teacher time management presentation

ChatGPT for Teachers

Trauma-informed practices in schools, teacher well-being, cultivating diversity, equity, & inclusion, integrating technology in the classroom, social-emotional development, covid-19 resources, invest in resilience: summer toolkit, civics & resilience, all toolkits, degree programs, trauma-informed professional development, teacher licensure & certification, how to become - career information, classroom management, instructional design, lifestyle & self-care, online higher ed teaching, current events, 5 time management tips for teachers.

Working as a teacher requires excellent time management skills. Teachers need to balance the long-term goals of the classroom, the immediate educational needs of the students and the large volume of paperwork that comes with every assignment. Between writing lesson plans, grading exams and actually teaching, teachers often feel that it is impossible to fit everything into the allotted time frame.

Although the career path seems to have too much work for the number of hours in a day, it is possible to manage the situation and clear extra time in the classroom and outside of class. With effective time management skills, teachers can increase their productivity and provide a better education for their students.

Here are five effective time management tips teachers can use every day.

1. Organize the day by priorities

Teacher time management must start with setting priorities and organizing the day around the most important tasks. Setting priorities can help keep teachers on track throughout the day, even when the unexpected occurs and the workload can seem overwhelming.

Effective prioritizing is about arranging workload based on both the importance of the tasks as well the resulting impact of the completed tasks. Teachers must be able to assess whether projects can be put on hold if the outcomes are not as impactful as others.

Priorities are not as black and white as “putting math and English first and getting to arts projects if time avails.” This kind of thinking can lead to class burnout–for both teachers and students. Within certain contexts, an impactful art or outdoor activity can be just as stimulating as academic lesson plans.

2. Strategically plan homework assignments

Both teachers and students may find that assignments that require repetitive practice is better suited for the home environment. Although in-class practice helps when framing and structuring problems, repetitive practice during class may not be the best use of time. Assignments that simply ask students to complete a set number of problems for practice unnecessarily consume valuable class time.

3. Avoid “loaded” procrastination

According to Pinell, teachers find it more efficient to break up grading materials into small groups that are graded each day than to work on grading the work of the entire class on the same day. Avoid piling on loads of grading assignments, and try to knock out batches at a time. A small pile each day is easier to manage and allows a teacher to properly evaluate the assignment and offer feedback to students. Teachers can experience a sense of accomplishment from each completed batch.

4. Plan for potential crises

It is better to plan ahead for potential problems before facing them in the classroom, as urgent crises can distract teachers from their goals within the classroom. Although some problems have limited options, such as natural disasters, teachers can plan around the needs of students. A crisis that relates to student behavior is better to avoid or handle before it reaches the peak to avoid wasting class time. By learning about students before they enter the classroom, teachers can create a plan of action to avoid triggers and stop distractions early.

5. Set aside personal time

A teacher has many tasks that require attention and often focuses on the needs of students and their parents. Although it is tempting to put more time into grading, feedback and managing student needs, it is also important to set aside personal time to keep the priorities in proper perspective.

Prioritizing time for personal needs is necessary to effectively implement and execute the plans for educating students. When teachers are exhausted due to lack of personal care and time, it is possible that the classroom becomes less effective and efficient. Implementing time-saving plans only works when a teacher is energetic, healthy and refreshed.

Teachers need to take measures to properly manage time for an effective classroom environment. By working through teacher time management strategies, it is possible to keep up with the educational needs of every student, manage urgent situations immediately and avoid falling behind when unexpected events occur. Time management is an important part of providing quality education and meeting the needs of every student. If you are interested in using software to plan and organize your time, you can read our suggested list of the best time management tools for teachers .

You may also like to read

• Tips for Better Classroom Management
• Health Tips for Teachers, by Teachers
• 4 Apps to Help Teachers Manage Their Time and Stay Organized
• 5 Class Management Techniques for Teachers
• Google Docs for Teachers: Classroom and Lesson Plan Management
• Classroom Management Strategies for High School Teachers

Categorized as: Tips for Teachers and Classroom Resources

Tagged as: Leadership and Administration ,  Professional Development

• Certificates in Trauma-Informed Education and...
• Online & Campus Doctorate (EdD) in Organizati...
• 2020 Civics Engagement & Resilience: Tools fo...

Disclosure: MyeLearningWorld is reader-supported. We may receive a commission if you purchase through our links.

13 Time Management Tips for Teachers to Be More Effective

Published on: 12/21/2023

By Scott Winstead

• Share on Facebook
• Share on LinkedIn
• Share on Reddit
• Share on Pinterest

As a teacher, time management is essential both to your success and your students’ success. Not only do you need to be able to juggle your own time effectively, but you also need to be able to help your students learn how to manage their time as well. After all, there are only so many hours in the day, and if you’re not careful, they can quickly slip away without anything important getting done.

That’s why it’s so vital to have a good time management plan in place. By taking the time to plan your day and schedule your activities, you can make sure that you’re making the most of your time both in the classroom and out, helping you cut down on the obscenely long hours many teachers report working.

In the guide below, I’ll share some of my favorite time management tips for teachers that I’ve learned after spending years in education.

This time management course offers clear, proven strategies to help you prioritize tasks, cut out distractions, and get more accomplished.

Teacher Time Management Tips & Ideas

1. start your day with a plan.

Before you begin each day, make sure you have a written plan for what you want to accomplish.

Personally, I recommend writing this plan at the end of the previous school day and then reviewing it in the morning before you start your day.

This way, you can hit the ground running as soon as you arrive at school and won’t waste any time getting started on your tasks.

This doesn’t have to be anything fancy or detailed; a simple list of the tasks you need to complete and goals for the day will suffice.

But by taking the time to think about what you need to do ahead of time, you can save yourself a lot of time and stress throughout the day.

2. Use a planner for long-term structure

As a teacher, having a planner with your lesson plans, meetings, key deadlines, and important dates is essential.

This will help you stay organized and on top of everything that’s happening both in and out of the classroom.

But in addition to using your planner for daily and weekly tasks, you can also use it to plan for larger projects that are due down the road.

For example, if you know you have a big Parent-Teacher Conference coming up in a few weeks, make sure to start planning for it now.

By setting aside planning time to do this, you can avoid scrambling at the last minute and feeling overwhelmed.

Not only that, but having a planner that outlines everything going on in your classroom can be useful if a substitute teacher has to step in at any point.

This way, they can easily follow your lesson plans and keep the students on track while you’re gone.

3. Prioritize tasks

There’s no shortage of tasks on your to-do list as a teacher.

And with so many different things that teachers manage, it can be tempting to try and do everything at once.

But the truth is, that’s just not possible. And when you try to take on too much at once, you end up feeling overwhelmed and stressed out.

Instead of trying to do everything at once, focus on one task at a time, from the most important and urgent to the least.

By prioritizing important tasks, you can ensure that you’re giving each task the attention it deserves and making progress on the things that are most essential.

In the excellent online time management class “ Time Management for Boosting Productivity ,” you can learn some highly effective tactics for prioritizing tasks in your daily life.

4. Do your hardest tasks first

Speaking of prioritizing your important tasks, that also usually means doing the most difficult tasks on your to do list first.

I know it can be tempting to push these tasks off until later, but the truth is, they’re not going to get any easier the longer you wait.

And the longer you put them off, the more anxious and stressed you’ll feel.

So instead of procrastinating, just bite the bullet and get started on your to do list.

You’ll be surprised at how much better you feel once you get them out of the way.

5. Set time limits for tasks

When you’re working on a task, it can be easy to lose track of time and end up spending much longer on it than you intended.

To avoid this, set a timer for yourself or your students and make sure you stick to it.

This will help you stay on track during the day in your classroom and ensure that you’re using your time efficiently.

6. Assign homework strategically to free up class time

When it comes to managing time in the classroom, one of the most important things experienced teachers learn is how to balance the repetition of key concepts in the classroom versus assigning homework to free up class time.

If you assign too much homework, students will feel overwhelmed and may not have enough time to complete it.

But if you don’t assign any homework, you’ll likely have to spend more time in the classroom rehashing concepts that could be better mastered at home by putting the information taught in class into practice.

The key is to find a balance between the two and assign homework strategically.

This way, you can make the most of your time in the classroom and ensure that students are mastering key concepts both at home and in school.

7. Use technology to be more efficient

These days, there are more tools for teachers than ever that can help you save time on everything from grading assignments to planning lectures.

From online gradebooks  and quiz makers to lesson plan creators and digital calendars, there’s a tool out there to help with just about every aspect of your job.

And while it’s important to not get too reliant on technology, using it in moderation can definitely help you be more efficient and organized in your work.

So if you’re feeling overwhelmed by all the things you have to do as a teacher, consider using some technology to help you out.

8. Set routines for each day of the week

Having a well-established routine can go a long way to helping you more effectively manage your time as a teacher.

Many teachers have found it helpful to have a specific routine or theme for each day of the week.

For instance, Mondays might be for lesson planning for the upcoming week, Wednesdays might be for grading assignments, and Fridays could be for sending emails to parents recapping the week’s events.

Or you might have a different routine for each period of the day.

Whatever you decide, having a set routine will help you use your time more efficiently and make sure you’re covering all the bases in your job.

9. Know when to say “no”

Every teacher knows how easy it can be to get sucked into doing things that are outside of your job description.

Whether it’s joining a committee, volunteering for an after-school event, or something else, there are always going to be extra things that come up that you’re expected to do.

But it’s important to know your limits and not try to do too much. Otherwise, you’ll quickly find yourself feeling overwhelmed and bogged down.

So when you’re asked to do something that’s outside of your job, really think about whether or not you have the time to commit to it and a desire to do it.

If you do, go for it!

But if you don’t, don’t be afraid to say no.

It’s better to focus on doing a few things well than to try to do too many things and end up doing all of them poorly.

10. Delegate tasks when possible

At the end of the day, the buck stops with you as a teacher for how your classroom operates, but that doesn’t mean you have to do everything on your own.

If you have an assistant or aide in your classroom, make sure to delegate tasks to them when possible.

This will free up your time so you can focus on the things that only you can do, like lesson planning and grading.

And if you don’t have an assistant or aide, see if there are any other teachers in your school who you can collaborate with.

For instance, you might be able to team up to share resources and lesson plans.

And don’t be afraid to use your students for basic tasks like passing out materials or taking attendance.

Get them involved in the running of the classroom and you’ll be surprised at how much time it can save you while also teaching them some responsibility.

11. Take advantage of downtime

There will be moments throughout the day when you have some down time, whether it’s while students are completing an assignment or during a free period.

Instead of using this time to check your personal email or surf the internet, use it to get ahead on grading or do some other task that’s been weighing on you.

This way, you can use your time more efficiently and finish your work sooner.

12. Take breaks

It can be all too easy to let teaching take over every minute of your day, but it’s important to take some time for yourself.

Make sure to schedule in some breaks throughout the day, even if it’s just a few minutes here and there.

Use this time to step away from your work and clear your head.

You’ll come back feeling refreshed and ready to tackle whatever else is on your plate.

Taking breaks can also help you avoid the dreaded teacher burnout.

13. Keep your personal life on point

As a teacher, you give your all to your students and your job.

But it’s just as important to make sure you’re taking care of yourself, both mentally and physically.

If your personal life is a mess, it will quickly start to affect your work.

So make sure you’re maintaining a healthy lifestyle, spending time with loved ones, and doing things that make you happy outside of work.

This will help you be your best self when you’re at school and prevent burnout.

Final Thoughts

As a teacher, there are a million and one things to get done in a day. From lesson planning and classroom management to working with individual students and grading papers, the list of tasks never seems to end.

That’s why time management skills are so important for teachers.

By following these time management tips, you can take control of your time, get more done, and feel less stressed out in the process.

I also highly recommend checking out the online course “ Time Management for Boosting Productivity “. It’s an in-depth class with 50+ video lessons on time management and productivity that everyone can learn something from.

So what are you waiting for? Start implementing these tips today and see how much easier your days become.

Have any questions about our time management tips for teachers? Want to add your own tip for building time management skills? Share your thoughts by leaving a comment below.

13 Great Ideas for Student Christmas Gifts (All Grade Levels)

The 7 best time management training classes online (2024), leave a comment cancel reply.

Save my name, email, and website in this browser for the next time I comment.

Finding the Time for� Time Management

A Student Services Workshop

What is �Time Management?

