Y Synhwyrau Anghyfarwydd Corff Cymru
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Transcript
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-Subtitles | 0:00:00 | 0:00:00 | |
-Subtitles - -Subtitles | 0:00:00 | 0:00:02 | |
-Every single second of every day... | 0:00:02 | 0:00:05 | |
-..our senses gather information -about our environment. | 0:00:05 | 0:00:09 | |
-The senses connect us -to our surroundings. | 0:00:09 | 0:00:14 | |
-I'm Dr Anwen Rees, -a Physiology lecturer... | 0:00:14 | 0:00:17 | |
-..at Cardiff Metropolitan -University. | 0:00:17 | 0:00:20 | |
-I'm Dr Katie Hemer, a Bioarchaeology -specialist at Sheffield University. | 0:00:21 | 0:00:27 | |
-We will look at the way the brain -uses information... | 0:00:27 | 0:00:31 | |
-..to create -a unique picture of the world. | 0:00:31 | 0:00:34 | |
-We will look at familiar -and unfamiliar senses... | 0:00:35 | 0:00:39 | |
-..and how they collaborate. | 0:00:39 | 0:00:41 | |
-And how to trick them. | 0:00:41 | 0:00:43 | |
-THE OTHERS | 0:00:49 | 0:00:53 | |
-During the series, we've looked at -all our familiar senses. | 0:01:12 | 0:01:17 | |
-We have some unfamiliar ones too. | 0:01:17 | 0:01:19 | |
-Without these, simple things -like sitting up, standing up... | 0:01:19 | 0:01:24 | |
-..and riding a bike -would be hard work. | 0:01:24 | 0:01:27 | |
-It's already hard! Come on, Anwen! | 0:01:27 | 0:01:29 | |
-It's already hard! Come on, Anwen! - -I'm pedalling! | 0:01:29 | 0:01:30 | |
-What is proprioception? | 0:01:31 | 0:01:33 | |
-Proprioception is the brain's -ability to sense stimuli... | 0:01:33 | 0:01:38 | |
-..regarding the position -of arms and legs... | 0:01:38 | 0:01:41 | |
-..without using -any of the other senses. | 0:01:41 | 0:01:44 | |
-Close your eyes -and touch your nose. | 0:01:44 | 0:01:47 | |
-You're using proprioception. | 0:01:47 | 0:01:49 | |
-Receptors in muscles and tendons -tell the brain were the arm is... | 0:01:50 | 0:01:54 | |
-..to lead it to the nose. | 0:01:54 | 0:01:56 | |
-Those who lose their proprioceptive -sense will struggle... | 0:01:56 | 0:02:01 | |
-..as they must think about their -body parts' position before moving. | 0:02:01 | 0:02:06 | |
-Our sense of proprioception -is vital but difficult to quantify. | 0:02:10 | 0:02:15 | |
-At the SoBA Lab, -Bangor University... | 0:02:15 | 0:02:18 | |
-..Dr Emily Cross's research team -can offer clues on how it works. | 0:02:18 | 0:02:23 | |
-Students and myself -were interested in knowing... | 0:02:25 | 0:02:28 | |
-..how you learn new movement... | 0:02:29 | 0:02:31 | |
-..and how your brain changes -as you pick up a kinaesthetic... | 0:02:31 | 0:02:34 | |
-..or a motor sense of what a new -action might feel like on your body. | 0:02:35 | 0:02:39 | |
-What that means is I have to dance! | 0:02:39 | 0:02:42 | |
-I must perform -the same movements... | 0:02:46 | 0:02:49 | |
-..as the dancer -in the computer game on the screen. | 0:02:49 | 0:02:53 | |
-My score depends on how closely -I can match the dancer's movements. | 0:02:54 | 0:02:59 | |
-I'm not a great dancer, but I'm -doing this in the name of science! | 0:02:59 | 0:03:04 | |
-Proprioception -allows my brain to keep a record... | 0:03:06 | 0:03:10 | |
-..of the position of my legs -and arms are while I dance. | 0:03:10 | 0:03:14 | |
-I just danced for the first time and -it was hard to follow the dancer. | 0:03:18 | 0:03:23 | |
