of the top thought and change leaders from across the globe.

 

Lauren  

 

Lauren Eskreis-Winkler

Topic: Building Grit

Lauren Eskreis-Winkler is a PhD candidate at the University of Pennsylvania.  In collaboration with Dr. Angela Duckworth, her research advisor, she has spent the past four years developing and testing grit interventions.  These interventions aim to build grit in individuals who need it most --  struggling athletes,  students in grade school, sales representatives at risk of dropping out, and community college students on probation.  In her presentation, she will discuss a variety of grit-building techniques and their relevance to athletes in particular.  

 

Learn to Develop GRIT with BSMPG at the CATAPULT Performance Directors Meeting

May 17, 2015 - Fenway Park

Performance Directors Meeting

 

 

BSMPG 2015 - Welcomes Matt Jordan

BSMPG is proud to announce MATT JORDAN as a speaker at the 2015 BSMPG Summer Seminar - May 15-16th, 2015. Last year was a sell out and the only difference this year will be us announcing a sell out well in advance! This will be one of the greatest performance and therapy seminars of all time!  

Be sure to save the date and reserve your hotel room well in advance.

See you in Boston in May!!!  

 

 

MattJordan2

MATT JORDAN

Director of Strength and Conditioning for the Canadian Sport Institute-Calgary and the Director of Sport Science and Sport Medicine for Alpine Canada

Sponsored by:

 

firstbeat

 

Lecture: ACL injury / Re-injury prevention in Elite Alpine Ski Racers - It’s Not All Downhill

 

Matt Jordan is now a strength coach, the Director of Strength and Conditioning for the Canadian Sport Institute-Calgary and the Director of Sport Science and Sport Medicine for Alpine Canada. He also provides private strength coaching and sport science consultation to elite athletes through his business. A special interest of Matt’s is injury prevention. He is currently completing his Doctorate in Medical Science at the University of Calgary focusing on ACL Injury/Re-Injury Prevention in Elite Alpine Ski Racers. He has published his results in peer-reviewed journals and presented at international conferences. As an educator, Matt provides internship opportunities for developing strength coaches and has lectured for the Faculty of Kinesiology at the University of Calgary and Mount Royal University. Matt continues to write for lay journals and regularly travels across North America and Europe to lecture on strength and power training for elite athletes.

Learn more about Matt by clicking HERE.  

 

Register for the BSMPG 2015 Summer Seminar Today!


Register TODAY for the 2015 BSMPG Summer Seminar before seats fill up.

 

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Developing Your Growth Mindset at BSMPG

 

Article originally published on: www.farnamstreetblog.com

 

Carol Dweck studies human motivation. She spends her days diving into why people succeed (or don’t) and what’s within our control to foster success.

As she describes it: “My work bridges developmental psychology, social psychology, and personality psychology, and examines the self-conceptions (or mindsets) people use to structure the self and guide their behavior. My research looks at the origins of these mindsets, their role in motivation and self-regulation, and their impact on achievement and interpersonal processes.”

Her inquiry into our beliefs is synthesized in Mindset: The New Psychology of Success. The book takes us on a journey into how our conscious and unconscious thoughts affect us and how something as simple as wording can have a powerful impact on our ability to improve.

Dweck’s work shows the power of our most basic beliefs. Whether conscious or subconscious, they strongly “affect what we want and whether we succeed in getting it.” Much of what we think we understand of our personality comes from our “mindset.” This both propels us and prevents us from fulfilling our potential.

In Mindset: The New Psychology of Success, Dweck writes:

What are the consequences of thinking that your intelligence or personality is something you can develop, as opposed to something that is a fixed, deep-seated trait?

The Two Mindsets

Carol Dweck Two Mindsets

Your view of yourself can determine everything. If you believe that your qualities are unchangeable — the fixed mindset — you will want to prove yourself over and over.

In Mindset, Dweck writes:

If you have only a certain amount of intelligence, a certain personality, and a certain moral character— well, then you’d better prove that you have a healthy dose of them. It simply wouldn’t do to look or feel deficient in these most basic characteristics.

 

Continue to read this article by clicking HERE.  

 

 

Register for the BSMPG 2015 Summer Seminar Today!

 

 

 

Learning To Lead

Salman Khan

This article origianlly appeared on forbes.com

 

Salman Khan became famous for teaching. Now he’s in a different role: Learner.