• Time management refers to the development of processes and tools that increase efficiency and productivity (for a student, for a business, for an organization)
• Time management doesn’t “just happen” for anyone – it is a skill that must be worked on, and that most people find to be a life-long challenge

Template from www.brainybetty.com

� What Do High School Students Have to Juggle Nowadays?�

• School work
• Volunteer work
• Co-curricular activities
• Community activities
• Family responsibilities
• Social life

Time Management Is Critical to Your Success In…

• …getting your school work done and achieving good grades
• …keeping a job (and being able to support yourself)
• …maintaining your mental and physical health
• …investing in and keeping good relationships with other people

The Benefits of Having Good TM Skills

• Time management helps you get the most out of your education
• Allows you to be better prepared for the demands of your life…therefore decreases anxiety
• Helps you to assign time to tasks in proportion to their importance (prioritizing)
• Helps you achieve a more balanced life
• Makes you a more productive, successful person

Early Warning Signs of TM Problems…

• Handing in work late
• Submitting work that is not up to your usual standard
• Forgetting commitments
• Finding that you often don’t have enough time to complete a task
• Making excuses for why work is not done
• Having to let go of activities you enjoy because of a lack of time or low grades
• Asking teachers for extensions regularly on submitting your work
• Your grades don’t reflect your ability
• Take a minute to complete the “Time Management Quiz” to determine how much you need to work on this important skill

Why Don’t We Use Our Time More Effectively?

• Planning out your time seems like more work
• Adds more “structure” to your day – we have enough of this at school or work
• Forces you to look at what needs to be completed – can be overwhelming
• It’s not fun
• You are lazy or just don’t care enough

Crisis vs. Time Management

• Lots of people use more “crisis management” than time management:

Three Key Steps to Good Management

• Developing a Weekly Schedule
• to provide an overview of free and committed time
• Writing a Daily To-Do List
• to provide daily reminders to assure key tasks are not forgotten
• Preparing a Long-Term Plan
• to promote overall organization and

future planning

Step 1: � Creating a Weekly Schedule

• Can use a weekly schedule template, a student agenda, or a computer program
• Will allow you to:
• Organize your regular activities
• Determine your available free time
• Look at hours spent on extra-curricular activities
• See how much time you study
• Know how and where you tend to waste time

Step 1:� Creating a Weekly Schedule

• Fill in the weekly schedule in this sequence:
• Personal Maintenance (i.e. eating, sleeping, getting ready, travel)
• Your classes
• Your work commitments
• Other Commitments (volunteer, extra-curricular etc.)

THEN fill in other OPTIONAL commitments

The Typical Student Week

Things I Must Do +

Things I Want to Do +

Wasted Time =

Where Does the Time Go?

• Approx. 110 hours of time is consumed by personal maintenance and class time
• Work and other commitments may take up to another 14+ hours
• That leaves approximately 44 hours remaining - this is YOUR time to spend how you see fit!

A Good Exercise…

• If you can’t figure out where that 44 hours goes every week, keep track of how you spend your time for the next 7 days – you’ll be amazed at how it gets used!
• No one expects that a student will use every minute of their free time to do work – but it seems reasonable that at least half of it will be devoted to academics (and even more at very busy times)

Step 2:� Daily To-Do Lists

• It’s helpful to create a list with the following headings as a way to organize your time:

Wednesday, March 26

Task Time Req. Importance Other Notes

Math homework 1 hour Important

Play rehearsal 2 hours Very important Drama Room

Science Quiz ½ hour Very important Cell structures

Geography mapping ½ hour Important Extra help from

Mrs. Belford

• It’s even more effective to actually create a daily schedule and block out the time when events will happen (see sample)
• It’s important to tick things off on your daily to-do list as you complete them – gives you a sense of accomplishment
• Try to put down a little more on your list than you think you can realistically accomplish
• Breaking down large projects into smaller tasks that you can accomplish in small chunks of time is one of the most effective TM strategies

Step 3:� Long-Term Plans

• Best to use a monthly calendar
• Important to be able to look ahead by at least 4 weeks
• As soon as you are informed of deadlines for assignments, test dates etc. put them on the calendar so you can ensure that you’re able to do some long-range planning
• A very important step in preventing last minute cramming or rushed assignments

Procrastination : �Enemy of Time Management

• While procrastinating may give immediate gratification because it delays working on an important (but sometimes undesirable) task, it also brings:
• Reduced sleep
• Lower grades
• Poorer quality of work
• Less learning as a result of being rushed
• A personal sense of disappointment
• In the end, it hurts you more than it helps you!

The Importance of Setting Priorities

• At any one time, you may have 10 tasks that ideally you should be working on – it will be impossible to do them all!
• Setting priorities means making a value judgment on each task you need to complete based on it’s worth and when it must be completed
• In short: the tasks that are worth the most and due the soonest should be your #1 priority!

How Much Time Should I Be Spending?

• If you don’t know how much time a particular task should be taking up, here are some helpful suggestions:
• Ask your teacher for some guidance
• Speak to other successful students in the class
• Break the task down into various stages and consider an appropriate amount of time for each step
• Consider the value of and deadline for the task and weigh it against other priorities

What If I Get Off Schedule?

• It’s important to prepare for the unexpected – things will always come up that you didn’t plan for…even after great planning!
• When your plan is thrown into chaos:
• List each necessary activity you need to complete
• Define time limits for each activity
• Set priorities within the list
• Tackle assignments in that order

What If I Just Have Too Much Going On?

• If you find that you have very few hours left in your day, week or month to relax, spend time with friends or family, or pursue your own interests, it’s time to re-evaluate your commitments!
• If you spread yourself too thin, you won’t fulfill any of the commitments in your life to your level of satisfaction
• Again, be sure to prioritize and don’t feel guilty if you need to drop an activity or two – your health and well-being is always your #1 priority!

In Summary…

• Time management is a skill that EVERYONE must work on in all areas of their life (personal, academic, work)
• Successful time management requires self-evaluation and the desire to improve
• Effective time management will require you to do things you don’t want to do when you don’t want to do them – you have to push yourself!
• The pay-off of good time management is ALWAYS worth the effort

If you think you could use more help…

• Talk to your teachers about their suggestions in how to manage the workload in the class
• Let your parents, friends, coaches etc. know how you are feeling – their support is important
• Book an appointment with your counsellor in Student Services to actually practice some of the time management techniques
• If your mental or physical health is impeding your ability to manage your time effectively, see your family doctor

• Our Mission

The Key to Effective Classroom Management

A three-phase process helps build strong teacher-student bonds, which can reduce disruptive behavior.

It’s a daunting but all-too-common sight for many teachers: A classroom full of rowdy students who are unable to focus on the lesson. Classroom management techniques may get things back on track, but valuable time has already been lost.

Many experienced teachers know that making meaningful connections with students is one of the most effective ways to prevent disruptions in the first place, and a new study set out to assess this approach . In classrooms where teachers used a series of techniques centered around establishing, maintaining, and restoring relationships, academic engagement increased by 33 percent and disruptive behavior decreased by 75 percent—making the time students spent in the classroom more worthwhile and productive.

“Strong teacher-student relationships have long been considered a foundational aspect of a positive school experience,” explains Clayton Cook, the lead author of the study and a professor at the University of Minnesota. When those relationships are damaged, student well-being may be affected, leading to academic and behavioral problems.

In the study, teachers used an approach called Establish-Maintain-Restore to build positive interactions with students—a total of 220 in fourth and fifth grade—and boost their sense of belonging. (A follow-up study with middle school teachers used the same strategies, with similar results.) Relationship-building was broken down into three phases: the first meeting, maintenance throughout the school year, and points when a relationship may suffer damage, with useful strategies for each phase.

Since it can be easy for some students to fall through the cracks, a relationship reflection form—like the one we share here—can help teachers take notes on each individual student and highlight ones who need the most attention.

Starting on a Positive Note

At the start of the school year, the teachers in the study made time for establishing relationships. “The goal is to ensure all students feel a sense of belonging that is characterized by trust, connection, and understanding,” Cook and his colleagues explain. For students with learning or behavioral problems, cultivating positive relationships provided “protective effects” that helped them stay focused on learning.

To establish positive relationships, teachers can:

• “Bank time” with students. Schedule one-on-one meetings with students to get to know them better. The goal is to “make deposits into the relationship” to help ease conflict in the future if you have to give constructive feedback or address disruptive behavior.
• Encourage student-led activities. Students feel more invested in their learning if given opportunity to share their interests . Teachers can step aside, be supportive, and listen.
• Welcome students into the classroom. Activities such as positive greetings at the door and icebreaker questions help create a warm classroom culture.
• Use positive communication techniques. Open-ended questions, reflective listening, validation statements, expressions of enthusiasm or interest, and compliments help students—especially shy or introverted ones—ease into classroom discussions.

Maintaining Relationships

Without active maintenance, relationships deteriorate over time, the study authors point out. Teachers may focus too much on academics and not enough on supporting students’ emotional well-being, slowly using up the banked time they initially built up with students.

Teachers can maintain relationships by continuing to implement the strategies above, and in addition they can:

• Take note of positive and negative interactions with students.  Teachers should aim for a five-to-one ratio.
• Regularly check in with students. Ask how they’re doing and what support they may need. In an Edutopia article, Todd Finley explains how 5x5 assessment time helped him focus on a handful of students every day.
• Acknowledge good behavior. When teachers focus attention on positive conduct, disruptive behavior is stemmed before it becomes an issue.

Repairing Harm Before Things Get Worse

Eventually, negative interactions such as misunderstandings, conflict, or criticism can weaken a teacher-student relationship. If these negative interactions are left unaddressed, students may feel disengaged and be less willing to participate in activities. They may also be more likely to misbehave, creating further damage. So it’s important for teachers to “intentionally reconnect” with students to restore the relationship to a positive state.

When relationships need repair, teachers can:

• Let go and start fresh. Teachers should avoid holding mistakes over a student’s head, instead giving them a chance to start each day with a clean slate.
• Take responsibility for their actions. Teachers can avoid blaming students when things go wrong, and think, “What could I have done to avoid the problem in the first place?” They shouldn’t be afraid to apologize when that’s called for—doing so helps build trust with students.
• Show empathy. There are two sides to every story, and a teacher can acknowledge that students may have a different perspective about what happened.
• Focus on solutions, not problems. Teachers can work with students to find a solution that everyone feels is fair.
• Separate the deed from the doer. It’s important to criticize the behavior, not the person. If teachers label children as “problem students,” there’s a danger that they’ll internalize that label, making it more likely that they’ll repeat the behavior in the future.

The takeaway: Effective classroom management starts with relationship building. When students feel a greater sense of belonging, they’re more likely to be academically engaged and demonstrate positive behavior.

Guide to Inspiring Time Management Presentation (+ Free Template) in 2024

Astrid Tran • 05 April, 2024 • 8 min read

One of the biggest challenges with time management is that there are only 24 hours in a day. 

Time flies. 

We can’t create more time, but we can learn to use the time we have more effectively.

It is never too late to learn about time management, whether you are a student, researcher, employee, leader, or professional. 

So, an effective time management presentation should include what information? Should we put effort into designing a compelling time management presentation? 

You will find out the answer in this article. So let’s get over it!

Tips for Better Engagement

• Spin more fun with top title ideas
• Organising group presentation properly

Start in seconds.

Get free templates for your next interactive presentation. Sign up for free and take what you want from the template library!

Table of Contents

• Time management presentation for employees
• Time management presentation for leaders and professionals
• Time management presentation for students
• Time management presentation ideas (+ Downloadable templates)
• Time management presentation FAQs

Time Management Presentation for Employees

What makes a good time management presentation for employees? Here is some key information to put on the presentation that certainly inspires employees.

Start with the Why

Begin the presentation by explaining the importance of time management for personal and professional growth. Highlight how effective time management can lead to reduced stress, increased productivity, better work-life balance, and career advancement.

Planning and Scheduling

Provide tips on how to create daily, weekly, and monthly schedules. Encourage the use of tools like to-do lists, calendars, or time-blocking techniques to stay organized and on track.

📌 Brainstorm your planning with idea board , by asking the right open-ended questions

Share Success Stories

Share real-life success stories from employees or colleagues who have implemented effective time management strategies and witnessed positive outcomes. Hearing relatable experiences can inspire others to take action.

• Excellent Microsoft Project Alternatives | 2024 Updates
• Project Schedule Examples | Best Practice in 2024

Time Management Presentation for Leaders and Professionals

Presenting about time management training PPT among leaders and professionals is a different story. They are too familiar with the concept and many of them are masters in this field. 

So what can make the time management PPT stand out and attract their attention? You can learn from TedTalk to get more unique ideas to level up your presentation.

