Svetlana Ray 的 Salsa 大祕密 第6集：心流狀態

Bailalo 教室請了 Svetlana Ray 老師在這幾天在台北教學，活動頁： https://www.facebook.com/events/1337032503942667

她的 youtube 有幾個影片看起來很有趣，敬轉如下： https://www.youtube.com/watch?v=x6rwdIpmjcY&list=PLvXeLe3LIwbcUwtmTc8hjr85GgnnbKOOu&index=2

中文翻譯

（0:00）已經到了這個時候了嗎？這是一個讚美。這意味著你組織了非常好的課程。（0:05）如果你非常有動力，並且有很強的意志力，你必須對抗（0:09）你的潛意識。 然後那個人站在一條腿上，（0:14）雜耍並保持著劍。人們感到無聊，因為他們實際上有點弄清楚了（0:19）這個派對到底是什麼，她想讓他們做什麼。他們像是數著一、三、五、七，（0:26）然後一個人說八。 反饋的水平，反饋的數量必須（0:30）與難度水平相對應。我播放了Cascara，並要求她做同樣的任務。（0:34）我可以清楚地看到她沒有過度思考任何事情。 在某個時刻，（0:40）她開始從那三個基本的舞步中發明出驚人的步伐。（0:48）大家好，我叫斯維特蘭娜·雷。我是一名莎莎舞導師、舞者、心理學家，（0:53）也是舞蹈教師的教練。 我已經教莎莎舞和跳舞超過15年。（0:59）我決定為像我這樣的莎莎舞迷創建這個播客，為那些想要（1:03）儘快進入社交舞者名單的人，想要享受訓練的人，（1:08）以及想要從莎莎舞中獲得最佳體驗的人。在這個播客中，（1:15）你將獲得來自我心理學背景、心理學知識的許多提示，還有我所有（1:20）多年的教學經驗。 （1:26）今天，我們將討論心流主題，這是一個改變遊戲的概念，（1:30）幾年前絕對改變了遊戲。我已經習慣了我的教師培訓，（1:34）但當我發現米哈伊·契克森米哈伊的《心流》這本書時，這就像是一場爆炸。它改變了（1:40）一切，讓我更好地理解實際上在教師課堂上發生了什麼，（1:44）以及我們如何能讓訓練更愉快，如何能更快地達成我們的結果（1:50）。 所以今天，我將分享所有關於心流狀態的提示。拿好你的爆米花，讓我們（1:55）開始吧。最近幾周我得到的主要見解是在我閱讀詹姆斯·克利爾的書《原子習慣》時（2:05）得出的。 這個見解是我們實際上每天都在訓練。所以無論我們做什麼，（2:11）我們都在訓練，並且我們在訓練的事情上不斷變得更好。無論是吃甜食，（2:18）還是躺在沙發上，或者每天早上跑步，或者訓練莎莎舞，或者閱讀，（2:23）我們總是變得更好。 我很快注意到這一點，當我在意大利（2:30）和Sea Crew的夥伴們訓練了兩個半星期，我度過了我生命中非常愉快的時光。我租了一個Airbnb，（2:37）在第一個早晨，我去了靠近海岸的咖啡館，這家咖啡館有非常小的（2:45）甜點。我想，好的，我試一個。 然後第二天我回來，（2:51）我想，好的，我可以再點一個。然後我想我最後嘗試了（2:56）四個，這已經有點太多了。所以這是一個非常明顯的例子，說明我在吃甜食方面（3:02）變得更好了。 所以無論我們做什麼，我們都在變得更好。我們的主要任務是（3:09）實際上固定重複的概念。這就是詹姆斯·克利爾在他的書中所說的。 他說，（3:16）當你試圖建立新的習慣時，最重要的是你每天只做這個（3:20）兩分鐘，只需兩分鐘。如果你去跑步，你只跑兩分鐘，（3:25）然後太好了，你達成了目標。因為第一次，目標不是像牛一樣跑，（3:32）目標實際上是固定我們大腦中重複相同動作的模式，（3:37）或重複相同的程序，或相同的儀式，或無論是什麼。 實際上，我也開始（3:42）在意大利跑步，我有一個好的和壞的例子，可以這麼說。每個早晨，（3:48）我醒來並跑步。我發現自己施加壓力，因為我覺得你太弱了，（3:55）你可以跑得更多，還有所有那些想法，這些可能對你來說是熟悉的。 但然後我（4:01）想，詹姆斯·克利爾說，這只需要兩分鐘，我跑兩分鐘，我就完成了。（4:06）很好，幹得好，我做到了。這實際上幫助我維持這個習慣。 我現在仍然（4:10）在做這件事。我是說，已經過了幾個月，但仍然有效。我可以肯定地說（4:15）這是有效的，因為它釋放了我們通常施加在自己身上的壓力。 （4:20）當我們開始做某件事時，我們想像自己已經非常出色，或者至少（4:24）假裝自己非常出色。但我們必須在一開始專注於（4:31）重複的事實，保持重複，而不期待非常大的結果。因為主要（4:36）的想法是建立習慣。 而且有兩個因素使重複對我們來說更有可能（4:45）。這是簡單性和快樂。所以這個習慣對我們來說必須是簡單的。 而且這個習慣必須（4:52）給我們帶來快樂。這裡我們直接進入心流主題。因為米哈伊·契克森米哈伊，（4:58）他是一位美國心理學家，擁有匈牙利血統。 他研究了這些人（5:06），他們在做一些愉快的事情，比如運動員、藝術家、音樂家，（5:14）或舞者，所有這些人都在做好的、愉快的事情，這些事情應該感覺（5:21）很好。他發現這些人實際上有相同的腦部活動。即使他們在做完全不同的事情，感覺上他們（5:27）都處於同一狀態。 這就是他（5:32）提出心流概念的原因。他說，在日常生活中，當我們什麼都不做時，我們的大腦（5:37）活動是混亂的。他稱之為熵，我們有熵。 而熵的壞處是（5:42）它總是會變得更糟。例如，如果你早上出門，然後你在想（5:48）多麼美好的陽光明媚的日子，太陽在閃耀，然後你開始想，哦，我希望我生活中有更多的（5:55）陽光，也許我應該去度假。然後你想，哦，我不能去度假，（6:00）因為我有一份艱難的工作。 哦，我不喜歡我的工作。哦，我不喜歡我的生活。就像（6:05）這樣，變得越來越糟。 這就是熵的概念。但當我們進入（6:10）心流狀態時，我們的大腦活動結構化，實際上我們在這段時間內有點失去自我。但當我們結束時，我們感覺自己甚至更好。 這就是為什麼關鍵點（6:21）在於持續訓練是要讓自己始終處於這種心流狀態。 （6:29）心流狀態有四個特徵。第一，如我所說，我們失去了自我意識。（6:35）想像一下自己在做風帆衝浪，我不知道。你有這麼多事情，你有（6:41）板子，你有帆，你有風，你有海，你必須管理所有這些（6:47）事情。當然，你沒有時間或工作記憶去思考你是誰，（6:52）像，我現在在做風帆衝浪。 你只是完全專注於任務。特徵（6:59）第二是你對自己的行動感到非常有控制感。想像你在玩，或者回想（7:08）你玩超級瑪利歐的時候。我想每個人在小時候都玩過超級瑪利歐。所以你必須（7:13）確保超級瑪利歐在跑，然後當你按下按鈕時，超級瑪利歐跳起來，（7:18）然後當你在錯誤的時候按下按鈕，超級瑪利歐就會掉進洞裡，或者被龍吃掉，或者其他什麼。 所以你感覺到你非常好地控制他的動作，（7:28）你控制著什麼時候按下按鈕。特徵第三，（7:32）當你完成活動時，你的自我感覺會稍微增強。想像一下自己在攀岩，（7:39）你在攀爬、攀爬、攀爬。當你攀爬時，你感覺到你控制著抓握，（7:44）你控制著風，像，你感覺到風，至少你不控制它。 你控制著（7:49）你的身體的位置和一切。