His Khan Academy is a free online education platform founded in 2006. Its 15 million registered users complete four million math problems per day.

But lately he’s facing a challenge unrelated to long division or polynomials. Khan Academy now counts 80 employees, and its boss has to figure out how to lead a growing organization.

“I’m not an expert manager,” admits the 38-year-old visionary, whose mission is to educate the world for free.

Although he’s achieved great individual success in his short career, Khan knows his organization won’t succeed on vision alone. So recently he’s begun meeting with his top people to develop a leadership and management strategy. “We’re this organization that’s all about learning,” he says. “But I find myself at a spot where it’s like, wow, there’s this whole thing called management. There’s a whole art to it. We’re asking ‘What does management training at Khan Academy mean?’ ”

Rest assured it won’t mean creating a traditional corporate learning culture. The Khan Academy is about blowing up traditional models. His learning platform gives teachers a completely new way to teach children math, science and other subjects. His challenge now is to figure out a better way to teach his adult leadership team how to motivate, delegate, set goals, monitor performance, hold people accountable, and so on.

The one thing he knows is that the manager is “the most powerful teaching role in an organization” and that managers will be at the center of his learning culture. “It’s an 18th or 19th century phenomenon to say the role of a manager is to get someone to do work,” he explains. “That’s wrong. The role of a modern manager is, ‘How do I develop my people?’ ”

Interesting story: When Khan worked as a senior analyst at a hedge fund before founding Khan Academy, the firm hired some junior analysts. “They were from top Ivy League schools with 4.0 GPAs in economics,” he recalls. “But they didn’t understand the basics of reading a financial statement.”

So Khan, being Khan, created a series of micro lectures on video. One day his boss noticed and Khan’s first reaction was to apologize. That time spent teaching, after all, was time not spent getting stuff done. “But my boss said, ‘No, this is great. I haven’t seen this happening at a hedge fund before.’ “

Khan’s evangelism about putting the manager at the center of organizational learning is anchored in a driving principle that spawned the Khan Academy and sustains it today: People don’t all learn at the same pace.

Which means what Khan calls “the Prussian model” for teaching kids never really worked, and neither does the classroom-style “sage-on-the-stage” model that currently dominates corporate training.

It never made sense to Khan that the kid who’d already figured out long division had to listen to the same math lecture as the kid who was totally lost. The key to successful education is to coach that lost kid, fill in his “gaps,” and get him to achieve mastery of long division before letting him move on to the next thing.

Khan proved this model back in 2004 when he created his first video tutorials for his niece, a seventh-grader who’d been excluded from the advanced math track. She was a thousand miles away, so Khan filled her gaps with short video tutorials. She got into advanced math. And the model for the Khan Academy was born.

Today Khan Academy has half a million registered teachers. Many of them are “filling gaps” in schools using his bite-size learning method. There’s no question he’s changing the way education works.

But Khan laments that today most companies “have formal training programs that mirror traditional academic models,” and they’re making the same mistakes schools did. “There are two things that are even more true about the workplace than the classroom,” he says. “The first is that the differences between people’s gaps in understanding are more diverse. The second is that there is even more need for people to learn asynchronously.”

It’s true that a given workplace team will have wildly varied backgrounds and lack a shared knowledge base to build on. The “gaps” will be huge. While it’s efficient to gather the team for a “synchronous” classroom-style training event where they all learn together, Khan is saying that in the workplace it’s likely to be ineffective. Even more ineffective than it is in schools.

The only alternative to that model is the manager/teacher role. Managers need to assess the gaps of the people they oversee, then coach them at their own pace and help them achieve mastery of skills.

That takes time and effort. And most managers, even those who really want to develop people, will struggle to get it done. So I asked Khan, given the time constraints , and the mindset of most managers, what leaders can do to create a learning culture with the manager/teacher at its center. He suggested three strategies:

Strategy #1: Motivate managers by linking talent development to their compensation. Khan believes most managers aren’t motivated to develop people. And that senior executives, who “have all the levers at their disposal” to incentivize managers, are missing a huge opportunity.

“The main lever is how people are compensated,” Khan says. “Management can make the rubric for how managers are rewarded and promoted. And part of that rubric is, you go to our corporate intranet and you achieve mastery of certain skills, and if you do that you get rewarded.”

