#1

We can derive two intriguing notions from chapters dedicated to inactivity: 

1. The human lineage has experienced an acceleration in metabolic rate, providing energy for larger brains and faster reproduction without sacrificing maintenance and longevity – an advance that differentiated us from other ape species but with some considerable implications. For one, we cannot be physically inactive and at the same time keep our system functioning properly (apart from chimpanzees and gorillas).

• In humans, physical activity not optional; it is essential.

2. The overall sedentary time appears similar in both hunter-gatherer and contemporary urban populations. However, there is an immense difference in the ways in which these populations rest (rather than the amount of time spent resting). Sedentary time in hunter-gatherers is often spend in postures like squatting, kneeling, and variations of ground sitting that lead to higher levels of muscle activity, unlike the chair-style sitting in contemporary urban populations. Therefore, although human physiology likely evolved in a context that included substantial inactivity, the sedentary positions were relatively active, with the increased muscle activity. 

• Sedentary behavior is the norm for our species. It is the distinct physiology of inactive vs. active rest positions that makes the difference and potentially leads to chronic diseases.

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#2

We usually think of physical activity (and inactivity) in relation to energetics, the muscular/cardiovascular system, and the signalling molecules resulting from muscular work. But putting those aside, the way we move (or rest) has a profound effect on the physical stimulation of our organs. 

So the question is – how do the posture, changes in shape, and the subsequent pressure changes inside the thoracic, abdominal, and pelvic cavity affect the short-term and long-term organ's function? Is it something to consider when evaluating the physical practice and positions of repose? If yes, in what way?

*take the chairs with back support in comparison to ground sitting as an example. The activation of abdominal and back muscles differs vastly – what might be the effect on nearby organs?

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#1

Prof. Lieberman introduced an intriguing theory of energy expenditure constrain—postulated by Herman Pontzer—by which humans adapt dynamically to changes in daily physical activity, maintaining total energy expenditure within a narrow range. 

So, as our daily physical activity increases, other components of our daily energy expenditure—including immunity, reproduction, and stress response)—are reduced to keep total energy expenditure in check.

What implication can we draw out from this concept in regards to our health?

#2

As you could see, dance in nonindustrial societies plays an essential role. Not just for entertainment but as a social bonding activity and a tool for physical conditioning. Yet inside modern industrial cultures, dance slowly drifted away and is generally viewed as an activity for younger people or professional dancers.

What is your view on the topic? What are we missing out on when we cut out dancing from our life (as individuals and as a culture)? What might be the obstacles behind introducing more dance time in modern western culture?

#3

“Even if you dislike running, your body is loaded with features from head to toe that help you run long distances efficiently and effectively.”

Think about and reflect on your personal physical practice. How much do you consider your human nature—what your structure was designed to do—in creating your practice? Do you go against your physical predispositions, trying to create something that your body was not adapted for? Do you address the necessary shortcomings of our biped upright structure?

To sum up, have the reading of the previous chapters changed the way you conceptualize exercise and physical practice? If yes, in what ways?

#4

Only a few things are so characteristic for our species as upright bipedal walking. But as with all fundamental movement patterns—as prof. Lieberman accurately stated—once we master them, we do not pay attention to these essentials anymore. A necessary step onward, so we can put our attention into learning something else. But there is also one negative side of being numb and blind to already mastered basic patterns. As time progresses, we change—we accumulate injuries, our postural habits alter, our environment and repeated activities shape our structures—and our fundamental, once mastered patterns change with them, without us noticing. We do that because the change is so gradual to notice. But subsequential compensations might lead to overloading of a particular body segment if left uncorrected – resulting in an injury in the long run.

Perhaps two ideas to think about:

First, do you monitor how do your structure, movement habits, and capacities change over time? Is that something worthy of putting your time in?

Second, our upright bodies are affected immensely by our relationship with gravity, and some of the worst injuries are a result of its constant pull over the years. How well do you understand this relationship, and how you incorporate it into your practice?

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#1

Nietzsche once noted – “He who has why can bear any how”. 

As you have learned about how dopamine and other neurotransmitters function in response to exercise, it is clear that taking up a physical practice (especially for unfit people) can be difficult. 

