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Meet Eric Kolb - PhD, Director of ATP Research
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Eric received his Bachelor of Science in Mathematics from Ohio University, and his Masters and Doctorate of Psychology from Capella University. Following undergraduate, Eric journeyed to Europe where he became a professional performing artist and clinic clown in various institutions throughout Germany. During the past five years as a licensed mental health practitioner, Eric has been able to apply his skills working with families and children with various physical and psychological disorders. As the psychological advisor and research consultant for ATP, Eric developed the Sensory Integration Program based on studies and workshops conducted earlier in Eric's Clown Training Program (CTP). It was in this work in which Eric began his studies on learning behavior and communication, which were derived from concepts of the performing arts. Jon Kolb incorporated these concepts in his work in exercise physiology.
Sensory Integration Concepts
Principles and Concepts
Jean Blaydes Madigan Neurokinesiologist/ M.Ed writes in Action Based Learning, “Movement builds the framework for learning. A student’s physical movement, emotional, social and cognitive learning systems are interactive and interdependent. Proper development, enrichment, and remediation of these systems are critical to a child’s ability to learn.” For example, motor development provides the framework used to sequence the patterns needed for academic concepts like reading. The body’s vestibular system interacts with the cerebellum to control balance, coordination and sequence of movements, and spatial awareness. Madigan states, “What makes us move is also what makes us think.”
Research consistently shows that this process applies in the development of all motor skills. Typically, however, training isolates on specific muscles and energy systems rather than the integration of the mechanics of the movement patterns of the activity. This activity focuses on the sensory integration of balance and movement as it applies to learning, special populations, and athletics.
Carla Hannaford states that, “experiences and sensations are learning. Sensations form the base understanding from which concepts and thinking develop. Sensory enriched environments are imperative environments for learning.” Enrichment is the term employed to describe environments that include a combination of complex inanimate and social stimulation. In the New York Longitudinal study, 133 subjects were followed from infancy to adulthood. It was discovered that competency in adulthood stemmed from three major factors in the early learning environment: 1) rich sensory environments, both outdoors and indoors, 2) freedom to explore the environment with few restrictions, and 3) available parents that acted as consultants when the child asked questions. Paul Nussbaum adds, in his book Brain Health and Wellness, “the description and promotion of a lifestyle for brain health is based on three guiding principles: 1) environment is critical to a developing central nervous system; 2) any environment has some positive and, or negative value upon the developing central nervous system, and 3) the human nervous system has plasticity and therefore continues to develop and be affected by environment across the lifespan.” Nonetheless, these authors suggest that physical exercise alone might be the critical factor for neural changes within an enriched environment because all measures affected by such environments have not been dissociated from exercise.
Hannaford adds, “Learning comes first through our senses. As we explore and experience our material world, initial sensory patterns are laid down on elaborate nerve networks. These initial sensory patterns become the core of our free-form information system that is updated and becomes more elegant with each new novel experience. These initial sensory patterns become our reference points and give us the context for all learning, thought, and creativity.”
Jon Kolb
ATP Founder
Jean Blaydes Madigan Neurokinesiologist/ M.Ed writes in Action Based Learning, “Movement builds the framework for learning. A student’s physical movement, emotional, social and cognitive learning systems are interactive and interdependent. Proper development, enrichment, and remediation of these systems are critical to a child’s ability to learn.” For example, motor development provides the framework used to sequence the patterns needed for academic concepts like reading. The body’s vestibular system interacts with the cerebellum to control balance, coordination and sequence of movements, and spatial awareness. Madigan states, “What makes us move is also what makes us think.”
Research consistently shows that this process applies in the development of all motor skills. Typically, however, training isolates on specific muscles and energy systems rather than the integration of the mechanics of the movement patterns of the activity. This activity focuses on the sensory integration of balance and movement as it applies to learning, special populations, and athletics.
Carla Hannaford states that, “experiences and sensations are learning. Sensations form the base understanding from which concepts and thinking develop. Sensory enriched environments are imperative environments for learning.” Enrichment is the term employed to describe environments that include a combination of complex inanimate and social stimulation. In the New York Longitudinal study, 133 subjects were followed from infancy to adulthood. It was discovered that competency in adulthood stemmed from three major factors in the early learning environment: 1) rich sensory environments, both outdoors and indoors, 2) freedom to explore the environment with few restrictions, and 3) available parents that acted as consultants when the child asked questions. Paul Nussbaum adds, in his book Brain Health and Wellness, “the description and promotion of a lifestyle for brain health is based on three guiding principles: 1) environment is critical to a developing central nervous system; 2) any environment has some positive and, or negative value upon the developing central nervous system, and 3) the human nervous system has plasticity and therefore continues to develop and be affected by environment across the lifespan.” Nonetheless, these authors suggest that physical exercise alone might be the critical factor for neural changes within an enriched environment because all measures affected by such environments have not been dissociated from exercise.