The idea of measuring training behavior rather than training results doesn’t sit well with traditional learning professionals. But as I pointed out in a previous article, demonstrating a “training ROI” is often impossible because there are so many variables. More and more companies, including GE, have recognized the futility of correlating soft-skills training to business results. Instead, they’re measuring the behaviors that should logically lead to better results. Engaging in training activity is one such behavior, and it’s relatively easy to measure.

Continue to read this article by clicking HERE.  

 

Learn to Lead with BSMPG at the CATAPULT Performance Directors Meeting

May 17, 2015 - Fenway Park

Performance Directors Meeting

 

 

Electrostimulation Recovery-Related Strategies

 

 

bsmpg

 

- Written by Nicola A. Maffiuletti, Switzerland and Grégory Dupont, France

Originally published on Aspetar.com

 

INTRODUCTION AND RATIONALE

Transcutaneous electrical stimulation (ES) consists of delivering small electrical pulses via electrodes that are positioned on the skin, usually around skeletal muscle motor points or painful body areas. Depending on electrical current (frequency and intensity) and electrode characteristics (size, position), two major ES categories can be distinguished:

  1. Sensory’ ES (no muscular contractions are evoked). Conventionally called transcutaneous electrical nerve stimulation. This is mainly delivered using relatively low current intensities (at or below the sensory threshold) in an attempt to relieve pain via spinal circuitry transmitting pain (gate theory) and endorphin release.
  2. ‘Motor’ ES. Conventionally called neuromuscular electrical stimulation. This elicits visible muscular contractions (stimulations are delivered at or above the motor threshold), using either tetanic or sub-tetanic stimulations, whose clinical/physiological consequences are improved neuromuscular function and enhanced peripheral blood flow.

In reality, this distinction is not always respected and considerable confusion continues to surround the main physiological effects, methodological aspects and clinical/sports applications of transcutaneous ES.

 

Some individual and team sport athletes use motor ES modalities as a complement to their training/rehabilitation programmes for:

  1. improving muscle strength during the pre-season,
  2. maintaining/improving muscle function while injured/after an injury and
  3. restoring physical performance after intense exercise (i.e. for accelerating recovery).

 

There is some evidence to suggest that motor (tetanic) ES is effective to increase muscle strength in athletes (for a review see Seyri and Maffiuletti1), and to preserve muscle mass during prolonged periods of inactivity2. Surprisingly, however, the growing interest in applied research on tetanic ES observed in the last few years has corresponded to a reduced use by athletes and reduced development by manufacturers. At the same time, but with premature physiological background, subtetanic ES has gained popularity in sportspeople as a potentially effective strategy to accelerate post-exercise recovery.

 

This review article aims to assess the effectiveness of motor subtetanic and sensory ES as a recovery modality for athletes by following a simplified and non-systematic approach. Because the post-exercise decline in physical/sports performance is due to an impairment in neuromuscular and/or psychomotivational function, and because recovery modalities are designed to restore neuromuscular function and/or psychomotivational function to the pre-exercise level as quickly as possible, we preferred to provide separate definitions, analyses and interpretations for ‘physiological’ and ‘perceptual’ recovery throughout the article. We therefore considered original research studies:

  1. published in peer-reviewed journals,
  2. comparing the effectiveness of ES-related recovery strategies to passive recovery or other recovery modalities (at least two conditions),
  3. focusing on athletes or healthy subjects,
  4. having quantified at least one physiological and/or perceptual variable of recovery.

 

Register for the BSMPG 2015 Summer Seminar Today!
 

 

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Boston Welcomes Sports Medicine and Rehabilitation Specialists

 

 

sports medicine

 

Attention Rehabilitation Ninjas

 

Join the leaders in Sports Medicine and Rehabilitation this May 15-16th in Boston for a multidisciplinary seminar that features the top performance therapists and rehabilitation specialists from across North America! Your greatest challenge will be deciding which breakout session to attend throughout the two days!

 

Keynote Sessions

Dr. Robert Sapolsky: Why Zebras Don’t Get Ulcers – Stress, Disease and Coping

James Anderson: Realizing Tri-Planer Performance through the Respiratory Diaphragm

Al Smith: Helping People Be Their Best – A Journey From Specialism To Systems Thinking

Vincent Walsh: Sport – The Brain’s Greatest Challenge?