所以你沒有時間去想其他任何事情。（7:55）但當你完成並在頂部時，你會感覺，哦，我的天，我做得很好。 我對自己感到非常（8:00）驕傲。所以這就是這個想法。當你完成時，因為你專注於任務，（8:04）你會對自己感覺良好。 而最明顯的標準是你失去了時間感。我（8:11）是說，我不認為你需要任何額外的解釋。你們都經歷過這種（8:15）驚人的莎莎舞課，當時間飛逝。 你甚至沒有注意到一小時就這樣（8:22）過去了。所以這是主要的想法。當你在心流中時，你不會注意到時間是如何（8:28）飛逝的。 這對老師來說是一個非常好的標準。所以如果學生說，哦，課程，（8:35）我根本沒有注意到，或者已經到了這個時候了？這是一個讚美。這意味著你（8:40）組織了非常好的課程。 這也是你的一個標準。如果你錯過了時間，（8:46）如果你沒有注意到時間，那意味著你組織得很好，並且你（8:50）處於心流狀態。因此，當你處於心流狀態時，你會對自己所做的過程感到快樂（8:58）。 而在那之後，你會想要回到這種狀態，因為你感覺（9:03）很好。這是持續莎莎舞訓練的關鍵點。所以如果因為某種原因，你的莎莎舞（9:09）訓練沒有帶給你快樂，即使你非常有動力，並且有很強的（9:13）意志力，你也必須對抗你的潛意識，對抗自己，這樣是無法持久的（9:19）。 所以在這種情況下，最簡單的方法是以一種方式組織你的訓練，讓你感到（9:23）快樂，讓你處於心流狀態。為此，你需要滿足四個條件。條件（9:31）第一，你必須有集中注意力的能力。 在去哥倫比亞之前，我是這樣的，（9:39）當我在教師培訓中教老師時，我是這樣的，好的，夥伴們，這就像，你們不需要（9:44）解釋這個，因為我們都有教室，都是封閉的，沒有人干擾，（9:49）我們都可以集中注意力，這不是大問題。但當我在哥倫比亞時，我開始（9:54）在課堂上笑，因為我參加了一個工作坊，一位老師的碩士班，（10:00）我們的教室有一面玻璃牆面對十字路口。 你知道，在哥倫比亞，（10:09）在十字路口，他們會做一些瘋狂的事情。有時候你會看到，有人洗你的（10:14）窗戶，有時候你會看到，我不知道，雜技演員或其他什麼算命師，像是每個人，你知道，他們只是試圖賺錢。他正在給出例行公事，這（10:26）有點困難。所以我真的必須專注於記住動作的順序。 （10:32）然後我只是用眼角看了看十字路口。然後有一個人站在（10:40）椅子上。你知道的，他們有這種一條腿的椅子。 所以有一把椅子，然後這（10:46）一條腿的椅子在上面。然後那個人站在這個一條腿的東西上，雜耍並（10:52）用牙齒保持著劍。這太有趣了，因為我立刻就分心了，因為（10:59）我無法想像看到這樣的東西。 那個人就像是（11:04）這是你能想像的最愚蠢的事情。但我很快就分心了。因為（11:09）這個人吸引了我所有的注意力。然後我開始笑，因為我覺得，（11:14）好的，這是你在課堂上分心的時刻。 （11:21）在確保沒有人或任何事情會分心之後，你必須確保你（11:26）有一個非常明確的目標，非常具體的目標。這實際上是我在所有（11:32）之前的播客中已經提到的事情。 但這是一個超級重要的事情。因為如果你的目標不明確，（11:36）那麼你的大腦根本不理解該怎麼做。例如，我曾經在一位教授旋轉的老師的課堂上。 這堂課是旋轉技巧。因為你知道，（11:50）我也專注於莎莎舞的旋轉技巧，我很好奇。所以我大約在課程開始後10分鐘（11:55）到達。 然後老師把他們排成列，要求他們從一面牆到另一面牆做一系列（12:02）旋轉。他們只是做旅行轉身，讓我們稱之為旋轉。所以他們從一面牆到另一面牆，然後再回來，從一面牆到（12:13）另一面牆，再回來。 我意思是，課程開始10分鐘後。顯然，他沒有向他們解釋任何（12:18）發生的事情，因為旋轉有很多部分，你必須保持（12:26）在你的軸心上，你必須定位，你必須滑動，你必須跟蹤你的衝動，（12:32）並同時做所有這些事情。所以這是一個非常複雜的過程。 而他只是說，（12:37）我們旋轉。他們就這樣旋轉了。這是如此痛苦，因為他們當然無法旋轉。 我的意思是，這就是他們來上課的原因。而他只是要求他們（12:48）旋轉。我認為這是非常非常嚴重的。我可以看到他們臉上的痛苦，因為他們會（12:55）掙扎，他們會摔倒，他們會感到非常暈眩，但他們不知道該怎麼做以及如何（13:00）糾正它，因為任務不明確。 我意思是，假設任務本身是明確的，你旋轉直到（13:04）你死去或直到你到達對面的牆。但在技術層面上，（13:09）任務並不明確。 這就是為什麼它直接導致挫折感。所以任務必須是（13:14）超級明確的，你可以感受到控制感。好的，我摔倒了，但我知道我摔倒是因為我（13:20）抬起了腳跟，或者我知道我摔倒是因為我沒有正確定位。 所以我必須這樣做（13:24）和這樣做。這些是必須伴隨著明確任務的清晰指示。 （13:30）我有關於設置明確任務的另一個例子，發生在我在索契進行教師培訓時。 有一個女孩，她實際上做得不太好。我給了他們（13:43）任務。所以我們做了一個關於解釋的練習。 我教他們如何使用不同的鍵序列來解釋每一個（13:49）動作。所以你有第一序列的鍵，解釋（13:55）你身體的哪一部分在做什麼，去哪裡，哪個計數，還有所有這些基本（14:00）事情。所以任務是將你的動作分解成這些鍵，並非常非常（14:07）精確地解釋，以便人們理解。 而她只是來到那裡，開始做一種像是（14:12）歌曲步伐的東西。她說，字面意思是，好的，現在我們在做（14:21）。 她在做這個動作，而她的公司只有一個詞，我們在做（14:27）。當然，期待其他老師跟著她重複。（14:31）我只是給了她這段時間，我在觀察。 當然，後來（14:37）她在糾正他們時遇到了很多麻煩，因為任務不明確。（14:41）而且你可以看到人們感到無聊，因為他們實際上有點弄清楚了（14:45）這個派對到底是什麼。她想讓他們在這個派對上做什麼，（14:51）因為你可以看到，但技術和一些細節總是不同。 （14:59）條件第三，你的任務必須處於沸騰的水平。我稱之為沸騰水平。（15:04）這不是一個科學術語，但它非常好地代表了現實。

英文字幕