Customization and Personalization

Offer personalized time management recommendations during the presentation. You could conduct a brief survey before the event and tailor some of the content based on the participants’ specific challenges and interests.

Advanced Time Management Techniques

Instead of covering the basics, focus on introducing advanced time management techniques that these leaders might not be familiar with. Explore cutting-edge strategies, tools, and approaches that can take their time management skills to the next level.

Get Interactive, Fast 🏃‍♀️

Make the most of your 5 minutes with a free interactive presentation tool!

Time Management Presentation for Students

How do you talk to your students about time management?

Students should equip themselves with time management skills in early childhood. It is not only helpful to help them stay organised, but also leads to a balance between academics and interests. These are some tips that you can make your time management presentation become more interesting:

Explain the Importance

Help students understand why time management is crucial for their academic success and overall well-being. Emphasize how effective time management can reduce stress, improve academic performance, and create a healthy work-life balance. 

The Pomodoro Technique

Explain the Pomodoro Technique, a popular time management method involving the brain working in focused intervals (e.g., 25 minutes) followed by short breaks. It can help students maintain focus and increase productivity.

Goal Setting

Teach students how to set specific, measurable, achievable, relevant, and time-bound (SMART) goals. In your time management presentation, remember to guide them in breaking down large tasks into smaller, manageable steps.

Time Management Presentation Ideas (+ Downloadable Templates)

To add more effectiveness to the time management presentation, don’t forget to create activities that make it easy for the audience to retain information and engage in discussion. Here are some ideas to add to the time management PowerPoint.

Q&A and Interactive Activities

Good ideas of time management PPTs with activities can be interactive elements like polls , quizzes , or group discussions to keep employees engaged and reinforce key concepts. Also, allocate time for a Q&A session to address any specific concerns or questions they might have. Check out the top Q&A apps you could use in 2024!

Time management presentation PowerPoint

Remember, the presentation should be visually appealing, and concise, and avoid overwhelming employees with too much information. Use relevant graphics, charts, and examples to illustrate the concepts effectively. A well-designed presentation can ignite employees’ interest and drive positive changes in their time management habits.

How to start a time management ppt with AhaSlides?

Leverage AhaSlides to deliver creative time management slides. AhaSlides provides all kinds of quiz templates and games that definitely enhance your slides. 

How it works:

• Log in to your AhaSlides account or create a new one if you don’t have it yet.
• Once logged in, click on the “Create New” button and select “Presentation” from the options.
• AhaSlides offers various pre-designed templates. Look for a time management template that suits your presentation’s theme.
• AhaSlides integrates into PowerPoint and Google Slides so you can add directly AhaSlides into your ppt.
• You can set a time limit to your questions if you tend to create interactive activities during your presentation.

Looking for time management templates? We have a time management template free for you!

⭐️ Want more inspiration? Check out AhaSlides templates right away to unlock your creativity!

• Defining Time Management | The Ultimate Guide For Beginners
• 10 Tips to Use Asana Project Management Effectively In 2024
• What a Gantt Chart is | The Ultimate Guide + 7 Best Gantt Chart Software

Time Management Presentation FAQs

Is time management a good topic for presentation.

Talking about time management is an interesting topic for people of all ages. It is easy to add some activities to make a presentation engaging and captivating.

How do you manage time during a presentation?

There are several ways to manage time during a presentation, for example, set a time limit for each activity that engages with participants, rehearse with a timer, and use visuals effectively

How do you start a 5 minute presentation?

If you want to present your ideas within 5 minutes , it is worth noting to keep slides up to 10-15 slides and use presentation tools like AhaSlides.

Ref: Slideshare

Astrid Tran

I've got my rhythm with words

Tips to Engage with Polls & Trivia

More from AhaSlides

time management presentation

All Formats

Resource types, all resource types.

• Rating Count
• Price (Ascending)
• Price (Descending)
• Most Recent

Time management presentation

Time Management Lessons | Social Skills Activities | Presentation | BUNDLE

Time Management Lesson & Presentation : 6-12th Grade

Time Management | SEL Presentation | Strategies | Skills | Middle School

• Google Drive™ folder

Student Well-Being Time Management presentation and lesson plan

Organization & Time Management Presentation /Activity (Counseling/AVID/College)

Study Skills and Time Management Presentation

Time Management for Students - Workflow - Study Habits- Lesson/ Presentation

Student Well-Being Time Management presentation

Presentation - Communication, Collaboration, and Time Management

Time Management Presentation (suitable for young adults/teens)

Classroom Time Management Presentation

Time Management Presentation

Time Management Presentation for Kids

Classroom Management Visual Timers BUNDLE Digital Resource for Time Management

Classroom Management Visual Timers FEBRUARY | Time Management Digital Resource

• Google Apps™

Classroom Management Visual Timers APRIL | Time Management Digital Resource

Classroom Management Visual Timers MARCH | Time Management Digital Resource

Classroom Management Visual Timers DECEMBER | Time Management Digital Resource

Classroom Management Visual Timers OCTOBER | Time Management Digital Resource

Classroom Management Visual Timers MAY | Time Management Digital Resource

Classroom Management Visual Timers NOVEMBER | Time Management Digital Resource

Classroom Management Visual Timers JANUARY | Time Management Digital Resource

Classroom Management Visual Timers SEPTEMBER | Time Management Digital Resource

• We're hiring
• Help & FAQ
• Privacy policy
• Student privacy
• Terms of service
• Tell us what you think

• Grades 6-12
• School Leaders

Enter Today's Teacher Appreciation Giveaway!

20 Effective Time Management Strategies and Tools for Students

Teachers can use these too!

One of the most important life skills for anyone to master is time management. Keeping track of everything that we have to do and carving out the time to get it all done can be a real struggle. Try these time management strategies and techniques, plus find helpful tools for staying on track.

General Time Management Strategies

Time management techniques, time management tools.

These time management strategies work for everyone, helping you set goals and prioritize, then set a schedule to get things done.

Visualize the big picture

Use a calendar of some type to lay out all your big-picture goals for a year, month, or week. Include major projects and assignments, as well as school and personal events. This is your place to get an overview of everything that’s on your plate. Keep items to broad descriptions: “History Project” or “Spring Play Opening Night.” You’ll get into the details next.

Break it down

The next step is to take major projects and assignments and break them down into smaller, more manageable parts. This is an incredibly effective way to overcome that feeling of “I’ll never get this all done!” It also prevents procrastinating on an entire project until the very last minute. Set smaller, more manageable goals with their own due dates in advance of a complete project or event.

For example, imagine your big-picture calendar says “History Project Due Feb. 23.” Breaking that down could look like this:

• Choose topic and presentation method: Jan. 9
• Initial research: Jan. 10-30
• Presentation outline: Jan. 31
• Write presentation script: Feb. 1-5
• Create visual aids: Feb. 6-12
• Rehearse presentation: Feb. 13
• Fine-tune presentation: Feb 14-16
• Final rehearsals: Feb. 17
• Give history presentation: Feb. 23

At first, this method might feel a little overwhelming, because it may make you feel like there’s too much to get done. But as you use it, you’ll see how it can actually make you feel more prepared and in control, and make your time easier to manage.

Determine priorities

Sometimes it’s simply true: You don’t have enough time in a day to get all the things done that you’d like to. That’s where setting priorities becomes vital. In the “Time Management Techniques” section below, you’ll find several different ideas for determining the priority of different items on your lists.

Once you’ve figured out which items are the most important, try a color-coding system to indicate which items get a higher priority. This will help you identify at a glance what you need to do now and what can wait until another day.

Make daily to-do lists

Make it a habit to start each day by creating a to-do list. (Not a morning person? You can do this the night before too.) Include high-priority items, as well as things you’d like to do but may not have to complete. Throughout the day, as you complete an item, revisit your list and check it off. It’s incredibly satisfying to cross things off, and checking in with your list a few times a day ensures you don’t forget important things.

Limit multitasking

Today’s world places a lot of value on multitasking (doing several things at once). But when you’re doing multiple things at the same time, you’re probably not doing any of them well. So keep your multitasking to a minimum. When it’s time to work on something, set your focus to that particular thing. Other stuff can wait.

But some multitasking is OK. For instance, you might throw your clothes in the washing machine, then work on your math homework while waiting for them to be ready for the dryer. Later on, you could fold and put away the laundry while practicing conjugating Spanish verbs out loud. This type of multitasking works because the physical tasks are ones that don’t require much concentration, leaving your brain free for academic subjects.

On the other hand, avoid something like trying to listen to a podcast for your history class while also doing your math homework. Your attention won’t be fully on each, and your learning will suffer.

Remove distractions

Some people are capable of deep focus no matter what’s going on around them. Most of us, though, need to find ways to remove distractions when it’s time to get down to work. Here are some examples to try:

• Turn off your phone, or set it to alert you only in case of emergencies.
• Wear noise-cancelling headphones or earplugs to block out distracting sounds. A white-noise machine or app can help with this too.
• Close miscellaneous tabs in your web browser (like social media or news sites), and use only the tabs you need for your work.
• Go into a quiet room and shut the door. Ask friends and family not to disturb you.
• Check your to-do list before you start to make sure you’re on track. Then, clear your mind of other projects or tasks, and focus on what’s at hand.

Do an end-of-day review

At the end of each day, sit down with your to-do list. Was there anything you didn’t get to? Move it to another day. Did you feel too rushed today? Think about how you might make tomorrow run a bit more smoothly. Where do you stand in terms of your big-picture goals? Take a few minutes to adjust any plans accordingly.

Try a time audit

It’s OK if you don’t get to everything on your list every day. But if you find that there’s never enough time to get things done, you might benefit from a time audit. Over the period of a week or two, write down exactly how you spend your time, hour by hour. Then, look it over and see if you can identify problem areas. You might need to cut down on some optional activities and give that time to high-priority items instead. Learn how to do a time audit here.

The time management strategies we’ve talked about so far are general ways to stay on track and get stuff done. But there are multiple ways to approach some of these strategies, especially when it comes to actually settling down to work. Check out these popular time management techniques and choose one or more that seem right for you.

Eisenhower Decision Matrix

President Eisenhower developed this matrix and used it to help him prioritize his tasks. He looked at each item to evaluate it by importance and urgency, then broke them into four categories:

• Do First: These are urgent, important tasks with high priority.
• Schedule: These are important tasks that aren’t quite as urgent.
• Delegate: You may be able to delegate less important but still urgent tasks to someone else.
• Don’t Do: These non-urgent, unimportant items can be eliminated entirely or postponed indefinitely.

Here are some possible student examples for each category:

• Do First: Homework that’s due tomorrow takes top priority, as might doing laundry if you’re out of clean clothes.
• Schedule: Set aside time (see Time Blocking) for smaller parts of long-term projects, such as research time or writing an outline. That could be today or one day in the near future.
• Delegate: Students aren’t always able to delegate their tasks, but they can ask for help. For example, if your schedule is incredibly tight, you could ask your dad if he’d be willing to throw your clothes in the dryer when the washer is done.
• Don’t Do: These are often bad habits you need to break, like surfing the web aimlessly instead of working, or texting your friends for hours instead of doing your chores.

Find out much more about the Eisenhower Matrix and how to use it for time management strategies here.

ABCDE Method

This is another time management strategy for prioritizing the tasks at hand. Assign each item a letter:

• A: Highest priority
• B: Should do soon, if not today
• C: Could do, but no serious consequences if not done
• D: Delegate or ask for help
• E: Eliminate from your list

This is very similar to the Eisenhower Matrix, with a little more flexibility around should-dos and could-dos. Learn more about the ABCDE method here.

Most Difficult First (Eat That Frog)

This method is based on a quote often attributed to Mark Twain: “If it’s your job to eat a frog, it’s best to do it first thing in the morning. And If it’s your job to eat two frogs, it’s best to eat the biggest one first.”

In other words, don’t put off the biggest, hardest tasks. Get them out of the way first. Then, everything else you have to do will seem easy in comparison.

For some people, though, this concept can be counterproductive. If you’re already feeling overwhelmed, tackling something extremely difficult can be too much and cause you to shut down entirely. In that case, it’s just fine to choose smaller, simpler items. The key is to make progress, one step at a time.

Pomodoro Technique

The Pomodoro Technique is a simple time management method: You work for 25 minutes at a time, then take a 5-minute break to rest and recharge. Simply set a timer for 25 minutes, and focus on one single task until it goes off. Then, you can spend 5 minutes stretching, resting your eyes, or checking your social media feeds. When the 5 minutes are up, set the timer for another 25 minutes, and get back to work. If you do four 25-minute sessions in a row, take a longer break afterwards. Learn more about the Pomodoro Technique here.