The Canadian National Basketball Performance Team:  Developing a Performance Team - A Look Behind the Curtain

 

Breakout Sessions

James Anderson: The lateralized Foot and Ankle Pattern and the Pronated Left Chest

Sam Coad: Elite Athlete Monitoring Systems – Methods and Techniques for Assessing Recovery in Athletes

Charlie Weingroff: Utilizing a Movement Profile Into Your Neural Net

Eric Oetter: NeuroImmune Plasicity – The Substrate of Performance

Eric Oetter: Patient Evaluation / Demonstration

Sam Gibbs: TBA (Believe us it will be awesome)

Mike Davis: Bridging the Gap Between Rehab and High Performance

Mike Davis: Using Micro-movements to Manipulate Massive Movements

Alan Gruver: Restoring Recipirocal Performance in the Patterned Baseball Athlete

Alan Gruver: Patient Eval / Demonstration

 

 

Register for the BSMPG 2015 Summer Seminar Today!

Optimising Recovery in Sport: Psychological Considerations

 

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– Written by Tom Patrick, Qatar

Article originally published on Aspetar.com

 

Over the past 15 years, the notion of recovery has received considerable attention by both researchers, coaches, athletes and practitioners. But what, in fact, is recovery? As defined by Kellmann and Kallus1, recovery is considered as “an inter-individual and intra-individual multi-level (e.g. psychological, physiological, social) process in time for the re-establishment of performance abilities” (p. 22). With this in mind, it is clear that recovery is a multidisciplinary phenomenon that demands attention from practitioners from every discipline to contribute positively to an athlete’s successful management of stress and recovery states towards optimising positive adaptations to training and ultimately enhanced performances.

 

It is widely acknowledged that optimal performances result when extended periods of intense training or competition frequency are followed by sufficient opportunity for rest and restoration thus allowing the individual to react effectively and cope successfully with the general and sport-specific stress associated with training and competitive performances2. As the pressure and demands of elite training and performance environments continue to rise, the pursuit of recovery activities by elite performers must also increase in order to ensure achievement and/or maintenance of a necessary homeostatic balances towards ensuring training adaptations and performance optimisation.

 

Of importance to the prevention of overtraining (through the optimisation of recovery) is the notion that increased levels of recovery must compliment increasing levels of stress in order to keep the stress-recovery states in balance. As stress levels increase, athletes may be unable to engage in a sufficient level of recovery that, if left untreated, can lead to periods of both overreaching and possible overtraining2.

 

In addition, the accumulation of stress in athletes must be considered across both the sport and non-sport environment, as many athletes struggle to balance the various demands associated with their careers and other tertiary activities3. Given this, the assessment and management of stress and recovery states in athletes requires a holistic approach acknowledging both the athletic and ‘sport-specific’ stress and recovery states with aspects of stress and recovery that encompasses an athletes various other roles and habits they engage in away from the field of play. In many cases, poor recovery can be linked to stress caused by to an athlete’s university demands, part-time work or marketing and media responsibilities or from relationship difficulties with their spouse and/or partner or from family.

 

MONITORING STRESS AND RECOVERY

Many have argued for the importance of continual stress and recovery monitoring in order to detect early signs of overtraining in order to make small but important adjustments to the training stimulus and/or recovery activities in order to prevent underperformance in athletes4-5. Rushall (1990) argued for the importance of measuring the various symptoms associated with stress to allow coaches to adjust training demands. In support of this approach, the Daily Analyses of Life Demands for Athletes (DALDA) was developed to assist coaches and athletes with the detection of early signs of excessive stress in order to achieve appropriate training and recovery balance throughout the athlete’s season.

 

The subjective self-reporting of psychological factors is well-established as an important indicator of the potential onset of excessive stress in the body. While both physiological and psychological markers can provide the most effective means to monitoring stress and recovery3,6, it is not always feasible to collect important biochemical and/or physiological parameters on a regular basis. In a recent study by Brink and his colleagues7, it was reported that infection risk among elite youth soccer players was increased when a player reported experiencing lack of sleep or severe psychosocial stress. The use of simple, valid questions and inventories can offer a practical and feasible method of monitoring an athlete’s stress and recovery states over time, thus ensuring a proactive intervention strategy is considered and implemented.

 

When embarking on the implementation of a stress and recovery monitoring programme, a period of baseline measure should be implemented to allow for effective intra-individual comparison so that we can see how an athlete’s stress and recovery states appear during periods of rest or phases of training where volumes and intensities of training or competitive demands are within a moderate range. As well, there are many individual differences regarding one’s typical appraisal of general stress and these must be taken into account when determining the relative value and reporting of one’s stress with regard to the specific areas that are of concern at a particular point in time.

