Abstract
Objective
Teaching spinal manipulation (SM) is a fundamental aspect of chiropractic training.
Recent works have identified various biomechanical variables as indicators of SM performance
and learning. However, only data from cross-sectional studies are available, limiting
conclusions regarding the persistence of SM performance over the years. Therefore,
the main objective of this investigation was to quantify the evolution of biomechanical
parameters of SM over a 5-year learning period.
Methods
Thirty-three students enrolled in a chiropractic program participated in the present
study. They were tested each year at the beginning of each fall semester by performing
10 SMs on an instrumented manikin while standing on a force plate. The procedure allowed
us to measure various force-time parameters.
Results
Overall, significant time effects were noted for most dependent variables. The results
indicated rapid improvement in the peak force applied and the rate of force production
during the first 2 years. Time to peak force decreased drastically during the first
year, whereas preload forces reached satisfactory levels during the third year. When
various force-time requirements of bimanual task components were met, learners significantly
reduced trial-to-trial variability of SM peak and preload forces, indicating automaticity
of performance. Although global coordination improved in all learning processes, it
was only in the later phase that learners reached values approaching those of experts.
Conclusion
Overall, these results highlighted the importance of considering learning principles
in the development of didactic strategies related to SM motor skills.
Key Indexing Terms
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Article info
Publication history
Accepted:
December 9,
2009
Received in revised form:
November 27,
2009
Received:
September 25,
2009
Identification
Copyright
© 2010 National University of Health Sciences. Published by Elsevier Inc. All rights reserved.