If 25 minutes seems too short and you’d like a little more uninterrupted time, try Flowtime instead. This stretches out both the work and break time proportionally. If you work for 25-50 minutes, take an 8-minute break. For 50-90 minutes, you get a 10-minute break. And if you’ve been at it for more than 90 minutes, take 15 minutes to recharge. Learn about Flowtime here.

Parkinson’s Law says that work will always expand to fill the amount of time available. Timeboxing seeks to shrink tasks back to the size they truly need to be. When you timebox, you set a specific amount of time for a task and complete it within that time.

In other words, you might look over your study planner and decide that you need one hour for tonight’s geometry and chemistry assignments, plus you’d like to spend another hour working on your English essay.

Set a timer and work on your geometry and chemistry for an hour, with no other distractions. When the timer goes off, reassess and adjust your goals as needed. Since you have to finish that homework tonight, you’ll probably need to add more time if you’re not finished.

Your English essay isn’t due for two weeks, though, so if you’ve boxed out one hour for working on it today, that’s all you need to do. Set a timer, determine your goals for day, and get to work. When the timer goes off, you’re done for today.

Here’s more on timeboxing.

Time Blocking

This method is similar to timeboxing, but it involves setting blocks of time aside on your calendar for specific tasks. For example, you might block out 4 p.m. to 5 p.m. each day for daily homework, 5 p.m. to 6 p.m. for working on your biology research paper, and 7 p.m. to 7:30 p.m. for piano practice. Some people like to start each day by blocking time out on their calendar, figuring out how they’ll make the most of their time. Find out more about time blocking here.

Once you’ve selected some time management strategies to try, you’ll find plenty of tools to help make them work. Check out these top time management tools for students, from planners to timers and beyond.

Student Planners

Traditional paper planners come in a variety of styles, with some made especially for students. The most important thing is to choose one you’ll actually use, and keep it on hand at all times. See our selection of the top student planners here.

Planner Apps

Planner apps and online calendars are nice because you have access to them everywhere you go. For students, we really like:

• My Study Life

See more details on each of these here, plus more options.

Study Planners

Study planners are specific to academics, and they are a simple way to keep track of both short-term and long-term assignments, projects, and more. Check out these free printable options:

• Develop Good Habits: Study Planner
• Alex Marie: Weekly Assignments Due
• Sophia Lee: Homework Planner Pack

Time Management Apps

Planner apps are a good start, but other time management apps can help you stay on track by eliminating distractions or setting time limits. Here are a few to try:

• Pomofocus : A free online 25–5 timer with the ability to add a task list for each work segment
• Rize : An AI productivity coach that uses time tracking to improve your focus and build better work habits
• Forest : Eliminate distractions, stay on task, and grow a digital forest to celebrate your achievements

Bullet Journal

Bullet journaling has a lot of benefits, and some page setups are especially good for time management:

• Daily Schedule
• Project Planner
• Study Tracker

Check out our big roundup of bullet journal ideas here.

What time management strategies do your students find most effective? Come share your thoughts and ask for advice in the We Are Teachers HELPLINE group on Facebook .

Plus, ultimate study skills guide: tips, tricks, and strategies for every grade ..

You Might Also Like

16 Best Academic Planners for Students in 2023 (Paper and Online Options!)

Help them plan for success all year long. Continue Reading

Copyright © 2024. All rights reserved. 5335 Gate Parkway, Jacksonville, FL 32256

Got any suggestions?

We want to hear from you! Send us a message and help improve Slidesgo

Top searches

Trending searches

memorial day

12 templates

150 templates

environmental science

36 templates

5 templates

24 templates

21 templates

Time Management

It seems that you like this template, time management presentation, free google slides theme, powerpoint template, and canva presentation template.

Work sometimes involve deadlines and time limits. It's common in business, but now you can customize this template to create a presentation where you talk about how to improve time management. A relaxed speech is encouraged thanks to the illustrations and the design of our slides. You can also use this to show other things, such as balance sheets, statistics or the organizational chart!

Features of this template

• 100% editable and easy to modify
• 32 different slides to impress your audience
• Contains easy-to-edit graphics such as graphs, maps, tables, timelines and mockups
• Includes 500+ icons and Flaticon’s extension for customizing your slides
• Uses illustrated concepts from Storyset : editable color, different backgrounds, animated illustrations
• Designed to be used in Google Slides, Canva, and Microsoft PowerPoint
• 16:9 widescreen format suitable for all types of screens
• Includes information about fonts, colors, and credits of the free resources used

How can I use the template?

Am I free to use the templates?

How to attribute?

Combines with:

This template can be combined with this other one to create the perfect presentation:

Attribution required If you are a free user, you must attribute Slidesgo by keeping the slide where the credits appear. How to attribute?

Available colors.

Original Color

Related posts on our blog

How to Add, Duplicate, Move, Delete or Hide Slides in Google Slides

How to Change Layouts in PowerPoint

How to Change the Slide Size in Google Slides

Related presentations.

Premium template

Unlock this template and gain unlimited access

Register for free and start editing online

Steps to Leaps

Well-Being - Time Management

Description.

This course introduces participants to ways they can improve their time management skills by reducing time wasting behaviors and thinking patterns, and increasing organization. Participants will explore some of the psychological traps that produce ineffective time management and learn tips and tricks that can quickly save time and effort when trying to complete a packed schedule.

Learning Outcomes

Successful completion of this course will prepare participants to:  

• Recognize ways the brain and thinking patterns contribute to/hinder time management.
• Critically analyze personal time management effectiveness by creating personal time management tools.
• Reflect on what values and priorities you want to spend time cultivating and how this impacts effective planning.

Resources and Materials

• Time Management Facilitator Guide
• Time Management Personal Profile Packet
• Jar of Life Video

Facilitator Instructions

Use this grab-and-go content with any class, organization or group where introducing participants to helpful time management skills is applicable. The course is designed to take approximately 45-50 minutes. The course can be easily divided into a series of shorter segments if needed.

This course was created and developed by the Purdue Recreation and Wellness team.

Below is the deliverable content for the pillar.

Course Outline

Welcome (time: 1 minute).

• Welcome the participants and review the agenda.

Perceptions of Time Management (Time: 3 - 5 minutes)

• Ask “How many of you often wish there was more time in a day?”
• Ask “How have you been influenced to think about time management, success, and the general busyness of life?”
• Discuss any negative portrayals of time management in society. (E.g. The CEO that always works 80 hour weeks; no time for self-care; etc.)

Time Management Personal Profile Packet (Time: 25 minutes)

Part 1: Expectations

• Self-imposed – expectations we place on ourselves.
• Other-imposed – expectations from people who are close to you or who carry significant weight in your life. E.g. Friends, family, teachers, etc.
• Socially-imposed – expectations from any ideas society holds about how we should operate, think or behave.
• Ask “When thinking about good time management, are there any expectations you can cut out that do not align with your own sense of self?”
• Ask “Are you spending time on certain expectations that do not contribute to personal meaning and satisfaction?”
• Ask participants to complete “Part 1: Expectations” in the Time Management Personal Profile Packet .

Part 2: Time Management Profile

• After participants have had the time to complete the activity ask, “Were you surprised by anything you recorded? Did anything stand out to you as particularly helpful or unhelpful when it comes to your own personal time management?”

Part 3: Priorities and Values

• Ask “How much time do you spend cultivating the aspects you wrote down during a typical day?”
• How does your list compare to societal pressures?
• How can you organize your routine to allow for your values and priorities?
• What aspects might you need to cut out to make this time?
• Play the jar of life video to help better explain this concept. Feel free to pause video at 1:42: https://www.youtube.com/watch?v=m0hqBIugr7I

Part 4: Eisenhower Decision Matrix

• The Eisenhower Decision Matrix is a tool that is used to help determine what is urgent and important to better help plan tasks.
• Urgent matters are those that are time sensitive. They have strict deadlines or you have a narrow window of time to complete or participate in the activity.
• Important matters are those that help you reach a goal, involve people or values you care about, or are asked of you by people of importance.
• Examples of the top left quadrant are: crisis and deadline driven tasks.
• Examples of top right quadrant are: preventative efforts (going in for a routine checkup) and planning ahead.
• Examples of the bottom left quadrant include: one-time events and interruptions.
• Examples of the bottom right quadrant include: entertainment and leisure time.
• Ask “How might using this quadrant help with time management?”

Group Discussion and Reflection (Time: 10 minutes)

• Encourage participants to engage in a discussion to wrap up the activities and information using the following questions. If participants are hesitant to share in the larger group or if you are facilitating with a very large group, break them into pairs or smaller groups.
• Were there any “ah-ha” moments or surprises for you in today’s activities?
• Why is this a useful concept as a student? (Or use a specific role of the participants)
• What can you do today to begin practicing better time management?
• Wrap up by sharing the following: good time management is not so much about color coding planners or creating the best calendar. Effective time management is effective self-management. Spend time on things that are important to you and bring you a sense of meaning and purpose. Be disciplined enough to think through all necessary steps of a project to avoid retracing your steps later. Don’t be afraid to say no to things that distract from goals and priorities. If you can do that, then you’ll find that you may have more time in your day!

*If you have trouble accessing any information featured on this page due to a disability, please contact [email protected]

Does it Matter How Teachers Use Class Time?

• Posted May 21, 2024
• By Heather Corn
• Evidence-Based Intervention
• Student Achievement and Outcomes
• Teachers and Teaching

Should a teacher lecture? Open up the class to big discussions? Let students work indpendently or mostly in small groups? This past winter, Associate Professor Eric Taylor spoke to Ed. about a paper he co-published last summer in the Economics of Education Review that delves into the complexities and nuances of how teachers manage their classroom time, and, in turn, the impact those decisions have on student learning. 

Can you give us a quick rundown of the process of your study?    This paper focuses on teachers’ choices about how to allocate class time across different instructional activities. We studied 250 teachers and their 7,000 students, in England’s public (state) secondary schools. Each teacher was observed eight times over two school years, on average. From those class observations we have time allocation data on a dozen different activities. Those activities fall into four groups: direct instruction, student-peer interaction, personalized instruction, and practice and assessment. We then link each teacher’s class time use data to her students’ test scores at the end of the school year — the GCSE English and math exams, taken at age 14–16. 

What did you find?    Students learn more math skills (score higher on their exams) when their teacher devotes more class time to individual practice and assessment. In contrast, students learn more language skills when their teacher devotes more class time to discussion and work in groups of students. Despite that difference, we find that the average math teacher and average English teacher make very similar choices about how to allocate class time. 

What sparked your interest in research, particularly focusing on class time allocation?    Every year there are students who learn more math, language, and other skills than their peers in the classroom next door because they were lucky enough to get assigned to a more effective teacher. Those lucky students will go on to have more success as adults in college and in the workforce. Understanding why some teachers are more effective than others is an urgent long-standing challenge.

Class time allocation has not been previously studied as we do in this paper. Our data provide a rare opportunity to link class time-use data to student achievement scores for a large sample of both teachers and students.

Learning how best to allocate class time is a skill. But it differs from the kind of skills typically studied by researchers or taught in professional development. Teachers’ choices about how to allocate class time may be easier to change through direction from school leaders or easier to teach to novices. 

Are there other possible explanations for learning beyond how teachers use class time?    You might be skeptical. Perhaps math teachers who spend more class time on individual practice are also teachers who are more skilled at asking good questions or managing student behavior. Perhaps those questioning or management skills are the true cause of students learning more, and class time choices are simply correlated. If that were true, we could ask a less-skilled teacher to increase class time for individual practice, but there would be no change in his students’ test scores. 

Our research addresses that skepticism. We can compare teachers who have the same level of general teaching skills but who allocate class time differently. We have data on each teacher’s time use. But we also have data on each teacher’s instructional effectiveness using the Framework for Teaching classroom observation rubric. In statistics jargon, even after we control for the teacher’s instructional effectiveness, class time use still predicts student achievement. Even among high-skilled math teachers, some allocate more time to individual practice, and their students learn more math. The same is true for low-skilled math teachers. And there is a parallel pattern for English teachers. The practical implication is that students would likely gain (or lose) from changes in class activities even if their teacher’s general teaching skills did not change. 

Did you have any “aha” moments doing this research?    The differences between math and English were most striking to me. Perhaps more-experienced educators are not surprised by the difference. But, at least in our data, both math and English teachers allocated class time in similar ways. For example, both the average math teacher and average English teacher allocated the same amount of class time to “student peer interaction.” English scores were higher in classes with more peer interaction, but math scores were not.