Hannaford adds, “Learning comes first through our senses. As we explore and experience our material world, initial sensory patterns are laid down on elaborate nerve networks. These initial sensory patterns become the core of our free-form information system that is updated and becomes more elegant with each new novel experience. These initial sensory patterns become our reference points and give us the context for all learning, thought, and creativity.”
Jon Kolb
ATP Founder
Adventures in Training (ATP) Veterans
Currently, there are approximately 42,000 charitable organizations in the United States dedicated to serving the American veteran. Most of these organizations support veterans by offering short-term financial assistance in order to improve or maintain their quality of life. Unfortunately, in most cases, improving quality of life does not advance their ability to experience a healthy functional life. This is reflected in the United States Census Bureau and Centers for Disease Control and Prevention studies for American citizen’s life expectancy for 2010 and 2012, which reveal the following statistics:
Men Women
Total Life Expectancy Total Life Expectancy
2010 – 2012 2010 – 2012
75 - 76.3 80 - 81.1
Men Women
Healthy Life Expectancy Healthy Life Expectancy
67 - 65 71 - 67
It should be very alarming to any health care professional, insurance carrier, or bureaucracy that the life expectancy for men and women has increased 1.3 and years respectively. Yet, healthy life expectancy has decreased 2 and 4 years respectively. The authors define healthy lifestyle as “life without chronic pain, disability, or significant illness”. This means that the average man and woman can look forward to 11.2 and 14.1 years of, at the least restricted lifestyle at the end of their life.
Tragically, the American Veteran is living far below these numbers, and as a result, living on the wrong side of hope. Almost 50% of post 9-11 Vets suffer some degree of PTSD. Pennsylvania ranks fourth in Veteran population with 900,000; while Ohio follows right behind in sixth place. The biggest tragedy is that approximately one veteran every hour totally gives up and commits suicide, but in real time terms they kill themselves.
Financial assistance will help to get the veteran back on their feet and temporally improve quality of life. But, a healthy functioning life comes from what a person is able to do for themselves. This quality is taught and comes from daily practice. Research consistently shows that emotional stability, as well cognitive and behavioral functioning are tied to movement. Jean Blaydes Madigan Neurokinesiologist/ M.Ed writes in Action Based Learning, “Movement builds the framework for learning. A student’s physical movement, emotional, social and cognitive learning systems are interactive and interdependent. Proper development, enrichment, and remediation of these systems are critical to a child’s ability to learn.” These principles apply to an adult as well. For example, motor development provides the framework used to sequence the patterns needed for academic concepts like reading. The body’s vestibular system interacts with the cerebellum to control balance, coordination and sequence of movements, and spatial awareness. Madigan states, “What makes us move is also what makes us think.”
Research also suggests that this process applies in the development of motor skills in all ages. Typically, however, training isolates on specific muscles and energy systems rather than the integration of the mechanics of the movement patterns of the activity. This activity focuses on the sensory integration of balance and movement as it applies not only to athletics, but also learning, and special populations as well. Carla Hannaford states that, “experiences and sensations are learning. Sensations form the base understanding from which concepts and thinking develop.
Paul Nussbaum writes, in his book Brain Health and Wellness, “The human nervous system has plasticity and therefore continues to develop and be affected by environment across the lifespan.” These authors suggest that physical exercise alone might be the critical factor for neural changes within an enriched environment because all measures affected by such environments have not been dissociated from exercise.
Therefore, what makes what makes the Adventures in Training With a Purpose (ATP) program unique from every other veterans program is the implementation of the sensory integration concepts. Hannaford writes that, “Learning comes first through our senses. As we explore and experience our material world, initial sensory patterns are laid down on elaborate nerve networks. These initial sensory patterns become the core of our free-form information system that is updated and becomes more elegant with each new novel experience.”
Therefore, the program consists of balance elements, which recruit the somatosensory (pressure) receptors, proprioceptors (joint position), vestibular (inner ear), and vision. Rhythm (sound) movement patterns are also integrated into this portion. Flexibility or range of motion (stretching) is built into the portion as well. In addition, the ATP training consists of strength and aerobic training/
Because the ATP program is structured around developing movement patterns and skills it does not employ expensive exercise machines, which restrict balance. Therefore, the equipment needed to conduct the program is comprised of ski (walking) poles, stability balls, and step-up boxes. The major requirement is space and commitment.
