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Reflections on the Teaching Strategies Used in Teaching the Chiropractic Adjustment

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dc.contributor.advisor Good, Christopher J. en_US
dc.contributor.author Good, Christopher J. en_US
dc.date.accessioned 2014-07-15T19:19:56Z
dc.date.available 2014-07-15T19:19:56Z
dc.date.issued 1994-09-01 en_US
dc.identifier.citation Good C. Reflections on the teaching strategies used in teaching the chiropractic adjustment. Journal of Chiropractic Education. June 1994; 8(2): 59-68
dc.identifier.other 2cafc2b0-9d7f-fc47-d04e-f7de240fab52 en_US
dc.identifier.uri https://scholarworks.bridgeport.edu/xmlui/handle/123456789/174
dc.description Teaching adjusting technique well depends on consideration of many factors associated with the three domains of learning (cognitive, affective and psychomotor). The psychomotor domain in particular is uniquely important because, like sport, success is dependant on physical performance. It is in the 2nd year technique laboratory at the Anglo-European College of Chiropractic that students are first introduced to the adjustment. Over the course of the last few years teaching strategies have been developed which incorporate some of the tactics used in sports coaching combined with concepts found in literature on psychomotor learning. This paper examines and reports on the strategies which are used in teaching a student the intricacies of performing a spinal adjustment. en_US
dc.subject Psychomotor learning en_US
dc.subject Teaching en_US
dc.subject Chiropractic education en_US
dc.subject Chiropractic manipulation en_US
dc.subject Manual medicine en_US
dc.subject Motor skills en_US
dc.title Reflections on the Teaching Strategies Used in Teaching the Chiropractic Adjustment en_US
dc.type Article en_US
dc.publication.issue 2 en_US
dc.publication.name Journal of Chiropractic Education en_US
dc.publication.volume 8 en_US


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