Will there be follow-up research?    Our results are encouraging, but just one study. We are in the early stages of a field experiment where teachers or schools, randomly assigned to the treatment group, would change how they allocate class time, while other teachers or schools continue their current approach (the control group). If anyone reading this is interested in participating in such an experiment, reach out. 

Heather Corn is a writer based in Ohio. Her last piece for Ed. looked at cARTie, the nonprofit mobile art museum bus created by Clare Murray, Ed.M.’20

Ed. Magazine

The magazine of the Harvard Graduate School of Education

Related Articles

Zen and the Art of Grad School

Spring course focuses on understanding and looking inward

Speed Up to Catch Up

Reel-World Education

Create video presentations that keep classrooms engaged.

Learn how to craft teaching sessions or class projects that keep eyeballs on the screen with compelling video presentations.

Spice up learning with a video presentation.

As the world shifts toward the virtual classroom, teaching and education tools are moving into digital spaces, as well. With video presentations, students and educators alike have a powerful resource to make learning exciting and fun.    

For educators, a video presentation can help introduce topics visually and hold the attention of a class longer. For students, video presentation projects draw on creative and analytical skills that they’ll use throughout their lives.

Go beyond simple PowerPoint slides and explore how Adobe Premiere Pro can help any video presentation maker create their own videos and live presentations that compel audiences with video, animation effects, and more.

Limitless video presentation ideas for any creative occasion.

In a virtual learning environment, students are exposed to limitless knowledge with the drop of a link. Videos offer digestible amounts of information that students can rewatch later to help retain new knowledge.

For teachers, video presentations add variety to teaching materials, which can help keep eyes on the lecture screen instead of the phone screen. Making video presentations can help both students and teachers express themselves, share ideas, and make meaningful learning progress.

 Expand the possibilities of virtual learning for students.

 Some subject matters lend themselves better to a video presentation than other teaching formats. For example: 

• Real-world events and experiences: Watch a video tour of the Parthenon ruins in Greece or experience rare green mambas hatching from their eggs in West Africa.  
• Art, creativity, and visual skills: Learn about painting, drawing, geometry, and more with visual aids to help better understand the topic.  
• Complex or technical topics: Get a 3D view of the human skeleton to help learn about anatomy, or show all of the elements of the periodic table in action. 

Make teaching more accessible and engaging.

Keeping students interested can be a challenge, especially in a virtual classroom setting. Try using videos to change up your course content — and give you a break from lecturing. But, entertaining as videos may be, there are lots of other good reasons to use them in the classroom:

• Inclusivity: Online video presentations with subtitles can accommodate all audiences, including students with hearing impairment. Subtitles can also help students who are learning a new language better understand their teachers.  
• Information retention: Smaller chunks of information tend to be easier for learners to remember. Engaging visuals can help overcome learning curves so students can grasp concepts more easily.   
• Time efficiency: A brief  explainer video  or short clip can save you time with lesson planning and help share information from experts in their fields.   
• Effortless studying: Students can revisit and rewatch videos outside of the classroom and have time to reprocess the course material.

Types of video presentations.

There’s no limit to what you can create with your video presentation, from a video of you dancing the cha-cha to an animated infographic, or even funny GIFs for a dose of comic relief. Here are a few types of videos you can make yourself — or find online — to use in the classroom:

• Personal narratives: As a class assignment, a personal narrative video can help students learn about themselves and each other. Or, share a personal narrative of people related to the subject you’re teaching.   
• Instructional videos: Step-by-step tutorials are a versatile way to break down complicated topics. Try making a how-to video on linear algebra, novel writing, or even a DIY art project.  
• YouTube videos: Try using a YouTube video in your presentation slides to connect with younger students in their own language. Many YouTube stars cover educational topics . Or, within a larger video presentation, pop in a short video or two from credible YouTubers to help students stay attentive.

The makings of an engaging video lesson.

Whether you're a student with a video project assignment or a teacher looking to change up your lesson plan, a solid outline will help you or your students create a cohesive video presentation. Start by writing an outline that includes the following:

1. Introduction of your topic:

Hook your audience with an exciting story, fact, or anecdote about your topic.

2. Agenda or overview:

Provide a slide of the talking points you will be sharing with your audience so they can see the full breadth of the presentation.

3. Explain your topic or subject:

Tell the audience about the most important aspects of your topic as you work your way through the sections you presented in your overview.

4. Examples and discussion points:

Get practical on your topic and dive into detail to get the conversation going.

5. Conclusion:

Wrap up your presentation with any last remarks or touch back on the theme of your presentation.

Use Adobe Premiere Pro to create your presentation.

You don’t need a vast knowledge of video editing software to craft a quality video presentation. Adobe Premiere Pro features many video and presentation tools that you can use to customize and finalize your video. Choose from several themed video and presentation templates, slide transitions, and features that let you add subtitles , music, and much more.

Polish off your video by adding some creative components.

Take your video presentation to the next level with these creative tips:

Editing ideas:

• Select short clips : Pick a quick video clip to add variety as a visual aid, but keep it bite-sized so it’s easier for your audience to grasp. You can add video files and clips easily in Premiere Pro and use video templates to speed up that work.  
• Add transitions : Premiere Pro features many fun transitions and animated effects you can use within your presentations to keep your audience’s attention.  
• Throw in some music: Sometimes a little background music can make a presentation more engaging. Keep the tempo up by adding a tune. 

Add the final touches:

• Choose a color scheme or overall design: Slideshow and presentation templates can help you unify the color and theme of your presentations to ensure nothing distracts the viewer. Customization controls can help you update those color schemes too.  
• Use stock images: Select a few stock images as visual aids to place throughout your presentation to add high-quality visuals to your piece.

Read more about Premiere Pro tutorials so you can hone your video editing skills and start putting together an engaging video presentation for your next lesson plan or class assignment.

Explore related creative projects and topics…

Share your smarts with educational videos.

Introduction to video editing.

Create a polished school letterhead for your institution.

Get noticed with a stellar college resume.

Shaping the future. One student at a time.

Adobe Ambassadors and campus clubs make it easier to get started with Creative Cloud.

Find out more .

More great benefits.

Get the apps on all your devices.

Learn at your own pace.

Access the latest version of all the apps.

Questions? Ask away

Students get all apps for the price of a single app. 

Creative cloud for students and teachers .

Get 20+ apps, including Photoshop, Illustrator, and lnDesign. Save over 60%.

US$19.99/tháng *  US$57.99/tháng For the first year, then     after that. Check eligibility

stickypromobar

Students save over 60% on Creative Cloud.

Student eligibility

Top Questions

No, the desktop applications in Creative Cloud, such as Photoshop and Illustrator, are installed directly on your computer, so you don't need an ongoing Internet connection to use them.

An Internet connection is required the first time you install and license your apps, but you can use the apps in offline mode with a valid software license. The desktop apps will attempt to validate your software licenses every 30 days.

Annual members can use the apps for up to 99 days in offline mode. Month-to-month members can use the software for up to 30 days in offline mode.

Your Creative Cloud files are stored on your desktop as well as on the Creative Cloud servers. If you cancel or downgrade your paid membership, you will still have access to all of the files in the Creative Cloud folder on your computer and via the Creative Cloud website.

Your account will be downgraded to a free membership, which includes 2GB of storage. If you’re using more than 2GB of storage, you will not be able to upload any new files to the cloud until the amount of online space used in your account drops below your allotted amount.

If you are over your storage limit, you have 90 days to reduce your online usage or you may lose access to some or all of your files saved on the Creative Cloud servers.

No, you can continue using your current version of the product as long as you have an active membership. You have flexibility on when and if you install a new release.

Students and teachers can purchase Creative Cloud at a discounted price. See the  Students and Teachers plans page .

Learn the Basics

Get up and running with these great tutorials.  Start now ›

Ask the Community

Post, discuss, and be a part of our community.  Join now ›

Customer Care

We're here to help.  Get support ›

Language Navigation

• Open access
• Published: 21 May 2024

A modern way to teach and practice manual therapy

• Roger Kerry 1 ,
• Kenneth J. Young   ORCID: orcid.org/0000-0001-8837-7977 2 ,
• David W. Evans 3 ,
• Edward Lee 1 , 4 ,
• Vasileios Georgopoulos 1 , 5 ,
• Adam Meakins 6 ,
• Chris McCarthy 7 ,
• Chad Cook 8 ,
• Colette Ridehalgh 9 , 10 ,
• Steven Vogel 11 ,
• Amanda Banton 11 ,
• Cecilia Bergström 12 ,
• Anna Maria Mazzieri 13 ,
• Firas Mourad 14 , 15 &
• Nathan Hutting 16  

Chiropractic & Manual Therapies volume  32 , Article number:  17 ( 2024 ) Cite this article

21k Accesses

112 Altmetric

Metrics details

Musculoskeletal conditions are the leading contributor to global disability and health burden. Manual therapy (MT) interventions are commonly recommended in clinical guidelines and used in the management of musculoskeletal conditions. Traditional systems of manual therapy (TMT), including physiotherapy, osteopathy, chiropractic, and soft tissue therapy have been built on principles such as clinician-centred assessment , patho-anatomical reasoning, and technique specificity. These historical principles are not supported by current evidence. However, data from clinical trials support the clinical and cost effectiveness of manual therapy as an intervention for musculoskeletal conditions, when used as part of a package of care.

The purpose of this paper is to propose a modern evidence-guided framework for the teaching and practice of MT which avoids reference to and reliance on the outdated principles of TMT. This framework is based on three fundamental humanistic dimensions common in all aspects of healthcare: safety , comfort , and efficiency . These practical elements are contextualised by positive communication , a collaborative context , and person-centred care . The framework facilitates best-practice, reasoning, and communication and is exemplified here with two case studies.

A literature review stimulated by a new method of teaching manual therapy, reflecting contemporary evidence, being trialled at a United Kingdom education institute. A group of experienced, internationally-based academics, clinicians, and researchers from across the spectrum of manual therapy was convened. Perspectives were elicited through reviews of contemporary literature and discussions in an iterative process. Public presentations were made to multidisciplinary groups and feedback was incorporated. Consensus was achieved through repeated discussion of relevant elements.

Conclusions

Manual therapy interventions should include both passive and active, person-empowering interventions such as exercise, education, and lifestyle adaptations. These should be delivered in a contextualised healing environment with a well-developed person-practitioner therapeutic alliance. Teaching manual therapy should follow this model.

Musculoskeletal (MSK) conditions are leading contributors to the burden of global disability and healthcare [ 1 ]. Amongst other interventions, manual therapy (MT) has been recommended for the management of people with MSK conditions in multiple clinical guidelines, for example [ 2 , 3 ].

MT has been described as the deliberate application of externally generated force upon body tissue, typically via the hands, with therapeutic intent [ 4 ]. It includes touch-based interventions such as thrust manipulation, joint mobilisation, soft-tissue mobilisation, and neurodynamic movements [ 5 ]. For people with MSK conditions, this therapeutic intent is usually to reduce pain and improve movement, thus facilitating a return to function and improved quality of life [ 6 ]. Patient perceptions of MT are, however, vague and sit among wider expectations of treatment including education, self-efficacy and the role of exercise, and prognosis [ 7 ].

Although the teaching and practice of MT has invariably changed over time, its foundations arguably remain unaltered and set in biomedical and outdated principles. This paper sets out to review contemporary literature and propose a revised model to inform the teaching and practice of MT.

The aim of this paper is to stimulate debate about the future teaching and practice of manual therapy through the proposal of an evidence-informed re-conceptualised model of manual therapy. The new model dismisses traditional elements of manual therapy which are not supported by research evidence. In place, the model offers a structure based on common humanistic principles of healthcare.

Consenus methodology

We present the literature synthesis and proposed framework as a consensus document to motivate further professional discussion developed through a simple three-stage iterative process over a 5-year period. The consensus methodology was classed as educational development which did not require ethical approval. Stage 1: a change of teaching practice was adopted by some co-authors (VG, RK, EL) on undergraduate and postgraduate Physiotherapy programmes at a UK University in 2018. This was a result of standard institutional teaching practice development which includes consideration of evidence-informed teaching. Stage 2: Input from a broader spectrum of stakeholders was sought, so a group of experienced, internationally-based educators, clinicians, and researchers from across the spectrum of manual therapy was convened. Perspectives were elicited through discussions in an iterative process. Stage 3: Presentations were made by some of the co-authors (VG, RK, SV, KY) to multidisciplinary groups (UK, Europe, North America) and feedback via questions and discussions was incorporated into further co-author discussions on the development of the framework. Consensus was achieved through repeated discussion of relevant elements. Figure  1 summarises the consensus methodology.