-I had no idea what would happen next -and the movements were tricky. | 0:03:23 | 0:03:28 | |
-It felt unnatural. | 0:03:28 | 0:03:29 | |
-Dancers have greater awareness -of the position of their body. | 0:03:31 | 0:03:36 | |
-Emily invited Rhys Jenkins, who's -a tap dancer, to do the same test. | 0:03:39 | 0:03:44 | |
-This computer game uses a special -camera to measure body movement... | 0:03:46 | 0:03:51 | |
-..giving the researchers -an unbiased score. | 0:03:52 | 0:03:56 | |
-We study dance, not because -we care about dance per se. | 0:03:56 | 0:04:00 | |
-What we're really interested in is -how people learn complex movement. | 0:04:01 | 0:04:06 | |
-The team looks at the effect -a complex task like a dance... | 0:04:07 | 0:04:11 | |
-..has on the brain. | 0:04:11 | 0:04:12 | |
-Next, Rhys and I dance again... | 0:04:13 | 0:04:16 | |
-..to see if the fact we've done -this before affects our score. | 0:04:17 | 0:04:21 | |
-Emily's team usually monitors -changes over a far longer period. | 0:04:29 | 0:04:33 | |
-The practise run helped. | 0:04:40 | 0:04:42 | |
-I knew what I had to do next -and I knew how to move. | 0:04:42 | 0:04:45 | |
-It was easier -and it felt more natural. | 0:04:46 | 0:04:48 | |
-That's because I didn't have to -focus so much on the screen... | 0:04:50 | 0:04:55 | |
-..and on every single movement. | 0:04:55 | 0:04:57 | |
-My score doubled -but Rhys outperformed me. | 0:04:59 | 0:05:02 | |
-Rhys, you trebled your score. -How was it for you? | 0:05:02 | 0:05:06 | |
-It was hard at first, but once I'd -done it a few times, it was easier. | 0:05:07 | 0:05:12 | |
-Did your dance background help? | 0:05:12 | 0:05:14 | |
-Yes, I think so. | 0:05:16 | 0:05:17 | |
-I could keep the rhythm -when I was dancing. | 0:05:17 | 0:05:20 | |
-That's a skill which I learned -when I took up dancing. | 0:05:21 | 0:05:24 | |
-I think it helped. | 0:05:25 | 0:05:26 | |
-The fact that both Rhys and I -improved our scores... | 0:05:27 | 0:05:31 | |
-..demonstrates that our brains -adapted in a short space of time. | 0:05:31 | 0:05:35 | |
-The research carried out -by Emily's team... | 0:05:36 | 0:05:39 | |
-..shows that areas of the brain -associated with proprioception... | 0:05:39 | 0:05:43 | |
-..become more active with practise. | 0:05:44 | 0:05:47 | |
-Rhys outperformed me as he's used to -moving his body through dance. | 0:05:47 | 0:05:51 | |
-Proprioception is malleable. | 0:05:51 | 0:05:53 | |
-When you have different experiences, -it will change. | 0:05:54 | 0:05:57 | |
-This is a motor learning -and a visual learning task... | 0:05:57 | 0:06:01 | |
-..so your sense of proprioception -is changing. | 0:06:01 | 0:06:05 | |
-It's a multi-sensory task. | 0:06:05 | 0:06:07 | |
-Sight, hearing and balance play a -part, in addition to proprioception. | 0:06:08 | 0:06:13 | |
-They all work together. | 0:06:13 | 0:06:15 | |
-Emily's team is interested in -what part individual senses play... | 0:06:15 | 0:06:21 | |
-..in complex movement tasks. | 0:06:21 | 0:06:23 | |
-This will help us understand how -senses like proprioception work... | 0:06:23 | 0:06:28 | |
-..and understand how the brain -combines the senses... | 0:06:28 | 0:06:32 | |
-..to allow us to perform -movement tasks in everyday life. | 0:06:32 | 0:06:37 | |
-How does balance work? | 0:06:42 | 0:06:44 | |