 

While there are several reported strategies and approaches pertaining to stress and recovery monitoring, the following parameters have been included within many of the questionnaires that are used by athletes (and coaches) for these purposes:

  • Muscle soreness pain.
  • Self-regulation (adherence to usual recovery activities).
  • Positive social recovery (connecting with spouse, family and/or friends).
  • Sleep quantity and quality.
  • Self-confidence (current level of expectation regarding the achievement of goals).
  • Session perceived exertion.
  • Degree of enjoyment with training and competitions.
  • Mood (in particular the degree of vigour and irritability).
  • Training monotony (the level of boredom an athlete is experiencing with regards to training).
  • Between session recovery (how tired an athlete feels before the start of their next training session).

 

Coaches and athletes should be encouraged to compile a list of psychological factors that they feel strongly are the best predictors of overtraining given the individual considerations of the athletes along with the specific and unique demands that relate to the nature of the sport in question.

 

Continue to read this article by clicking HERE.  

 

Register TODAY for the 2015 BSMPG Summer Seminar before seats fill up.

 

Register for the BSMPG 2015 Summer Seminar Today!
 

 

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Post-exercise recovery

 

 

ICEBATH

 

Effects of whole-body cryostimulation exposure in sport and medicine

 

- Written by Christophe Hausswirth, France (@HausswirthC)

Article orginally published on Aspetar.com

 

Elite athletes often train intensitively or compete over consecutive days. Cumulative fatigue over such periods of training or competition can reduce athletic performance. Adequate recovery between training sessions and/or competitive events is therefore essential to minimise the risk of fatigue and optimise performance. In this context, the use of whole-body cryotherapy (WBC) as a tool to aid recovery shows benefits on some inflammatory parameters, possible improvement of antioxidant status and improvements in mood and mild depression. Heating the body is supposed to be beneficial to athletes' recovery, to treat muscle pain and as part of rehabilitation after injury. It has been already demonstrated that WBC stimulates the physiological reactions of an organism which results in analgesic, anti-swelling, antalgic immune and circulatory system reactions and could improve recovery after muscular trauma injury. Definition is needed as to the precise context in which athletes may use this tool to optimise recovery in relation to improving sleep patterns, optimising the parasympathetic system and increasing their general well-being.

 

INTRODUCTION

Exercise-related stress is often increased due to environmental conditions, particularly those relating to temperature changes. For every sporting activity there is an ideal ambient temperature. Any deviation from this reference temperature will have a negative impact on performance.

 

Indeed, physical activity in a warm or cold atmosphere means that the body and the mechanisms involved in temperature regulation have to work harder. Although very effective, these thermoregulatory mechanisms may not be able to cope with extreme conditions.

 

They do, however, allow the body to adapt during chronic exposure. Artificial cooling of ambient temperature is an evolving technique, both to prepare athletes for competitions in difficult conditions and to improve the body’s recovery capacity.

 

HISTORICAL BACKGROUND FOR WHOLE-BODY CRYOSTIMULATION

The first very low temperature cold rooms appeared in Japan in 1989, when Yamauchi used a cryogenic chamber to treat rheumatism. The indications for WBC were subsequently extended to various inflammatory conditions. WBC was then offered to treat pain and prevent post-traumatic oedema, with exposure limited to to 2 to 3 minutes.

 

One of the most well-established physiological responses to cold exposure is triggered by the decrease in skin temperature, promptly stimulating cutaneous receptors and their sensory afferents to excite sympathetic adrenergic fibres, in turn causing the constriction of local arterioles and venules. The resulting decrease in blood flow to the periphery or injured/inflammed tissues reduces local metabolic processes, thereby attenuating the inflammatory response and the formation of oedema around the injured tissues1.

 

Reported reasons for using WBC include decreased joint pain and disorders, improved general well-being, decreased fatigue perception2 and reduced symptoms of psychiatric disorders such as anxiety and depression3. WBC is also extensively used in self-treatment or body hardening against respiratory tract infections and musculoskeletal pain4, as well as parasympathetic reactivation after intensive exercise5.

 

Continue to read this article by clicking HERE.  

 

Register TODAY for the 2015 BSMPG Summer Seminar before seats fill up.

 

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