Summary and timeline of iterative consensus process for development of framework (MT: Manual Therapy; UG: Undergraduate; PG: Postgraduate)

Clinical & cost effectiveness of manual therapy

Manual therapy has been suggested to be a valuable part of a multimodal approach to managing MSK pain and disability, for example [ 8 ]. The majority of recent systematic reviews of clinical trials report a beneficial effect of MT for a range of MSK conditions, with at least similar effect sizes to other recommended approaches, for example [ 9 ]. Some systematic reviews report inconclusive findings, for example [ 10 ], and a minority report effects that were no better than comparison or sham treatments, for example [ 11 ].

Potential benefits must always be weighed against potential harms, of course. Mild to moderate adverse events from MT (e.g. mild muscle soreness) are common and generally considered acceptable [ 12 ], whilst serious adverse events are very rare and their risk may be mitigated by good practice [ 13 ]. MT has been reported by people with MSK disorders as a preferential and effective treatment with accepted levels of post-treatment soreness [ 14 ].

MT is considered cost-effective [ 15 ] and the addition of MT to exercise packages has been shown to increase clinical and cost-effectiveness compared to exercise alone in several MSK conditions [ 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 ]. Further, manual therapy has been shown to be less costly and more beneficial than evidence-based advice to stay active [ 24 ].

In summary, MT is considered a useful evidence-based addition to care packages for people experiencing pain and disability associated with MSK conditions. As such, MT continues to be included in national and international clinical guidelines for a range of MSK conditions as part of multimodal care.

Principles of traditional manual therapy (TMT)

Manual therapy has been used within healthcare for centuries [ 4 ] with many branches of MT having appeared (and disappeared) over time [ 25 ]. In developed nations today, MT is most commonly utilised by the formalised professional groups of physiotherapy, osteopathy, chiropractic, as well as groups such as soft tissue therapists. All of these groups have a history that borrows heavily from traditional healers and bone-setters [ 26 ].

Although there are many elements of MT, three principles appear to have become ubiquitous within what we shall now refer to as ‘traditional manual therapy’ (TMT): clinician-centred assessment , patho-anatomical reasoning , and technique specificity [ 27 , 28 , 29 , 30 ]. These principles continue to influence the teaching and practice of manual therapy over recent years, for example [ 31 ].

However, they have become increasingly difficult to defend given a growing volume of empirical evidence to the contrary.

Traditional manual therapy (TMT) principles: origins and problems

Clinician-centred assessment.

TMT has long had an emphasis on what we shall refer to as clinician-centred assessments . Within this, we claim, is an assumption that clinical information is both highly accurate and diagnostically important, for example [ 32 ]. Clinician-centred assessments include, for example, routine imaging, the search for patho-anatomical 'lesions’ and asymmetries, and specialised palpation. Although the focus of this paper is on the ‘hands-on’ examples of client-centred assessment, the notion of imaging is presented below to expose some of the flaws in the underlying belief system for TMT.

The emphasis on clinician-centred assessments has probably been driven, in part, by a desire for objective diagnostic tests which align well with gold-standard imaging. Indeed, since the discovery of x-rays, radiological imaging been used as an assessment for spinal pain – and a justification for using spinal manipulation – particularly in the chiropractic profession [ 33 ]. Contrary to many TMT claims, X-ray imaging is not without risk [ 34 ]. Additionally, until relatively recently (with the advent of magnetic resonance imaging) it was not widely appreciated that patho-anatomical ‘lesions’ believed to explain MSK pain conditions were nearly as common in pain-free individuals as those with pain [ 35 ]. Accordingly, the rates of unnecessary treatments, including surgery, are known to increase when imaging is used routinely [ 36 ]. For patients with non-specific low back pain, for example, imaging does not improve outcomes and risks overdiagnosis and overtreatment [ 37 ]. Hence, despite being objective in nature, the value of imaging for many MSK pain conditions (particularly spinal pain) has reduced drastically with clinical guidelines across the globe recommending against routine imaging for MSK pain of non-traumatic origin [ 38 ]. Even so, the practice of routine imaging continues [ 39 ].

Hands-on interventions are inextricably related to hands-on assessment [ 40 ], and often associated with claims of ‘specialisation’ [ 41 ]. By this we mean where a great level of training and precision are claimed to be necessary for influencing the interpretation of assessment findings, treatment decisions, and/or treatment outcomes. Implicit within this claim is that therapists who are unable to achieve such precision are not able to perform MT to an acceptable level (and thereby are not able to provide benefit to patients).

There are numerous studies that cast doubt over claims of highly specialised palpation skills. Palpation of anatomical landmarks does not reach a clinically acceptable level of validity [ 42 ]. Specialised motion palpation does not appear to be a good method for differentiating people with or without low back pain [ 43 ]. Poor content validity of specialised motion tests have been reported, in line with a lack of acceptable reference standards [ 44 ]. Palpable sensations reported by therapists are unlikely to be due to tissue deformation [ 45 ]. Furthermore, the delivery of interventions based on specialised palpatory findings is no better than non-specialised palpation [ 46 ]. Generally poor reliability of motion palpation skills has been reported, for example [ 47 ] and appear to be independent of clinician experience or training, for example [ 48 ]. Notably, person-centred palpation—for pain and tenderness for example—has slightly higher reliability, but is still fair at best [ 49 ].

This does not mean that palpation is of no use at all though; just that effective manual therapy does not depend upon it. For example, expert therapists can display high levels of interrater reliability during specialised motion palpation [ 50 ]. Focused training can improve the interrater reliability of specialised skills [ 51 ]. However, the validity of the phenomenon remains poor. Given the weight of the evidence and consistency of data over recent decades, we suggest that the role of clinician-centred hands-on assessment is no longer central to contemporary manual therapy.

Patho-anatomical reasoning

The justification for selecting particular MT interventions has historically been based upon the patho-anatomical status of local peripheral tissue [ 52 , 53 , 54 , 55 ]. Patho-anatomical reasoning, we propose, is the framework that links clinician-centred assessments to the desire for highly specific delivery of MT interventionsKey to this is the relationship between a patho-anatomic diagnosis and the assumed mechanisms of action of the intervention employed.

Theories for the mechanisms of action of MT interventions are many. Some of the most prominent include reductions of disc herniations [ 56 ], re-positioning of a bone or joint [ 32 ], removal of intra-articular adhesions [ 57 ], changes in the biomechanical properties of soft tissues [ 58 ], central pain modulation [ 59 ], and biochemical changes [ 60 ]. These theories have been used to justify the choice of certain interventions: a matching of diagnosis (i.e., existence of a lesion) to the effect of treatment takes place. However, most of these mechanistic theories either lack evidence or have been directly contested [ 61 ].

The causal relationship between proposed tissue-based factors such as posture, ergonomic settings, etc. and painful experience has also been disputed [ 62 ]. Although local tissue stiffness has been observed in people with pain, this is typically associated with neuromuscular responses, rather than patho-anatomical changes at local tissue level [ 63 , 64 , 65 , 66 ]. Overall, although some local tissue adaptions have been identified in people with recurrent MSK pain, this is inconsistent and the evidence is currently of low quality [ 67 ] are generally limited to short-term follow-up measures [ 68 ].

Technique specificity

TMT techniques have been taught with an emphasis that a particular direction, ‘grade’ of joint movement, or deformation of tissue at a very specific location in a certain way, is required to achieve a successful treatment outcome.

One problem with a demand for technique specificity in manual therapy is that an intervention does not always result in the intended effect. For example, posteroanterior forces applied during spinal mobilization consistently induce sagittal rotation, as opposed to the assumed posteroanterior translation, for example [ 69 ]. Furthermore, irrespective of the MT intervention chosen, restricting movements to a particular spinal segment is difficult and a regional, non-specific motion is typically induced, for example [ 70 ].

To support technique specificity, comparative data must repeatedly and reproducibly show superiority of outcome from specific MT interventions over non-specific MT, which is consistently not observed [ 71 , 72 , 73 ]. Some studies have demonstrated localised effects of targeted interventions [ 74 ] but there appears to be no difference in outcome related to: the way in which techniques are delivered [ 75 ]; whether technique selection is random or clinician-selected [ 41 ]; or variations in the direction of force or targeted spinal level [ 76 ]. Conversely, there is evidence that non-specific technique application may improve outcomes [ 77 , 78 , 79 ]. Further, sham techniques produce comparable results to specialised approaches [ 11 ].

Passive movement and localised touch have been associated with significant analgesic responses [ 80 ]. These data indicate the presence of an analgesic mechanism. Unfortunately, mechanistic explanation for the therapeutic effects of MT upon pain and disability still remain largely in a ‘black box’ state [ 81 ]. Nevertheless, there are several plausible mechanisms of action to explain the analgesic action of MT interventions, including the activation of modulatory spinal and supraspinal responses [ 82 , 83 , 84 , 85 ]. In support of this, MT interventions have been associated with a variety of neurophysiological responses [ 61 ]. However, it must be acknowledged that these studies provide mechanistic evidence based on association, which is insufficient to make causal claims [ 86 ]. Importantly, none of these neurophysiological responses have been directly related to either the analgesic mechanisms or clinical outcome and may therefore be incidental.

There is evidence that MT does not provide analgesia in injured tissues [ 87 , 88 ]. Conversely, MT has been shown to decrease inflammatory biomarkers [ 89 , 90 , 91 , 92 , 93 ], although these changes have not been evaluated in the longer-term, nor associated with clinical outcomes.

A modern framework for manual therapy

We propose a new direction for the future of MT in which the teaching and practice of this core dimension of MSK care are no longer based on the traditional principles of clinician-centred assessment , patho-anatomical reasoning , and technique specificity .

In doing so, this framework places MT more explicitly as part of person-centred care and appeals to common principles of healthcare, best available evidence, and contemporary theory which avoids unnecessary and over-complicated explanations of observed effects. The framework is simple in terms of implementation and delivery and contextualised by common elements of best practice for healthcare, in line with regulated standard of practice, e.g., [ 94 , 95 , 96 , 97 ]. Our proposal simply illustrates the operationalisation of these common elements through manual therapy.

Too much emphasis has been given to clinician-centred assessments and this should be rebalanced with an increased use of patient-centred assessments, such as a thorough case history, the use of validated patient-reported outcome measures (PROMS), and real-time patient feedback during assessments.

The new framework considers fundamental and humanistic dimensions of touch-based therapies, such as non-specific neuromodulation, communication and sense-making, physical education, and contextual clinical effectiveness. This aligns to contemporary ideas regarding therapeutic alliance and a move towards genuinely holistic healthcare [ 98 , 99 ]. The framework needs to be “open” in order to represent and allow expression of the complexity of the therapeutic encounter. However, to prevent the exploitation of this openness the framework is underpinned by evidence, and any manual therapy approaches without plausible and measurable mechanisms are not supported.

To provide the best care, common healthcare elements such as the safety and comfort of the person seeking help and therapist must be considered, and care should be provided as efficiently as possible. Our framework embraces these dimensions and employs an integration of current evidence. It is transdisciplinary in nature and may be adopted by all MT professions. Figure  1 provides a graphical representation of the framework. It is acknowledged that all components overlap, relate, and influence each. There are two main components: the practical elements on the inside, comprised of safety, comfort, and efficiency, and the conceptual themes on the outer regions, consisting of communication, context, and person-centred care Fig. 2 .

Representation of a modern teaching and practice framework for manual therapy. The image is purposefully designed to be simple, and has been developed primarily to be used as a teaching aid. When displayed in a learning environment, learners and clinicians can quickly refer to the image to check their practice against each element. To keep the image clear, each element of the image is described in detail in the text below”

Practical elements

Safety for people seeking help is a primary concern for all healthcare providers, with the aims to “ prevent and reduce risks, errors and harm that occur to patients [sic] during provision of health care… and to deliver quality essential health services ” [ 100 ]. This, and the notion of safety more generally (including that of the therapist), should be central to way MT is taught and practised.

A fundamentally safe context should be created where there is an absence of any obvious danger or risk of harm to physical or mental health. Consideration should be given to ensuring that communication and consent processes are orientated towards the safety of both the person seeking help and the therapist. The therapist should pay attention to any sense of threat that could be present in the physical, emotional, cognitive and environmental domains of the clinical encounter, and use skilful communication to mitigate anxiety about the assessment or therapeutic process.

