Reflections on the Teaching Strategies Used in Teaching the Chiropractic Adjustment

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