|
Exhalation and
diaphragmatic breathing, acting in concert with one another, are mechanical
keys to ensuring breathing for good acid-base regulation, chemoregulation. Not allowing for relaxed and passive
exhalation translates into: ●
fear of not getting enough air, oxygen; ●
worry that the next breath may
not come in time; ● hurrying to take your next breath; ● intentional
breathing, where breaths must be “taken;” ● self-imposed restricted range of
inhalation; ● making it impossible to take a deep breath; ● smaller breaths
that necessarily require faster breathing; and ● anxiety between
breaths, where transition time between breaths becomes intolerable. Exhaling is
passive,
and is about letting go, “allowing.” It does not require muscles. It means “letting” the air out by relaxing
the diaphragm. The exhale should not be
forced, not “pushed out.” Forcing the
air out, may motivate you to “take” a deep breath. Forcing air out, translates into using
accessory muscles, which may then lead to overbreathing.
Learning to be
comfortable with transition time
desensitizes you to the waiting period. Extinction of classically conditioned emotions
(e.g., fear) and vicious circle operant behaviors (e.g., preempting the
brainstem reflex) is vital to success. Key
to learning good mechanics is experiencing, identifying, and becoming
comfortable with the brainstem reflex, which regulates breathing
based on PCO2, pH, and O2, in addition to a host of other
reflex factors. Convert patience to meditation. Inhaling is
active. Nevertheless, it too should be
“allowed.” The brainstem reflex
mechanisms ordinarily do not need your assistance. Being in a hurry usually means “taking”
breaths, intentional breathing, and is likely to lead to overbreathing. Mechanics play allows for learning how the
brainstem reflex engages your inhale, how is happens on its own accord.
See how small the
breath can be, and still be comfortable. Reinforcement for small or quiet breaths is vital to success. Reinforcement of small breaths generalizes to other discriminative stimuli (e.g., social) quickly and
effectively.
Learning about the
relationship between breathing depth and rate is fundamental to CapnoLearning™, and requires PCO2 feedback
monitoring. Maintaining good chemistry
while breathing more rapidly means that depth must be adjusted
accordingly. Learning to maintain PCO2
levels within the healthy window, 35 to 45 mmHg, during fast and slow breathing
develops a sense of how chemoregulation takes place. It provides the basis for reinstatement of
brainstem reflexes.
Copyrighted by
Behavioral Physiology Institute, |