Safety should also be considered in the clinical context of the assessment and treatment approach, ensuring that relevant and meaningful safety screenings have been undertaken [ 67 , 101 ]. There remains a need for good, skilful practice and development of manually applied techniques, but this can be achieved without reference to the principles of TMT and without the dogma of a proprietary therapeutic approach.

Comfort suggests that both the person seeking help and the therapist are physically and emotionally content during the assessment and therapeutic process. For example, the person seeking help is agreeable with any necessary state of dress (sociocultural difference should be considered); the person is relaxed and untroubled in whatever position they are in, and is adequately supported whether sitting, standing or recumbent during assessment and treatment; the therapist is comfortable with their positioning and posture; any discomfort produced by the therapeutic process is negotiated and agreed. Any physical mobilisation or touch should be applied with respect to the feedback from the person in relation to their comfort, rather than a pre-determined force based on the notion of resistance. This process requires clinical phronesis, sensitivity, responsivity, dexterity, and embodied communication [ 102 ].

The therapeutic process should be undertaken in a well-organised, competent manner aiming to achieve maximum therapeutic benefit with minimum waste of effort, time, or expense. To enhance the efficiency dimension, the assessment and therapeutic process should be an integral part of a holistic educational and/or activity-based approach to the management of the people which might also address psychological, nutritional, or ergonomic aspects of care, while being aware of social determinants to health. Recommendations exist which serve as a useful guide for enhancing care and promoting self-management in an efficient way [ 103 ].

A principle of this new model of MT is that therapists should not lose sight of the goals they develop with the people they help and ensure that there is coherence between their management aims and their techniques. Therapists should aim to support a person’s self-efficacy and use active approaches to empower them in their recovery. The overall number of therapeutic applications should be made in the context of fostering therapeutic alliance and supporting people to make sense of their situation and symptoms. This should be informed by contemporary views of the effects of manual therapy, emphasising a “physical education process” to promote sense-making and self-efficacy in alliance with the people they aim to help.

Clinical interactions need to be reproducible under a person’s own volition, serving to enhance self-empowerment. For example, someone could be taught how to “self-mobilise” if a positive effect is found with a particular therapeutic application. This should be appropriately scaffolded with behavioural change principles and functional contextualism that promote autonomy and self-management, rather than inappropriate reliance on the therapist [ 103 , 104 ].

An important and emergent notion from the proposed model is to question what constitutes indications for MT given that the model excludes traditional factors which would have informed whether manual therapy is indicated or not for a particular person. The response to this sits within the efficiency and safety dimensions: MT can be beneficial as part of a multi-dimensional approach to management across a broad population of people with musculoskeletal dysfunction, with no evidence to suggest any clinician-centered or patho-anatomical finding influences outcomes. The choice of whether or not to include MT as part of a management strategy should therefore be a product of a lack of contraindications and shared-decision making.

This framework aligns with evidence-based propositions that effectiveness and efficiency in assessment, diagnosis, and outcomes are not reliant on the therapist’s skill set of specialised elements of TMT, but rather other factors—for example variations in pain phenotypes [ 5 ].

Conceptual themes

Communication.

Communication is the overriding critical dimension to the whole therapeutic process and should be aimed at addressing peoples’ fundamental needs to make sense of their symptoms and path to recovery. The delivery and uptake of the therapy should therefore be operationalised in a communication process that meaningfully represents shared-decision making and the best possible attempt to contextualise the therapy in positive and evidence-informed explanations of the process and desired effects [ 105 ].

Within a therapeutic encounter, practitioners must give the time to listen to peoples’ accounts and explanations of their symptoms, including their ideas about their cause [ 106 ]. The assessment and diagnostic process should be a shared endeavour, for example, the negotiation of symptom reproduction. This should be done in a manner that facilitates sense-making, and which simultaneously encourages people to move on from unhelpful beliefs about their symptoms [ 107 , 108 ], encouraging understanding of the uncertain nature of pain and injury. Person-centered communication requires attention to what we communicate and how we communicate across the entire clinical interaction including interview, examination, and management planning [ 109 ]. Therapists need to be open, reflective, aware and responsive to verbal and non-verbal cues, and demonstrate a balance between engaging with people (e.g. eye-gaze) and writing/typing notes during the interview [ 110 , 111 , 112 ].

People should be given the opportunity to discuss their understanding of the diagnosis and options for treatment and rehabilitation. The decision-making process is dialogical, in which alternative options to the offered therapy should also be discussed with the comparative risks and benefits of all available management options, including doing nothing [ 113 , 114 ].

The therapist must fully appreciate the potential consequences of touch without consent. Continual dialogue should ensure that all parties are moving towards mutually agreed goals. The context of the therapy should be explicitly communicated to give appropriate context for any particular intervention as part of a holistic, evidence-based approach [ 115 , 116 , 117 ]. Therapists should be aware that their own beliefs can affect the way they communicate with their people; in the same way, a person’s context affects how they communicate what they expect from their treatment [ 107 , 118 , 119 , 120 ]. The construction of contextual healing scenarios which support positive outcomes, whilst minimising nocebic effects, is critical to effective healthcare [ 121 , 122 , 123 ].

There is a growing academic interest in the nature, role, and purpose of social and affective touch, and any re-framing of MT should consider touch as a means of communication to develop and enhance cooperative communications and strengthen the therapeutic relationship [ 124 , 125 , 126 , 127 , 128 , 129 ]. It can be soothing for a person in pain to experience the caring touch of a professional therapist [ 130 ]; on the other hand, probing, diagnostic, and touch can be experienced as alienating [ 131 , 132 , 133 ]. Touch can alter a person’s sense of body ownership and their ability to recognise and process their emotions by modulating interoceptive precision [ 129 , 134 , 135 ], and intentional touch may be perceived differently from casual, unfocussed touch [ 136 , 137 ]. There is also a thesis that touch generates shared understanding and meaning [ 138 , 139 , 140 ]. This wider appreciation of touch should be embedded in modern MT communication.

The contextual quality of a person’s experience of the therapeutic encounter can affect satisfaction and clinical outcomes [ 141 , 142 , 143 , 144 , 145 ]. The context in which therapeutic care takes place should therefore be developed to enhance this experience. There could be very local, practical aspects of the context, such as the type of passive information available in the clinical space, e.g. replacing biomedical and pathological imagery and objects with positive, active artefacts; judicious and thoughtful organisation and use of treatment tables to discourage a sense of passivity and disempowerment; allocating a comfortable space where communication can take place; colour schemes and light sources which facilitate positivity; ensuring consistency through all clinical and administrative staff promoting encouraging and non-nocebic messages. Importantly, the way the therapist dresses influences peoples’ perception of their healthcare experience [ 146 , 147 ], and that in turn should be contextually and culturally sensitive [ 148 , 149 , 150 ].

Beyond the local clinical space is the broader social environment. The undertaking of MT should serve a role in a person’s engagement with their social environment. For example, someone returning home after engaging with their therapist and disseminating positive health messages within their home and social networks; people acting as advocates for self-empowered healthcare. Furthermore, early data have demonstrated that aligning treatment with the beliefs and values of culturally and linguistically diverse communities enhances peoples’ engagement with their healthcare [ 151 ].

Person-centred care

Here we borrow directly from one of the most established and clinically useful definitions of Person-Centered Medicine [ 152 ]:

“(Person-Centered Medicine is) an affordable biomedical and technological advance to be delivered to patients [sic] within a humanistic framework of care that recognises the importance of applying science in a manner that respects the patients [sic] as a whole person and takes full account of [their] values, preferences, aspirations, stories, cultural context, fears, worries and hopes and thus that recognises and responds to [their] emotional, social and spiritual necessities in addition to [their] physical needs” [ 152 ] , p219.

Person-centred care incorporates a person’s perspective as part of the therapeutic process. In practice, therapists need to communicate in a manner that creates adequate conversational space to elicit a person’s agenda (i.e. understanding, impact of pain, concerns, needs, and goals), which guides clinical interactions. This approach encourages greater partnership in management [ 109 , 153 , 154 ].

A roadmap outlining key actions to implement person-centeredness in clinical practice has been outlined in detail elsewhere [ 155 ]. This includes screening for serious pathology, health co-morbidities and psychosocial factors; adopting effective communication; providing positive health education; coaching and supporting people towards active self-management; and facilitating and managing co-care (when needed) [ 154 ].

It is critical and necessary now to make these features explicit and central to the revised model of MT proposed in this paper. We wish to identify common ground across all MT professions in order to achieve a trans-disciplinary understanding of the evidence supporting the use of MT.

We acknowledge that our arguments here are rooted in empiricism and deliberately based on available research data from within the health science disciplines. We also acknowledge that there is a wider debate about future directions in person-centred care arising from the current evolution of the evidence-based health care movement, which has pointed to the need to learn more about peoples’ lived experiences, to redefine the model of the therapeutic relationship. Although beyond the scope of this paper, a full exploration of modern health care provision involves reconsideration of the ethics and legal requirements of communication and shared decision-making [ 156 , 157 , 158 , 159 ]. The authors envision this paper as a stimulus for self-reflection, stakeholder discussions, and ultimately change that can positively impact outcomes for people who seek manual therapy interventions.

Manual therapy has long been part of MSK healthcare and, given that is likely to continue. Current evidence suggests that effectiveness does not rely on the traditional principles historically developed in any of the major manual therapies. Therefore, the continued teaching and practice based on the principles of clinician-centred palpation , patho-anatomical reasoning , and technique specificity are no longer justified and may well even limit the value of MT.

A revised and reconceptualised framework of MT, based on the humanistic domains of safety, comfort and efficiency and underpinned by the dimensions of communication, context and person-centred care will ensure an empowering, biopsychosocial, evidence-informed approach to MSK care. We propose that the future teaching and practice of MT in physiotherapy, osteopathy, chiropractic, and all associated hands-on professions working within the healthcare field should be based on this new framework.

Availability of data and materials

Young C, Argáez C. CADTH Rapid Response Reports. Manual Therapy for Chronic Non-Cancer Back and Neck Pain: A Review of Clinical Effectiveness. Ottawa (ON): Canadian Agency for Drugs and Technologies in Health. Copyright © 2020 Canadian Agency for Drugs and Technologies in Health.; 2020.

Blanpied PR, Gross AR, Elliott JM, Devaney LL, Clewley D, Walton DM, et al. Neck Pain: Revision 2017. J Orthop Sports Phys Ther. 2017;47(7):A1-a83.

Article   PubMed   Google Scholar  

NICE. Low back pain and sciatica in over 16s: assessment and management. NICE guideline [NG59]. 2016.

Pettman E. A history of manipulative therapy. J Man Manip Ther. 2007;15(3):165–74.

Article   PubMed   PubMed Central   Google Scholar  

Damian K, Chad C, Kenneth L, David G. Time to evolve: the applicability of pain phenotyping in manual therapy. J Man Manip Ther. 2022;30(2):61–7.

McCarthy CJ. Combined Movement Theory: Rational Mobilization and Manipulation of the Vertebral Column. London, UK: Churchill Livingstone; 2010.

Google Scholar  

Subialka JA, Smith K, Signorino JA, Young JL, Rhon DI, Rentmeester C. What do patients referred to physical therapy for a musculoskeletal condition expect? A qualitative assessment. Musculoskel Sci Pract. 2022;59:102543.

Article   Google Scholar  

Louw A, Nijs J, Puentedura EJ. A clinical perspective on a pain neuroscience education approach to manual therapy. J Man Manip Ther. 2017;25(3):160–8.

Wilhelm M, Cleland J, Carroll A, Marinch M, Imhoff M, Severini N, et al. The combined effects of manual therapy and exercise on pain and related disability for individuals with nonspecific neck pain: A systematic review with meta-analysis. J Man Manip Ther. 2023;31(6):393–407.

Schenk R, Donaldson M, Parent-Nichols J, Wilhelm M, Wright A, Cleland JA. Effectiveness of cervicothoracic and thoracic manual physical therapy in managing upper quarter disorders - a systematic review. J Man Manipulative Therap. 2021:1–10.

Lavazza C, Galli M, Abenavoli A, Maggiani A. Sham treatment effects in manual therapy trials on back pain patients: a systematic review and pairwise meta-analysis. BMJ Open. 2021;11(5):e045106.

Funabashi M, Pohlman KA, Goldsworthy R, Lee A, Tibbles A, Mior S, et al. Beliefs, perceptions and practices of chiropractors and patients about mitigation strategies for benign adverse events after spinal manipulation therapy. Chiropr Man Therap. 2020;28(1):46.