-There's a vestibular system -in the inner ear... | 0:06:44 | 0:06:47 | |
-..which includes three semicircular, -hair-lined tubes... | 0:06:48 | 0:06:52 | |
-..and a fluid called endolymph -and tiny stones called otoliths. | 0:06:52 | 0:06:57 | |
-When you move your head, -you move the endolymph... | 0:06:57 | 0:07:01 | |
-..thus moving the hairs -and the otoliths. | 0:07:01 | 0:07:04 | |
-This tells the brain you're moving -sideways, up and down or spinning. | 0:07:04 | 0:07:09 | |
-The brain responds to messages -from the ear, the eyes... | 0:07:09 | 0:07:13 | |
-..and proprioception receptors -all over the body. | 0:07:13 | 0:07:17 | |
-It constantly adjusts our balance. | 0:07:17 | 0:07:20 | |
-Feeling dizzy isn't pleasant. | 0:07:24 | 0:07:27 | |
-It happens because our body has -a clever way of keeping us upright. | 0:07:27 | 0:07:31 | |
-Why do we get dizzy? | 0:07:32 | 0:07:33 | |
-First, we must look at the part -the ear plays in balance. | 0:07:33 | 0:07:37 | |
-The body senses if we're lying down, -standing up... | 0:07:38 | 0:07:42 | |
-..moving or standing still... | 0:07:42 | 0:07:45 | |
-..by using the vestibular system -in the inner ear. | 0:07:45 | 0:07:50 | |
-It's full of a thick fluid -called endolymph. | 0:07:52 | 0:07:55 | |
-Imagine this bottle is my head... | 0:07:56 | 0:07:58 | |
-..and the water -is the endolymph in my inner ear. | 0:07:59 | 0:08:02 | |
-If I spin it, the water moves in the -same direction as the bottle... | 0:08:02 | 0:08:07 | |
-..but if I stop, -the liquid keeps moving. | 0:08:07 | 0:08:10 | |
-Once I start to spin, the movement -of the liquid tells my brain... | 0:08:11 | 0:08:15 | |
-..that my head is moving. | 0:08:15 | 0:08:17 | |
-The brain gets used to that signal. | 0:08:17 | 0:08:20 | |
-When I stop spinning, the liquid -still sends signals to the brain... | 0:08:20 | 0:08:25 | |
-..and it decides -that I'm still moving. | 0:08:25 | 0:08:28 | |
-That's why I feel dizzy. | 0:08:28 | 0:08:30 | |
-This system is important because it -tells me how far, how quickly... | 0:08:30 | 0:08:35 | |
-..and in what direction -the head is moving. | 0:08:35 | 0:08:38 | |
-The brain uses this information -to keep us upright. | 0:08:38 | 0:08:42 | |
-How good is my sense of balance? | 0:08:47 | 0:08:50 | |
-Rhian Halford from NoFit State -circus has a challenge for me. | 0:08:51 | 0:08:56 | |
-Rhian, what must I do today? | 0:08:59 | 0:09:01 | |
-You're going to walk on a wire. | 0:09:01 | 0:09:03 | |
-Choose a line across the floor -and stand on it on one leg. | 0:09:04 | 0:09:08 | |
-Don't look down. -Look at the end of the line. | 0:09:10 | 0:09:14 | |
-Imagine the wire ends there. | 0:09:14 | 0:09:16 | |
-Hold your hands up. | 0:09:17 | 0:09:19 | |
-The leg which is in the air -will feel for the toes. | 0:09:19 | 0:09:23 | |
-Slide that foot along -and lift your other leg. | 0:09:24 | 0:09:27 | |
-Toes down, then slide across. -Lift the back leg. | 0:09:29 | 0:09:32 | |
-Why must I look straight ahead -rather than down? | 0:09:32 | 0:09:36 | |
-When you go on the wire, -you'll have two platforms. | 0:09:38 | 0:09:42 | |
-You start on one -and end on the other. | 0:09:43 | 0:09:45 | |
-That's where your focus must be. | 0:09:46 | 0:09:48 | |
-Also, the head is quite heavy... | 0:09:50 | 0:09:52 | |
-..so if your head tips down, -your body weight will follow. | 0:09:52 | 0:09:57 | |