(0:00) Is it already the time? That's a compliment. That means that you organized the lesson very well. (0:05) If you're super motivated and you have very strong power of will, you have to go against (0:09) your subconscious. And then the guy was standing on this one leg thing, (0:14) juggling and keeping the sword. People got bored because they actually kind of figure out what (0:19) this pie is exactly, what does she want them to do. They were like one, three, five, seven, (0:26) and then one person is like eight. The level of feedback, the amount of feedback has to be (0:30) corresponding with the difficulty level. I played Cascara and asked her to do the same task. (0:34) And I could clearly see that she didn't overthink anything. And at some point, (0:40) she started to invent amazing steps out of those three basic figures. (0:48) Hello everyone, my name is Svetlana Rey. I'm a salsa mentor, dancer, psychologist, (0:53) and also dance teacher's coach. I've been teaching salsa and dancing for more than 15 years. (0:59) And I've decided to create this podcast for salsa nerds like me, for people who want to (1:03) get as soon as possible to the top social dancers list, who want to enjoy the trainings, (1:08) and who want to get the best from what salsa offers to us. And in this podcast, (1:15) you will have a lot of tips from my psychological background, psychological knowledge, and also from (1:20) all the years of teaching experience that I had. (1:26) Today, we're going to talk about the flow topic, which was a game changer, (1:30) absolute game changer a few years ago. I already used to have my teacher's training, (1:34) but when I discovered the book Flow by Mihaly Csikszentmihalyi, it was like a blast. It changed (1:40) everything and it gave me a better understanding of actually what's going on in teacher's classes, (1:44) and how can we make our trainings more pleasurable, and how can we achieve our results (1:50) faster. So today, I'm going to share all the tips about the flow state. Get your popcorn and let's (1:55) go. The main insight that I got in the last weeks came to me when I read the book of James Clear, (2:05) Atomic Habits. The insight was that we actually train every day. So whatever we do, (2:11) we're training and we constantly get better in what do we train. Whether it is eating sweets, (2:18) or lying on the couch, or maybe running every morning, or training salsa, or reading, (2:23) we always get better. I noticed it very fast when I was, I spent two and a half weeks in Italy (2:30) training with Sea Crew guys, and I had like a very nice time of my life. I rented an Airbnb, (2:37) and in the first morning, I went to the cafe close to the seashore, and this cafe had very tiny (2:45) little small desserts. And I was like, okay, I'll try one. And then the next day I came back, (2:51) and I was like, okay, I can take this one and another one. And then I think I ended up trying (2:56) four, and it was a little already too much. So that was the very obvious example of how I got (3:02) better in eating sweets. So whatever we do, we're getting better. And our main task is to (3:09) actually fix the idea of repetition. And this is what James Clear says in his book. He says, (3:16) when you try to establish the new habit, the most important thing is that you only do this (3:20) for two minutes every day, only for two minutes. If you go running, you run only two minutes, (3:25) and then great, you