In this “Ask Me Anything” (AMA) episode, Peter and Bob answer numerous follow-up questions to recently discussed deep-dive topics such as the use of continuous glucose monitors and getting the most from zone 2 exercise. They also discuss the incredible feats of cyclists in the Tour de France through the lens of the amazing performance physiology required from these athletes. Additionally, Peter ties the conversation together by sharing his foundational framework when considering different interventions, even in the absence of data from a randomized controlled trial. If you’re not a subscriber and listening on a podcast player, you’ll only be able to hear a preview of the AMA. If you’re a subscriber, you can now listen to this full episode on your private RSS feed or on our website at the AMA #26 show notes page. If you are not a subscriber, you can learn more about the subscriber benefits here. We discuss:
- Peter’s foundational framework when considering different interventions [1:30]; Applying Peter’s framework to the idea of using a CGM [8:00]; Why certain fruits have a bigger impact on glucose, and the limitations of a CGM can tell you [16:00]; Importance of paying attention to insulin, and the prospects of a continuous monitor for insulin levels [20:00]; How exercise impacts glucose and peak glucose numbers to stay under [24:15]; Impact of anxiety on stress on glucose, and why it’s important to calibrate your CGM [26:30]; The five main tools for managing blood glucose numbers [33:45]; Benefits of moving or exercising after a meal, and where ingested carbohydrates get can be stored [37:15]; How to make decisions about an action or intervention in the absence of data from a rigorous, randomized controlled trial [40:30]; The incredible athletic feats of Tour de France cyclists [48:30]; Different modalities for doing zone 2 exercise: running, rowing, cycling, and more [1:00:15]; Proxies for knowing your in zone 2 short of using a lactate monitor [1:07:30]; Monitoring lactate for zone 2 exercise [1:10:00]; and More.
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