-Are you ready for the wire? | 0:09:59 | 0:10:00 | |
-Are you ready for the wire? - -I think so. | 0:10:00 | 0:10:01 | |
-I'll help you at first. | 0:10:03 | 0:10:04 | |
-Focus on the end. | 0:10:05 | 0:10:06 | |
-The eyes are important for balance. | 0:10:08 | 0:10:10 | |
-Keeping the head up and looking -at the end of the wire... | 0:10:11 | 0:10:15 | |
-..tells the brain -the body is straight. | 0:10:15 | 0:10:18 | |
-Remember to breathe. -Breathing is good for you! | 0:10:18 | 0:10:21 | |
-Breathing is important. | 0:10:22 | 0:10:23 | |
-If the head turns or I look down, -the body wants to follow... | 0:10:25 | 0:10:29 | |
-..and I'm likely to fall. | 0:10:29 | 0:10:31 | |
-I'm concentrating hard but I'm glad -Rhian's holding my hand. | 0:10:32 | 0:10:38 | |
-That wasn't too bad -but Rhian was holding me. | 0:10:40 | 0:10:45 | |
-It's time to go it alone. | 0:10:46 | 0:10:47 | |
-No! I've gone. | 0:10:48 | 0:10:50 | |
-Focus. | 0:10:51 | 0:10:52 | |
-It's far more difficult -without Rhian's help. | 0:10:53 | 0:10:56 | |
-I'm thinking about everything -at the same time. | 0:10:57 | 0:11:00 | |
-This is one of the hardest things -I've ever done... | 0:11:05 | 0:11:08 | |
-..but I'm getting better. | 0:11:09 | 0:11:11 | |
-Oh, no! | 0:11:11 | 0:11:12 | |
-I made it, at last... | 0:11:23 | 0:11:24 | |
-..with a helping hand! | 0:11:26 | 0:11:28 | |
-Rhian had another challenge for me. | 0:11:31 | 0:11:35 | |
-I must try to do this! | 0:11:35 | 0:11:36 | |
-Easy! | 0:11:40 | 0:11:41 | |
-. | 0:11:45 | 0:11:46 | |
-Subtitles | 0:11:51 | 0:11:51 | |
-Subtitles - -Subtitles | 0:11:51 | 0:11:53 | |
-How many senses do we have? | 0:11:56 | 0:11:57 | |
-Five, according to Aristotle. | 0:11:58 | 0:12:00 | |
-It's a hot topic among scientists... | 0:12:00 | 0:12:03 | |
-..but we may have -between nine and 21 senses. | 0:12:03 | 0:12:06 | |
-For something to be a sense -requires a receptor... | 0:12:07 | 0:12:11 | |
-..like pain nociceptors -or taste buds... | 0:12:11 | 0:12:14 | |
-..which supply the brain -with information about our world. | 0:12:14 | 0:12:19 | |
-There may be heat receptors -and itch receptors on the skin. | 0:12:19 | 0:12:23 | |
-Receptors in the bladder tell -the brain when we need the loo... | 0:12:23 | 0:12:28 | |
-..receptors in the bowel -tell the brain when it's full... | 0:12:28 | 0:12:32 | |
-..and receptors tell the brain how -much oxygen there is in the blood. | 0:12:32 | 0:12:37 | |
-What about -hunger and thirst receptors? | 0:12:37 | 0:12:40 | |
-Research and new techniques -may find a definitive answer. | 0:12:40 | 0:12:45 | |
-The important thing... | 0:12:45 | 0:12:47 | |
-..is that brain reads and combines -information from the senses... | 0:12:47 | 0:12:51 | |
-..to give us a detailed, -complete picture of the world. | 0:12:52 | 0:12:55 | |
-Do animals -have the same senses as humans... | 0:12:56 | 0:12:59 | |
-..or do they have additional senses? | 0:13:00 | 0:13:02 | |
-Zoologist, Dr Gethin Thomas, -will tell me more. | 0:13:03 | 0:13:07 | |
-We're feeding pigeons. -What's so important about them? | 0:13:08 | 0:13:12 | |
-Pigeons can see magnetic fields, -thanks to a protein in their eyes... | 0:13:12 | 0:13:17 | |
-..which reacts with light. | 0:13:18 | 0:13:20 | |
-They can see differences in -the magnetic force of the earth... | 0:13:21 | 0:13:25 | |
-..in the same way -as we see contour lines on a map. | 0:13:25 | 0:13:29 | |