achieve the goal. Because for the first time, the goal is not to run like a bull, (3:32) the goal is to actually fix the pattern in our brain of repeating the same movement, (3:37) or repeating the same procedure, or the same ritual, or whatever it is. And actually, I started (3:42) to run as well in Italy, and I had like good and bad example, let's say. So every morning, (3:48) I wake up and run. And I found myself putting pressure, because I was like, you are too weak, (3:55) you could run more, and like all those thoughts, which are probably familiar to you. But then I (4:01) was like, James Clear said, it has to be only two minutes, I do two minutes, and I'm done. (4:06) Good, great job, I did it. And it actually helped me a lot to maintain the habit. And I'm still (4:10) doing it nowadays. I mean, it's been like a couple of months, but still, it's working. I can say (4:15) definitely it's working, because it releases the pressure that we normally put on ourselves. (4:20) When we start taking something, we imagine ourselves being already very good, or at least (4:24) pretending to be very good. But we have to focus in the very beginning that on the fact that we (4:31) just have to repeat, keep repeating and not expecting very big results. Because the main (4:36) idea is to just establish the habit. And there are two factors to make the repetition more probable (4:45) for us. This is the simplicity and the joy. So the habit for us has to be simple. And the habit has (4:52) to bring us joy. And here we're coming directly to the flow topic. Because Mihaly Csikszentmihalyi, (4:58) he's an American psychologist with Hungarian origin. And he was investigating these people (5:06) who were doing some nice stuff, like, for example, sportsmen, or people of art, or musicians, (5:14) or dancers, like all those people who are doing good, nice things, which are supposed to feel (5:21) nice. And he found out that these people actually have the same brain activity. It feels like they (5:27) all in the same state, even though they're doing absolutely different things. And this is how he (5:32) came up with the flow concept. So he said that in everyday life, when we do nothing, our brain (5:37) activity is chaotic. So he calls it entropy, we have entropy. And the bad thing about entropy is (5:42) that it always gets worse. So for example, if you go out in the morning, and you're like thinking (5:48) about what a nice sunny day, the sun is shining, and then you start thinking, oh, I wish I had more (5:55) sun in my life, maybe I should go to vacation. And then you think like, oh, I can't go to vacation, (6:00) because I have a tough job. And oh, I don't like my job. Oh, I don't like my life. Like, (6:05) it's getting worse and worse and worse and worse. And this is the idea of entropy. But when we get (6:10) into the flow state, our brain activity structures, and actually we lose ourselves (6:15) kinda for this time. But when we finish, we feel ourselves even better. That's why the key point (6:21) to continue