Since ATP is working with veterans who have sacrificed, the single most important ingredient to the successful outcomes of its program is the service of giving energetic people to “coach” the movement activities. Currently, ATP enjoys a cooperative relationship with both Youngstown State University and Slippery Rock University, which provides Exercise Science and Sports Management student interns and graduates that are preparing for careers in the wellness, fitness, and Sports industry. The ATP board and leadership sees this as a dual outcome; to contribute to the functional healthy emotional lives of veterans, while at the same time training the next generation of coaches, teachers, and trainers who envision the broader picture of not just pursuing a profession but seeking to make a difference.
Men Women
Total Life Expectancy Total Life Expectancy
2010 – 2012 2010 – 2012
75 - 76.3 80 - 81.1
Men Women
Healthy Life Expectancy Healthy Life Expectancy
67 - 65 71 - 67
It should be very alarming to any health care professional, insurance carrier, or bureaucracy that the life expectancy for men and women has increased 1.3 and years respectively. Yet, healthy life expectancy has decreased 2 and 4 years respectively. The authors define healthy lifestyle as “life without chronic pain, disability, or significant illness”. This means that the average man and woman can look forward to 11.2 and 14.1 years of, at the least restricted lifestyle at the end of their life.
Tragically, the American Veteran is living far below these numbers, and as a result, living on the wrong side of hope. Almost 50% of post 9-11 Vets suffer some degree of PTSD. Pennsylvania ranks fourth in Veteran population with 900,000; while Ohio follows right behind in sixth place. The biggest tragedy is that approximately one veteran every hour totally gives up and commits suicide, but in real time terms they kill themselves.
Financial assistance will help to get the veteran back on their feet and temporally improve quality of life. But, a healthy functioning life comes from what a person is able to do for themselves. This quality is taught and comes from daily practice. Research consistently shows that emotional stability, as well cognitive and behavioral functioning are tied to movement. Jean Blaydes Madigan Neurokinesiologist/ M.Ed writes in Action Based Learning, “Movement builds the framework for learning. A student’s physical movement, emotional, social and cognitive learning systems are interactive and interdependent. Proper development, enrichment, and remediation of these systems are critical to a child’s ability to learn.” These principles apply to an adult as well. For example, motor development provides the framework used to sequence the patterns needed for academic concepts like reading. The body’s vestibular system interacts with the cerebellum to control balance, coordination and sequence of movements, and spatial awareness. Madigan states, “What makes us move is also what makes us think.”
Research also suggests that this process applies in the development of motor skills in all ages. Typically, however, training isolates on specific muscles and energy systems rather than the integration of the mechanics of the movement patterns of the activity. This activity focuses on the sensory integration of balance and movement as it applies not only to athletics, but also learning, and special populations as well. Carla Hannaford states that, “experiences and sensations are learning. Sensations form the base understanding from which concepts and thinking develop.
Paul Nussbaum writes, in his book Brain Health and Wellness, “The human nervous system has plasticity and therefore continues to develop and be affected by environment across the lifespan.” These authors suggest that physical exercise alone might be the critical factor for neural changes within an enriched environment because all measures affected by such environments have not been dissociated from exercise.
Therefore, what makes what makes the Adventures in Training With a Purpose (ATP) program unique from every other veterans program is the implementation of the sensory integration concepts. Hannaford writes that, “Learning comes first through our senses. As we explore and experience our material world, initial sensory patterns are laid down on elaborate nerve networks. These initial sensory patterns become the core of our free-form information system that is updated and becomes more elegant with each new novel experience.”
Therefore, the program consists of balance elements, which recruit the somatosensory (pressure) receptors, proprioceptors (joint position), vestibular (inner ear), and vision. Rhythm (sound) movement patterns are also integrated into this portion. Flexibility or range of motion (stretching) is built into the portion as well. In addition, the ATP training consists of strength and aerobic training/
Because the ATP program is structured around developing movement patterns and skills it does not employ expensive exercise machines, which restrict balance. Therefore, the equipment needed to conduct the program is comprised of ski (walking) poles, stability balls, and step-up boxes. The major requirement is space and commitment.
Since ATP is working with veterans who have sacrificed, the single most important ingredient to the successful outcomes of its program is the service of giving energetic people to “coach” the movement activities. Currently, ATP enjoys a cooperative relationship with both Youngstown State University and Slippery Rock University, which provides Exercise Science and Sports Management student interns and graduates that are preparing for careers in the wellness, fitness, and Sports industry. The ATP board and leadership sees this as a dual outcome; to contribute to the functional healthy emotional lives of veterans, while at the same time training the next generation of coaches, teachers, and trainers who envision the broader picture of not just pursuing a profession but seeking to make a difference.