Teaching breathing retraining: innovations and discoveries
Dr. Artour Rakhimov has made numerous independent and original
contributions, innovations, and discoveries related to teaching the
Buteyko method to students and training new breathing practitioners.
This page provides a short summary of his personal innovations,
contributions, and discoveries. In other words, this page provides
those innovations that he introduced, for the first time, in breathing
retraining of students and when teaching new practitioners.
For trademarks, patents, copyright questions, and your rights to apply these innovations for your own health and when teaching other people, please visit the page "Copyright Rules".
* Discovered that acute hyperventilation is a fundamental human
reflex/instinct that developed during the time when prototypes of
human lungs were evolving and forming (about 2.5 billion years ago) so
that any stressful situation, digestion, search for food, mating,
playing, or other activity required more oxygen, which could be obtained
only by breathing more since primitive air had less than 1% O2 and over
* Discovered the importance of nasal breathing due to
its auto-immunization effects (trapping of pathogens with the mucus layer in
sinuses, their drainage into the stomach, killing or weakening of these
pathogens in the stomach, penetration of these weakened or dead pathogens and
their remnants into the blood stream due to
the intestinal permeability effect, and auto-immunization or teaching
the immune system to produce specific anti-bodies) vs. mouth breathing, which favors penetration of pathogens in the lungs and blood and the
spread of infections
* Discovered that development and existence of many chronic
diseases is a dynamic process when the main damage is usually done
during morning hyperventilation only, and this damage is counteracted by
restorative or normalizing processes during the remaining part of the
day. This idea explains why scientists, researchers, and doctors have
severe difficulties and problems in tracking and catching the disease
since over 95% of studies on chronic conditions are conducted during
the daytime when disease may not advance.
* Systematized physiological changes that take place at 10, 20 and
40 s CPs.
* Suggested the link between cancer stages and the CP.
* Suggested an approximate link that correlates the duration of sleep
with the morning CP.
* Explained the paradox of why voluntary hyperventilation often
does not improve the BHT (breath holding time) for the sick
(or people with less than 20 s CP), especially for the
severely sick (less than 10 s CP).
* Suggested that for many people the Krebb or citric acid cycle is
reversed when the CP drops below 20 s and blood lactic acid
concentration increases above normal values. This causes cellular
acidity, formation of free radicals, and production of cellular damage
in the human organism.
* Suggested that less than 40 s CP means a state of chaos for the
human organism. (It is known from the “chaos” theory that the
regular/periodic behavior of the system becomes chaotic after the second
bifurcation point. Since 10, 20, 40, and 80 s CPs are among the main
thresholds where certain significant physiological changes take place,
and these numbers are part of the geometrical progression with a ratio of 2,
the second bifurcation point, 40 s CP, is the point after which the
chaos starts. Hence, the human body is in a state of chaos when the CP
is below 40 s. However, it is beyond the scope of this page to dwell on
* Suggested that physiologically the diaphragm is a Nature’s 24/7
"lymphatic pump" for the vital organs located under it.
Practice and teaching the Buteyko method and breathing retraining
Breathing retraining program:
* Suggested that, for each student, at each moment in time, there are 1-3 lifestyle factors or parameters which are the main obstacles for further breathing retraining: if
these factors are addressed, the student will experience quick improvement in
respiratory parameters; if these factors are ignored and other factors are addressed, no
improvements are to be expected. This leads to the idea of an importance of priority
of actions in breathing retraining.
* Systematized the requirements for breaking 40 s CP threshold.
* Described 3 independent signs that commonly appear after breaking through
the 40 s morning CP threshold: over 40 s morning CP; proper GI signs (no soiling,
no odor, no coating on the tongue, etc.); and 4-4.5 hours of sleep
* Suggested giving free choices and experimentation to breathing students vs.
forceful or pushy “encouragement” in relation to lifestyle changes.
* Summarized situations when the breath holding test or the CP does not reflect the
health state of the person (carotid body resection, curarization,
near-fatal states, sleep apnea, and loss of CO2 sensitivity).
* Described disadvantages of short or crash courses (no
feedback, less trust, and limited or reduced final results).
* Developed, tested, and introduced the Amazing DIY breathing device into breathing retraining, compared the effects of breathing
exercises with the use of this device vs. the Buetyko breathing exercises.
* Outlined 6 preliminary requirements for doing breathing exercises.
* Suggested the criterion of 20 s CP for the existence of an automatic
pause during reduced breathing. If a student has less than 20 s CP, there
are no pauses during their reduced breathing, while their respiratory frequency
during the reduced breathing usually gets higher than at rest. If the CP is more
than 20 s, then a student has a period of no breathing (pause) during reduced
breathing: inhalation - exhalation - pause, while their breathing frequency
during reduced breathing becomes lower than during spontaneous or usual
breathing just before the session.
* Developed practical CP-related recommendations in relation to
posture for breathing exercises.
* Suggested to use belts for the reduced breathing sessions
in order to prevent chest breathing and to make learning diaphragmatic
breathing faster and easier.
* Specified criteria in order to choose optimum breathing
exercises for heart/hypertension patients.
* Suggested the link between the previous day exercise and next day morning CP.
* Developed the minimum-amount-of-exercise table or which
minimum amount of physical exercise is required in order to achieve
a certain morning CP level.
Sleep and morning CP
* Systematized lifestyle factors that are to be addressed for
higher morning CP.
* Suggested fish oil deficiency - next morning CP link.
* Tested and specified requirements for successful sleeping in a sitting position.
* Established a criterion for the morning CP when mouth taping is not necessary
(20 s) so that students can view mouth taping as a temporary measure.
* Established a criterion when mechanical prevention of sleeping on
one's back is not anymore necessary (20 s CP) so that students can
view this activity as a temporary measure.
* Suggested that chronic large morning CP drop can cause the
inflammatory resonance effect that can lead to spread of
inflammation on larger areas, in comparison with steadily low CPs
Diet and supplements
* Tested and developed the order of priorities in evaluation of
diets, and the CP zones when changing in a diet becomes effective
and useful for breathing retraining.
* Suggested, tested and developed a 3-day test for checking
main nutritional deficiencies (fish oil, Ca, Mg, and Zn).
* Tested and developed general practical recommendations and
RB conditions in relation to thermoregulation (20 s CP).
* Tested and developed clear requirements for taking cold showers safely.
* Established a zone where 24/7 correct posture maintenance is
crucial for further breathing retraining.
Specific health conditions
* Suggested criteria for eating simple sugars (when to resume) for
students with GI Candida yeast overgrowth.
* Outlined factors that contribute to loss of CO2 sensitivity and
suggested a program for its restoration.
* Suggested conditions for possible appearance of new allergies.
* Suggested conditions for appearance and disappearance of symptoms
of sinusitis, rhinitis, or blocked nose.
* Suggested dust mask for students with irregular night breathing
(to normalize sleep pattern and prevent Cheyne-Stokes breathing or
Public promotion of breathing less and the Buteyko method