training is to bring yourself always in this flow state. (6:29) Flow state has four features. First is, as I already said, we lose our self-conscious. (6:35) Imagine yourself, I don't know, doing windsurfing, for example. You have so many things, you have (6:41) the board, you have the sail, you have the wind, you have the sea, and you have to manage all those (6:47) things. And of course, you don't have any time nor working memory to think about who you are, (6:52) like, I am now doing windsurfing. You just absolutely focused on the task. Characteristic (6:59) number two is that you feel very well the control over your actions. Imagine you playing, or recall (7:08) yourself playing Super Mario. I think everybody played Super Mario when we were kids. So you have (7:13) to make sure that Super Mario runs, and then when you press a button, Super Mario jumps, (7:18) and then when you press the button in the wrong time, Super Mario falls in a hole or is being (7:23) eaten by a dragon or something else. So you feel very well that you control his movements, (7:28) that you control when exactly to press the button. Characteristic number three, (7:32) when you finish your activity, your me feeling gets a little stronger. Imagine yourself climbing (7:39) a rock, and you climb, climb, climb. When you climb, you feel that you control the grip, (7:44) you control the wind, like, you feel the wind, at least you don't control it. You control, (7:49) like, where your body is and everything. So you don't have any time to think about anything else. (7:55) But then when you finish and you're on top, you feel like, oh my God, I did a great job. I'm super (8:00) proud of myself. So this is the idea. When you finish, because you are devoted by the task, (8:04) you feel good about yourself. And the most obvious criteria is that you lose the sense of time. I (8:11) mean, I don't think that you need any additional explanation about that. You all had this experience (8:15) of an amazing salsa lesson when the time just flew. You didn't even notice that one hour just (8:22) left like this. So that's the main idea. When you're in the flow, you don't notice how does (8:28) time fly. And this is a very great criteria for teachers. So if the students say, oh, the class, (8:35) I just didn't notice, or is it already the time? That's the compliment. That means that you (8:40) organized the lesson very well. And also is the criteria for you. If you missed the time, like, (8:46) if you didn't pay attention to the time, that means that you organized yourself very well, and you (8:50) were in a flow state. So inevitably, when you're in a flow state, you feel joy about the process (8:58) that you're doing, actually. And after that, you want to come back to the state because you felt (9:03) well. And that's the key point to continue salsa training. So if for some reason, your salsa (9:09) trainings don't bring you joy, even if like if you're super motivated, and you have very strong (9:13) power of will, you have to go against