-Why can they sense magnetic fields? | 0:13:31 | 0:13:34 | |
-Being able to work out where you are -is advantageous to an animal. | 0:13:35 | 0:13:39 | |
-The earth's magnetic field -isn't uniform. | 0:13:40 | 0:13:43 | |
-There are strong areas -and weak areas. | 0:13:43 | 0:13:46 | |
-Animals can use this -to navigate themselves. | 0:13:46 | 0:13:50 | |
-During migration... | 0:13:51 | 0:13:53 | |
-..they use magnetic fields -to guide them. | 0:13:53 | 0:13:56 | |
-What other additional senses -do animals have? | 0:13:57 | 0:14:00 | |
-Sharks are sensitive -to electric fields. | 0:14:01 | 0:14:04 | |
-Muscles or a beating heart -create electric fields. | 0:14:04 | 0:14:07 | |
-Pores in the shark's nose, -known as ampullae of Lorenzini... | 0:14:09 | 0:14:13 | |
-..can sense electric fields to -bring the shark closer to its prey. | 0:14:13 | 0:14:18 | |
-Why have animals developed -different senses from ours? | 0:14:21 | 0:14:26 | |
-Each sense must allow the animal to -find something in its environment... | 0:14:26 | 0:14:31 | |
-..be that its prey, a mate or -a predator which must be avoided. | 0:14:31 | 0:14:36 | |
-Animals must adapt physically -to sense their surroundings. | 0:14:36 | 0:14:40 | |
-It all depends on the pattern -of the animal's life. | 0:14:40 | 0:14:44 | |
-Like around four percent -of the population... | 0:14:58 | 0:15:01 | |
-..Rachel Howells has synaesthesia. | 0:15:01 | 0:15:04 | |
-I like these. -They're the correct colour. | 0:15:05 | 0:15:08 | |
-It was hard to find this S -because S should be yellow. | 0:15:17 | 0:15:20 | |
-It's difficult for me -to find a green S. | 0:15:20 | 0:15:23 | |
-I'm struggling because -so many of these are wrong. | 0:15:24 | 0:15:28 | |
-Synaesthesia is often described -as a joining of the senses. | 0:15:29 | 0:15:34 | |
-We all sense the world -in a different way... | 0:15:34 | 0:15:37 | |
-..and every synaesthete's experience -is unique to them. | 0:15:38 | 0:15:42 | |
-Some hear colours -and others taste words. | 0:15:44 | 0:15:47 | |
-Synaesthesia -is different for everyone. | 0:15:47 | 0:15:50 | |
-For me, letters, numbers, -days of the week, months... | 0:15:50 | 0:15:54 | |
-..and pain... | 0:15:55 | 0:15:56 | |
-..have some sort of colour -in my head. | 0:15:56 | 0:15:59 | |
-When I think of a letter, -I don't see just one colour. | 0:16:00 | 0:16:04 | |
-H isn't just a strong blue. -There's more texture to it. | 0:16:04 | 0:16:08 | |
-It's as though you painted it blue, -then put the brush in water... | 0:16:11 | 0:16:15 | |
-..and you see the blue -mix into the water. | 0:16:16 | 0:16:19 | |
-Grass isn't just green. | 0:16:19 | 0:16:20 | |
-The brown of the soil comes through, -there are flowers in it... | 0:16:21 | 0:16:25 | |
-..the grass itself is yellowing -and there are shadows on it. | 0:16:26 | 0:16:30 | |
-All colours are complex to me. | 0:16:30 | 0:16:33 | |
-Many people go through life not -realizing they're synaesthetes. | 0:16:34 | 0:16:39 | |
-They assume everyone -senses the world like them. | 0:16:39 | 0:16:43 | |
-I knew I was a synaesthete -when I was seven years old. | 0:16:43 | 0:16:47 | |
-I remember talking to my mother... | 0:16:47 | 0:16:50 | |
-..and telling her -that number five is green. | 0:16:50 | 0:16:54 | |
-She didn't know what I meant -and I knew then this was unusual. | 0:16:54 | 0:16:58 | |