But dopamine is not released only during exercise. The future-oriented dopamine system is activated whenever we consciously acknowledge that we are en route to our goal and reaching a milestone – an ancient mechanism that rewards us when we are heading in a positive direction. And like many things, it can be all subjective. We are the ones that create our goals and tell ourselves if we are on the right track to achieve them or not – all in our heads. Perhaps this small pulse of dopamine is what can get us started (and also keep us going).

Viewing the issue from this perspective – how important is setting up a constructive schedule and acknowledging even small milestones on the way to bigger goals?

#2

Few thoughts on medicalizing exercise. 

Firstly – how does our relationship with exercise change once we view it as a medicine-like substance? The language we use has a powerful effect on us. Once we linked physical activity with the words like prescription, workout, and medicine, it can easily change the way we perceive physical activity (for worse?) and create artificial boundaries and perhaps psychological blocks.

Secondly – in biology, 1+1+1 does not equal 2+0+1. Doing something daily for 10 minutes is different from doing it once per week for 70 minutes. How should this non-linearity be reflected in prescribing the exercise?

Thirdly – we already established that the human behavioral set-point is a vast amount of everyday physical activity. If the sedentary healthy population forms the control group in medical research and determines the baseline of our health measures, where does that leave us? What are the implications for both very physically active and sedentary healthy people?

#3

In the last chapter, the author aims to sum up the research on what types of exercise regimes are beneficial for the particular disease. Although necessary for clear methodology in biomedical research, to simplify recommendations by dividing exercise into three categories of cardio, HIIT, and resistance training seems quite reductionistic. There are so many finer aspects and subtleties, that can make a difference and result in better precision when used for a particular condition/disease.

What we should consider beyond these crude categories? What do you think can be the next step in optimizing exercise for a particular situation?

#4

The book painted exercise as one of the most potent well-being-boosting interventions we can do for ourselves. What other practices can have such an impact on our well-being and health? Think of the top few that have the potential to bring the most results.

#5

Exercised is written from an evolutionary perspective. How do you consider this point of view? Can it lead to any possible misunderstandings or is it one of the best ways possible to approach this topic?

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- a technique derived from Richard Feynman, who excelled in his ability to synthesize and explain even complex scientific concepts. By using this technique right after you have finished the book, you will further enhance your understanding of the book's subject, identify the possible gaps in your knowledge and master the ability to clearly communicate the newly acquired information.

It consists of the following steps:

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01. Teach it to a child

Take out a blank sheet of paper and write the central concept of the book you have just finished in the top corner. Underneath, write down everything you know about this concept, without revisiting your notes or the book. The trick is, however, that you have to write in style, as if you wanted to teach a given concept to a 12-year-old child. Unlike your intelligent adult friends, 12-year-olds do not have scientific / technical terminology and specific jargon. Plus, they do not hold attention for too long. Therefore, you need to be clear and concise, and use language, which vocabulary can be easily understood by a child, so it can grasp the basic ideas and relationships.

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02. Identify your knowledge gaps

As you write, you will get to points where you will not be able to explain something in simple words, you will not be able to recall some key information, or you will have trouble tying the individual parts together to make clear connection.

In other words, you will encounter gaps in your knowledge... and that is the point, where you are really starting to learn!

Now that you know where you got stuck, go back and re-read particular passages in the book, review your own notes, or look for other source materials that address this concept. This process is necessary for you to fill in all the cracks that emerged from the previous step, and skipping it leads to the illusion of your knowledge.

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03. Organize, simplify and tell a story

At this point, you have a set of manually created notes in front of you. Go through them and create one continuous story, which will contain the key terms, relationships, and ideas of the concept you have just studied.

Practice reading the created story aloud. Pretend you're telling a story to a class of younger students. This way you will hear where your speech ceases to be simple and concise - avoid jargon and complicated sentences. Stumbles in the speech will again indicate to you the incompleteness of your thoughts. Practice until you are satisfied with the simplicity, straightforwardness, and fluency of your presentation. Ideally, invite live listeners who will give you feedback.