your subconscious, against yourself, and it won't last (9:19) very long. So the easiest way in this case is to organize your trainings in a way so that you feel (9:23) joy, you're in a flow state. And for that, you need to fulfill four conditions. Condition number (9:31) one, you have to have the ability to concentrate. And before going to Colombia, I was like, (9:39) when I taught teachers at the teacher training, I was like, okay, guys, it's like, you don't really (9:44) need to explain that because we all have the classrooms and they're closed, nobody's interfering, (9:49) and we can all concentrate, it's not a big deal. But then when I was in Colombia, I just started (9:54) to laugh during the class because we had I visited like a workshop, the masterclass of one teacher, (10:00) and we had the room that had one glass wall facing the crossroad. And, you know, in Colombia, (10:09) at crossroads, they do some crazy things. Sometimes you have whatever, people washing your (10:14) windows, sometimes you have whatever, I don't know, just acrobats or like whatever fortune (10:21) tellers, like everyone, you know, they just try to earn money. He was given the routine and it was (10:26) kind of pretty difficult. So I had to, I really had to focus to memorize the order of the moves. (10:32) And then I just with the corner of my eye looked at the crossroad. And it was a guy standing on a (10:40) chair. So you know this, they have this chair with one, one leg. So there was a chair and then this (10:46) one leg chair on this. And then the guy was standing on this one leg thing, juggling and (10:52) keeping the sword in his in his teeth. It was so funny because I got distracted right away because (10:59) I was like, I couldn't imagine seeing anything like that. And the guy was just like, it's like (11:04) it's the most stupid thing you know, that you can imagine. But I got distracted so quickly. Because (11:09) I yeah, this guy just attracted all my attention. And then I started to laugh because I was like, (11:14) okay, this is the this is the moment when you get distracted during your class. (11:21) After making sure that nobody or nothing will distract you, you have to make sure that you (11:26) have a very clear goal, very specific goal. This is actually a thing I was already mentioned in all (11:32) the previous podcasts. But this is a super important thing. Because if your goal is not clear, (11:36) then your brain doesn't simply doesn't understand what to do. And for example, I was once at the (11:43) class of the guy who taught spinning. The class was spinning technique. And because you know, (11:50) I'm also specialized in spinning technique and salsa, I was curious. So I came maybe 10 minutes (11:55) after the class began. And then teacher put them in in columns and asked them to do just chain of (12:02) spins from one wall to another. And they were just doing like traveling turns, let's say I can (12:08) call it spin. So they did traveling turns from one wall to another one and back from one