-Years later, I watched a -TV programme about synaesthesia... | 0:16:58 | 0:17:03 | |
-..and I finally put a name -to what I had. | 0:17:03 | 0:17:06 | |
-It helps me remember dates -and phone numbers. | 0:17:06 | 0:17:09 | |
-It also helps me plan ahead, -into the future... | 0:17:10 | 0:17:13 | |
-..because I can see -days of the week and months. | 0:17:14 | 0:17:17 | |
-They're a specific colour and they -stretch in a timeline into space. | 0:17:17 | 0:17:22 | |
-If I think about next Wednesday... | 0:17:23 | 0:17:26 | |
-..it's a specific colour. | 0:17:26 | 0:17:28 | |
-I know that's the pink day -next week. | 0:17:28 | 0:17:30 | |
-It's thought synaesthesia -is genetic... | 0:17:32 | 0:17:35 | |
-..so it may be passed down -from parents to their children. | 0:17:36 | 0:17:41 | |
-My daughter's five years old... | 0:17:41 | 0:17:44 | |
-..and she's started to talk about -numbers and colours. | 0:17:44 | 0:17:48 | |
-I think I've passed it down to her. | 0:17:48 | 0:17:51 | |
-It's great. I'm so excited. | 0:17:51 | 0:17:53 | |
-She can experience the world -through colour and it's fantastic. | 0:17:54 | 0:17:59 | |
-It's likely we all have a degree -of synaesthesia as infants. | 0:17:59 | 0:18:03 | |
-As the brain develops -and organizes itself... | 0:18:04 | 0:18:07 | |
-..connections are broken. | 0:18:07 | 0:18:09 | |
-In synaesthetes, it's thought -some connections remain... | 0:18:10 | 0:18:15 | |
-..meaning messages from -different senses become jumbled. | 0:18:15 | 0:18:19 | |
-I enjoy having this -different dimension in my life. | 0:18:20 | 0:18:23 | |
-I experience the world -through the medium of colour. | 0:18:24 | 0:18:28 | |
-I kept my balance... | 0:18:38 | 0:18:40 | |
-..and walked across a wire -one foot off the ground. | 0:18:40 | 0:18:43 | |
-Rhian Halford has a challenge which -will test my balance to the maximum. | 0:18:44 | 0:18:49 | |
-I should be able to do this today? | 0:18:50 | 0:18:52 | |
-I should be able to do this today? - -Yes, before the end of the day. | 0:18:52 | 0:18:55 | |
-The low wire was difficult at first. -It was difficult, full stop! | 0:18:56 | 0:19:01 | |
-I found it hard to keep my balance. | 0:19:01 | 0:19:04 | |
-Once my shoulders -had tipped to one side, I fell off. | 0:19:04 | 0:19:08 | |
-The wire -is six feet above the ground... | 0:19:11 | 0:19:13 | |
-..so my head is over 11 feet -off the ground. | 0:19:14 | 0:19:17 | |
-This has had a massive -psychological effect on me. | 0:19:17 | 0:19:21 | |
-I can't let go! | 0:19:22 | 0:19:24 | |
-I can't let go! - -You're fine. | 0:19:24 | 0:19:25 | |
-Right. Come on, Anwen! | 0:19:25 | 0:19:27 | |
-Right. | 0:19:29 | 0:19:31 | |
-Move your arms. | 0:19:34 | 0:19:36 | |
-Concentrate. You're fine. | 0:19:37 | 0:19:39 | |
-Remember to breathe. | 0:19:45 | 0:19:46 | |
-I'm glad Adie's here -to hold the rope. | 0:19:47 | 0:19:50 | |
-Shoulders up. | 0:19:57 | 0:19:58 | |
-Concentrate. | 0:20:00 | 0:20:01 | |
-Shoulders. | 0:20:01 | 0:20:03 | |
-Focus. | 0:20:03 | 0:20:04 | |
-You're nearly there. | 0:20:05 | 0:20:07 | |
-Once I'd fallen off, -I felt happier... | 0:20:07 | 0:20:10 | |
-..and I got used to -ignoring the distance to the ground. | 0:20:10 | 0:20:14 | |
-Oh, no! | 0:20:15 | 0:20:16 | |
-I had to keep my centre of balance -precisely above the wire... | 0:20:19 | 0:20:23 | |
-..which is only half an inch thick! | 0:20:23 | 0:20:26 | |
