Juliet Starrett

And we got to first grade and we watched at Christmas around the holiday, half the kids came back and started heel striking. And so if you're listening, what that means is they fundamentally altered a running movement pattern. They went from running and landing, like if you were jumping, you'd jump and land on the balls of your feet. You wouldn't do that with your heels.

And we got to first grade and we watched at Christmas around the holiday, half the kids came back and started heel striking. And so if you're listening, what that means is they fundamentally altered a running movement pattern. They went from running and landing, like if you were jumping, you'd jump and land on the balls of your feet. You wouldn't do that with your heels.

And all of a sudden, half of the cohort of the kids that we observed started started putting their heel out to initiate a running kind of position. So just so everyone knows, if you take your shoes off and go run, you cannot run with your heel slamming into the ground. You'll immediately get feedback that that doesn't feel very good.

And all of a sudden, half of the cohort of the kids that we observed started started putting their heel out to initiate a running kind of position. So just so everyone knows, if you take your shoes off and go run, you cannot run with your heel slamming into the ground. You'll immediately get feedback that that doesn't feel very good.

And all of a sudden, half of the cohort of the kids that we observed started started putting their heel out to initiate a running kind of position. So just so everyone knows, if you take your shoes off and go run, you cannot run with your heel slamming into the ground. You'll immediately get feedback that that doesn't feel very good.

So what is it about the environment and the human interaction that changed? That's like saying, okay, we're Halfway through your first grade, we're going to switch to left-handed writing. That's the equivalent of that. Or you've been throwing a ball with your right hand. We're starting to throw it with your left hand. You'd be like, why are we doing that? That's a really interesting question.

So what is it about the environment and the human interaction that changed? That's like saying, okay, we're Halfway through your first grade, we're going to switch to left-handed writing. That's the equivalent of that. Or you've been throwing a ball with your right hand. We're starting to throw it with your left hand. You'd be like, why are we doing that? That's a really interesting question.

So what is it about the environment and the human interaction that changed? That's like saying, okay, we're Halfway through your first grade, we're going to switch to left-handed writing. That's the equivalent of that. Or you've been throwing a ball with your right hand. We're starting to throw it with your left hand. You'd be like, why are we doing that? That's a really interesting question.

Well, if the whole world started to shift you into only left-handedness or left-footedness, you suddenly would say, hey, this is... Something's going on here. The environment is shaping us. And I think... When we start to view that way, we start to then, it's easier to understand the thousands of small choices that are made for us. We talk about environmental constraint a lot.

Well, if the whole world started to shift you into only left-handedness or left-footedness, you suddenly would say, hey, this is... Something's going on here. The environment is shaping us. And I think... When we start to view that way, we start to then, it's easier to understand the thousands of small choices that are made for us. We talk about environmental constraint a lot.

Well, if the whole world started to shift you into only left-handedness or left-footedness, you suddenly would say, hey, this is... Something's going on here. The environment is shaping us. And I think... When we start to view that way, we start to then, it's easier to understand the thousands of small choices that are made for us. We talk about environmental constraint a lot.

When I was a first year physio student, I was working next to the occupational therapist and they were working with people who'd had some head trauma, people who'd had cerebral vascular accidents, strokes. And people would have a more affected side and a less affected side.

When I was a first year physio student, I was working next to the occupational therapist and they were working with people who'd had some head trauma, people who'd had cerebral vascular accidents, strokes. And people would have a more affected side and a less affected side.

When I was a first year physio student, I was working next to the occupational therapist and they were working with people who'd had some head trauma, people who'd had cerebral vascular accidents, strokes. And people would have a more affected side and a less affected side.

And they would come in and what they would do is if your right hand was your dominant hand that was less effective, they would actually tape an oven mitt to that hand so you couldn't use it. And they would force this other hand, the more affected side, to do all the work. And so that the brain had to work and learn how to reuse that sort of injured side.

And they would come in and what they would do is if your right hand was your dominant hand that was less effective, they would actually tape an oven mitt to that hand so you couldn't use it. And they would force this other hand, the more affected side, to do all the work. And so that the brain had to work and learn how to reuse that sort of injured side.

And they would come in and what they would do is if your right hand was your dominant hand that was less effective, they would actually tape an oven mitt to that hand so you couldn't use it. And they would force this other hand, the more affected side, to do all the work. And so that the brain had to work and learn how to reuse that sort of injured side.

And I came home and I was like, Juliet, I think I found the key. I have to get all the cookies out of the house. Then I won't eat the cookies. Like this is environmental constraint.

And I came home and I was like, Juliet, I think I found the key. I have to get all the cookies out of the house. Then I won't eat the cookies. Like this is environmental constraint.

And I came home and I was like, Juliet, I think I found the key. I have to get all the cookies out of the house. Then I won't eat the cookies. Like this is environmental constraint.