The role of imagery in learning a chiropractic adjustment was examined. Thirty students from C.M.C.C. were randomly divided into two groups and exposed to two different types of imagery. The first group mentally rehearsed performing the adjustment, and the second group imagined the spine and the positive outcome of the adjustment. Subjects’ ability to perform the adjustment was assessed before and after exposure to the imagery. The performance of the group who imagined the spine improved significantly more than the group who mentally rehearsed the adjustment. In addition, students were questioned on the types of imagery they spontaneously use in learning new chiropractic techniques. Implications for chiropractic education are discussed.
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