-If my centre of balance moves a -little, I'm very likely to fall off. | 0:20:26 | 0:20:31 | |
-Stretching put my arms and legs -lowers my centre of balance... | 0:20:34 | 0:20:38 | |
-..making it easier. | 0:20:39 | 0:20:40 | |
-But it's still incredibly difficult. | 0:20:41 | 0:20:44 | |
-Rhian, I reached the platforms... | 0:20:46 | 0:20:48 | |
-..at the other end of the high wire -and the low wire. | 0:20:49 | 0:20:52 | |
-How was my balance? | 0:20:53 | 0:20:54 | |
-Your balance is good -and you can correct mistakes. | 0:20:55 | 0:20:59 | |
-The biggest mistake you made -was dropping your shoulders. | 0:20:59 | 0:21:03 | |
-You realized that and you improved. | 0:21:04 | 0:21:06 | |
-That really helped your balance. | 0:21:06 | 0:21:09 | |
-It may have been a case -of my brain... | 0:21:11 | 0:21:14 | |
-..getting used to the position -of every part of my body... | 0:21:15 | 0:21:19 | |
-..so I understood more -about balance... | 0:21:19 | 0:21:22 | |
-..or the fact that I stopped -thinking about being on a wire. | 0:21:24 | 0:21:28 | |
-Do you want to go higher? | 0:21:28 | 0:21:30 | |
-I don't think so! | 0:21:31 | 0:21:33 | |
-That was enough for me. | 0:21:33 | 0:21:34 | |
-In order to stay on the wire... | 0:21:38 | 0:21:41 | |
-..my brain took heed of messages -from my eyes and my inner ear... | 0:21:41 | 0:21:45 | |
-..about the position and movement -of my head. | 0:21:45 | 0:21:49 | |
-It also took heed of proprioception -receptors in my arms and legs... | 0:21:49 | 0:21:54 | |
-..about the position of my body. | 0:21:54 | 0:21:57 | |
-It corrected every deviation -away from normal to keep me upright. | 0:21:57 | 0:22:01 | |
-Practice makes perfect. | 0:22:01 | 0:22:03 | |
-The brain can prepare the body -and control it. | 0:22:03 | 0:22:07 | |
-We take our sense of balance -for granted but it's truly amazing. | 0:22:07 | 0:22:12 | |
-During the series, we've looked at -all the familiar senses... | 0:22:15 | 0:22:19 | |
-..and some unfamiliar ones like -balance, proprioception and pain. | 0:22:20 | 0:22:25 | |
-It's your turn, Katie! | 0:22:26 | 0:22:28 | |
-It's amazing how much information -our senses give us about our world. | 0:22:30 | 0:22:34 | |
-The brain -juggles that information... | 0:22:35 | 0:22:37 | |
-..to decide what's important -and what can be ignored. | 0:22:38 | 0:22:42 | |
-Oh! The other side! | 0:22:42 | 0:22:44 | |
-The senses can work together -or against each other... | 0:22:45 | 0:22:49 | |
-It looks the same -and it tastes the same. | 0:22:50 | 0:22:52 | |
-..to influence the way -we experience our surroundings. | 0:22:53 | 0:22:57 | |
-Katie, what did you enjoy the most? | 0:23:02 | 0:23:04 | |
-Katie, what did you enjoy the most? - -I didn't enjoy the dancing! | 0:23:04 | 0:23:07 | |
-I enjoyed meeting -the blind football team. | 0:23:09 | 0:23:13 | |
-I spent a day -learning about echolocation. | 0:23:15 | 0:23:18 | |
-It was an incredible experience. | 0:23:18 | 0:23:20 | |
-The left. | 0:23:21 | 0:23:22 | |
-The left. - -Well done. | 0:23:22 | 0:23:23 | |
-I think we both had a favourite bit. | 0:23:24 | 0:23:26 | |
-Seeing our producer do a pain test! | 0:23:27 | 0:23:30 | |
-Yes, I enjoyed that, -after everything he made us do! | 0:23:30 | 0:23:35 | |
-Ugh! | 0:23:36 | 0:23:38 | |
-S4C subtitles by Eirlys A Jones | 0:23:55 | 0:23:57 | |
-. | 0:23:57 | 0:23:58 |