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Somatic Spinal Reflexes

Somatic Spinal Reflexes

Somatic spinal reflexes are rapid, involuntary muscular responses to external stimuli that involve the somatic musculature and the spinal cord.
One of the most well-known somatic spinal reflexes is the stretch reflex, which is activated by the sudden stretching of a muscle. This reflex involves the activation of specialized sensory receptors called muscle spindles, which are located in the muscle tissue and detect changes in the length and speed of muscle contractions. When a muscle is suddenly...

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Related Experiment Video

Updated: Mar 23, 2026

Visualizing Motion Patterns in Acupuncture Manipulation

Visualizing Motion Patterns in Acupuncture Manipulation

Published on: July 16, 2016

Systematic Augmented Feedback and Dependency in Spinal Manipulation Learning: a Randomized Comparative Study.

Arnaud Lardon¹, Charlène Cheron², Isabelle Pagé³

¹Head of Chiropractic Knowledge and Skills Integration Domain, Intitut Franco-Européen de Chiropraxie, Ivry-sur-Seine, France.

Journal of Manipulative and Physiological Therapeutics

|March 27, 2016

Summary

This summary is machine-generated.

Short training sessions for spinal manipulation (SM) improve accuracy. Feedback scheduling did not affect motor performance or learning in experienced chiropractic students.

Keywords:

Chiropractic Dependency Education Feedback Learning Manipulation Physiological Retention Spinal

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Last Updated: Mar 23, 2026

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Area of Science:

Chiropractic education
Motor learning

Background:

Spinal manipulation (SM) training requires precise motor skills.
Augmented feedback is commonly used in skill acquisition.
The optimal scheduling of feedback for SM training is not well understood.

Purpose of the Study:

To compare the effects of continuous versus progressively withdrawn augmented feedback on spinal manipulation (SM) training.
To determine if continuous feedback creates dependency in SM training.

Main Methods:

Forty chiropractic students were randomized into two groups: continuous feedback and progressive withdrawal feedback.
Both groups performed a set number of SMs with a force target on an instrumented device.
Feedback was provided visually and verbally during training blocks, with varying schedules for the experimental group.

Main Results:

No significant differences were found between groups in biomechanical parameters or error variables.
A significant learning effect was observed for absolute error, indicating improved accuracy with feedback training.
The study found no group main effect on performance or learning.

Conclusions:

Feedback scheduling does not appear to influence spinal manipulation (SM) motor performance or learning in clinically experienced students.
Short sessions of feedback training can enhance accuracy in SM skills.
Continuous feedback does not necessarily create a dependency that hinders learning.