wall to (12:13) another one and back. I mean, 10 minutes after the beginning. Clearly, he didn't explain them anything (12:18) of what's happening because spinning has a lot of a lot of parts, you have to have you have to keep (12:26) track on your axis, you have to spot you have to slide, you have to keep track on your impulse, (12:32) and do all those things at the same time. So it's really complicated process. And he just said, (12:37) we spin. And they were spinning somehow. And it was so painful, because they couldn't spin, (12:43) of course. I mean, this is what they came, why they came for the class. And he just asked them (12:48) to spin. I think it's very, very sever. I could see pain in their faces, because they, they would (12:55) struggle, they would fall, they would feel very dizzy, but they would know what to and how to (13:00) correct it, because the task wasn't clear. I mean, let's say the task itself was clear, you spin till (13:04) you die or till you reach the opposite wall. But within the technique on a technique level, (13:09) the task was not clear. And that's why it leads directly to frustration. So the task has to be (13:14) super clear, you can have the feeling of control. Okay, I fall, but I know that I fell because I (13:20) lifted my heel or I know that I fell because I didn't spot correctly. So I have to do this and (13:24) this and this. These are the clear instructions that have to accompany the clear task. (13:30) Another example that I have about putting a clear task happened once when I was given a teacher's (13:36) training in Sochi. And there was one girl who, who made it actually not very well. I gave them the (13:43) task. So we did an exercise about explanation. And I taught them actually how to explain every (13:49) movement using different orders of the keys. So you have keys of first order where you explain (13:55) what part of your body what it does, where does it go and which counts and like all those basic (14:00) things. So the task was to split your movement into this keys and explain it super, super (14:07) precisely so that people understand. And she just came there and she started to do kind of like a (14:12) song step or yeah, kind of song step thing. And she says, literally, okay, now we're doing (14:21) And she was doing the movement and just the company was one word we're doing (14:27) And of course, expecting other teachers to repeat after her. (14:31) And I just gave her this time and I was observing. And of course, later on, (14:37) she had a lot of troubles to correct them because the task was not clear. (14:41) And also you could see that the people got bored because they actually kind of figure out what (14:45) this pa is exactly. What does she want them to do in this pa, (14:51) because you can see, but the technique and like some details are always different. (14:59) The condition number three, your task has to be in a boiling level. I call it boiling level. (15:04) It's not a scientific term, but it represents the reality very well.