Rushton A, Carlesso LC, Flynn T, Hing WA, Rubinstein SM, Vogel S, et al. International Framework for Examination of the Cervical Region for Potential of Vascular Pathologies of the Neck Prior to Musculoskeletal Intervention: International IFOMPT Cervical Framework. J Orthop Sports Phys Ther. 2022;53(1):7–22.

Thomas M, Thomson OP, Kolubinski DC, Stewart-Lord A. The attitudes and beliefs about manual therapy held by patients experiencing low back pain: a scoping review. Musculoskelet Sci Pract. 2023;65:102752.

Lilje S, van Tulder M, Wykman A, Aboagye E, Persson U. Cost-effectiveness of specialised manual therapy versus orthopaedic care for musculoskeletal disorders: long-term follow-up and health economic model. Ther Adv Musculoskelet Dis. 2023;15:1759720x221147751.

Article   CAS   PubMed   PubMed Central   Google Scholar  

Abbott JH, Robertson MC, Chapple C, Pinto D, Wright AA, Leon de la Barra S, et al. Manual therapy, exercise therapy, or both, in addition to usual care, for osteoarthritis of the hip or knee: a randomized controlled trial. 1: clinical effectiveness. Osteoarthritis Cartilage. 2013;21(4):525–34.

Article   CAS   PubMed   Google Scholar  

Bove AM, Smith KJ, Bise CG, Fritz JM, Childs JD, Brennan GP, et al. Exercise, Manual Therapy, and Booster Sessions in Knee Osteoarthritis: Cost-Effectiveness Analysis From a Multicenter Randomized Controlled Trial. Phys Ther. 2018;98(1):16–27.

Leininger B, McDonough C, Evans R, Tosteson T, Tosteson AN, Bronfort G. Cost-effectiveness of spinal manipulative therapy, supervised exercise, and home exercise for older adults with chronic neck pain. Spine J. 2016;16(11):1292–304.

Tsertsvadze A, Clar C, Court R, Clarke A, Mistry H, Sutcliffe P. Cost-effectiveness of manual therapy for the management of musculoskeletal conditions: a systematic review and narrative synthesis of evidence from randomized controlled trials. J Manipulative Physiol Ther. 2014;37(6):343–62.

UK Beam Trial Team. United Kingdom back pain exercise and manipulation (UK BEAM) randomised trial: effectiveness of physical treatments for back pain in primary care. BMJ. 2004;329(7479):1377.

Article   PubMed Central   Google Scholar  

UK Beam Trial Team. United Kingdom back pain exercise and manipulation (UK BEAM) randomised trial: cost effectiveness of physical treatments for back pain in primary care. BMJ (Clinical research ed). 2004;329(7479):1381.

van Dongen JM, Groeneweg R, Rubinstein SM, Bosmans JE, Oostendorp RA, Ostelo RW, et al. Cost-effectiveness of manual therapy versus physiotherapy in patients with sub-acute and chronic neck pain: a randomised controlled trial. Eur Spine J. 2016;25(7):2087–96.

Woods B, Manca A, Weatherly H, Saramago P, Sideris E, Giannopoulou C, et al. Cost-effectiveness of adjunct non-pharmacological interventions for osteoarthritis of the knee. PLoS ONE. 2017;12(3):e0172749.

Aboagye E, Lilje S, Bengtsson C, Peterson A, Persson U, Skillgate E. Manual therapy versus advice to stay active for nonspecific back and/or neck pain: a cost-effectiveness analysis. Chiropr Man Therap. 2022;30(1):27.

Paris SV. A History of Manipulative Therapy Through the Ages and Up to the Current Controversy in the United States. J Man Manipulative Ther. 2000;8(2):66–77.

MacDonald CW, Osmotherly PG, Parkes R, Rivett DA. The current manipulation debate: historical context to address a broken narrative. J Man Manipulative Therap. 2019;27(1):1–4.

Fryer G. Intervertebral dysfunction: a discussion of the manipulable spinal lesion. J Am Osteopath Assoc. 2003;6(2):64–73.

McCarthy CJ. Spinal manipulative thrust technique using combined movement theory. Man Ther. 2001;6(4):197–204.

Vickers A, Zollman C. ABC of complementary medicine Massage therapies. BMJ (Clinical research ed). 1999;319(7219):1254–7.

Evans DW. Osteopathic principles: More harm than good? Int J Osteopath Med. 2013;16(1):46–53.

Mourad F, Yousif MS, Maselli F, Pellicciari L, Meroni R, Dunning J, et al. Knowledge, beliefs, and attitudes of spinal manipulation: a cross-sectional survey of Italian physiotherapists. Chiropr Man Therap. 2022;30(1):38.

Cyriax JH, Cyriax PJ. Cyriax's Illustrated Manual of Orthopaedic Medicine. 3rd ed: Butterworth-Heinemann; 1996.

Young KJ. Words matter: the prevalence of chiropractic-specific terminology on Australian chiropractors’ websites. Chiropr Man Therap. 2020;28(1):18.

Jenkins HJ, Downie AS, Moore CS, French SD. Current evidence for spinal X-ray use in the chiropractic profession: a narrative review. Chiropr Man Therap. 2018;26:48.

Brinjikji W, Luetmer PH, Comstock B, Bresnahan BW, Chen LE, Deyo RA, et al. Systematic literature review of imaging features of spinal degeneration in asymptomatic populations. AJNR Am J Neuroradiol. 2015;36(4):811–6.

Mafi JN, McCarthy EP, Davis RB, Landon BE. Worsening trends in the management and treatment of back pain. JAMA Intern Med. 2013;173(17):1573–81.

Hall AM, Aubrey-Bassler K, Thorne B, Maher CG. Do not routinely offer imaging for uncomplicated low back pain. BMJ (Clinical research ed). 2021;372:n291.

PubMed   Google Scholar  

Lin I, Wiles L, Waller R, Goucke R, Nagree Y, Gibberd M, et al. What does best practice care for musculoskeletal pain look like? Eleven consistent recommendations from high-quality clinical practice guidelines: systematic review. Br J Sports Med. 2020;54(2):79.

Hall AM, Scurrey SR, Pike AE, Albury C, Richmond HL, Matthews J, et al. Physician-reported barriers to using evidence-based recommendations for low back pain in clinical practice: a systematic review and synthesis of qualitative studies using the Theoretical Domains Framework. Implement Sci. 2019;14(1):49.

Eriksson L, Ekenberg L, Melander-Wikman A. The concept of palpation of the shoulder – A basic element of physiotherapy practice: A focus group study with physiotherapists. Adv Physiother. 2012;14(4):183–93.

Nim CG, Downie A, O’Neill S, Kawchuk GN, Perle SM, Leboeuf-Yde C. The importance of selecting the correct site to apply spinal manipulation when treating spinal pain: Myth or reality? A systematic review. Sci Rep. 2021;11(1):23415.

Alexander N, Rastelli A, Webb T, Rajendran D. The validity of lumbo-pelvic landmark palpation by manual practitioners: A systematic review. Int J Osteopath Med. 2021;39:10–20.

Leboeuf-Yde C, van Dijk J, Franz C, Hustad SA, Olsen D, Pihl T, et al. Motion palpation findings and self-reported low back pain in a population-based study sample. J Manipulative Physiol Ther. 2002;25(2):80–7.

Najm WI, Seffinger MA, Mishra SI, Dickerson VM, Adams A, Reinsch S, et al. Content validity of manual spinal palpatory exams - A systematic review. BMC Complement Altern Med. 2003;3:1.

Chaudhry H, Schleip R, Ji Z, Bukiet B, Maney M, Findley T. Three-dimensional mathematical model for deformation of human fasciae in manual therapy. J Am Osteopath Assoc. 2008;108(8):379–90.

Gabriel A, Konrad A, Roidl A, Queisser J, Schleip R, Horstmann T, et al. Myofascial Treatment Techniques on the Plantar Surface Influence Functional Performance in the Dorsal Kinetic Chain. J Sports Sci Med. 2022;21(1):13–22.

PubMed   PubMed Central   Google Scholar  

Nolet PS, Yu H, Côté P, Meyer A-L, Kristman VL, Sutton D, et al. Reliability and validity of manual palpation for the assessment of patients with low back pain: a systematic and critical review. Chiropr Man Therap. 2021;29(1):33.

Seffinger MA, Najm WI, Mishra SI, Adams A, Dickerson VM, Murphy LS, et al. Reliability of spinal palpation for diagnosis of back and neck pain: a systematic review of the literature. Spine. 2004;29(19):E413–25.

Beynon AM, Hebert JJ, Walker BF. The interrater reliability of static palpation of the thoracic spine for eliciting tenderness and stiffness to test for a manipulable lesion. Chiropr Man Therap. 2018;26:49.

Petersen EJ, Thurmond SM, Shaw CA, Miller KN, Lee TW, Koborsi JA. Reliability and accuracy of an expert physical therapist as a reference standard for a manual therapy joint mobilization trial. J Man Manip Ther. 2021;29(3):189–95.

Petersen EJ, Thurmond SM, Buchanan SI, Chun DH, Richey AM, Nealon LP. The effect of real-time feedback on learning lumbar spine joint mobilization by entry-level doctor of physical therapy students: a randomized, controlled, crossover trial. J Man Manip Ther. 2020;28(4):201–11.

Abbott JH, Flynn TW, Fritz JM, Hing WA, Reid D, Whitman JM. Manual physical assessment of spinal segmental motion: intent and validity. Man Ther. 2009;14(1):36–44.

Bialosky JE, Simon CB, Bishop MD, George SZ. Basis for spinal manipulative therapy: a physical therapist perspective. J Electromyogr Kinesiol. 2012;22(5):643–7.

Henderson CN. The basis for spinal manipulation: chiropractic perspective of indications and theory. J Electromyogr Kinesiol. 2012;22(5):632–42.

Sizer PS Jr, Felstehausen V, Sawyer S, Dornier L, Matthews P, Cook C. Eight critical skill sets required for manual therapy competency: a Delphi study and factor analysis of physical therapy educators of manual therapy. J Allied Health. 2007;36(1):30–40.

Ombregt L. A System of Orthopaedic Medicine: Elsevier; 2013.

Cramer GD, Henderson CN, Little JW, Daley C, Grieve TJ. Zygapophyseal joint adhesions after induced hypomobility. J Manipulative Physiol Ther. 2010;33(7):508–18.

George JW, Tunstall AC, Tepe RE, Skaggs CD. The Effects of Active Release Technique on Hamstring Flexibility: A Pilot Study. J Manipulative Physiol Ther. 2006;29(3):224–7.

Bialosky JE, Bishop MD, Price DD, Robinson ME, George SZ. The mechanisms of manual therapy in the treatment of musculoskeletal pain: a comprehensive model. Man Ther. 2009;14(5):531–8.

Plaza-Manzano G, Molina-Ortega F, Lomas-Vega R, Martínez-Amat A, Achalandabaso A, Hita-Contreras F. Changes in biochemical markers of pain perception and stress response after spinal manipulation. J Orthop Sports Phys Ther. 2014;44(4):231–9.

Zusman M. Mechanism of mobilization. Physical Therapy Reviews. 2011;16(4):233–6.

De Carvalho DE, de Luca K, Funabashi M, Breen A, Wong AYL, Johansson MS, et al. Association of Exposures to Seated Postures With Immediate Increases in Back Pain: A Systematic Review of Studies With Objectively Measured Sitting Time. J Manipulative Physiol Ther. 2020;43(1):1–12.

Colloca CJ, Keller TS. Stiffness and neuromuscular reflex response of the human spine to posteroanterior manipulative thrusts in patients with low back pain. J Manipulative Physiol Ther. 2001;24(8):489–500.

Colloca CJ, Keller TS, Gunzburg R. Biomechanical and neurophysiological responses to spinal manipulation in patients with lumbar radiculopathy. J Manipulative Physiol Ther. 2004;27(1):1–15.

Reed WR, Long CR, Kawchuk GN, Sozio RS, Pickar JG. Neural Responses to Physical Characteristics of a High-velocity, Low-amplitude Spinal Manipulation: Effect of Thrust Direction. Spine. 2018;43(1):1–9.

Reed WR, Pickar JG, Sozio RS, Liebschner MAK, Little JW, Gudavalli MR. Characteristics of Paraspinal Muscle Spindle Response to Mechanically Assisted Spinal Manipulation: A Preliminary Report. J Manipulative Physiol Ther. 2017;40(6):371–80.

Devecchi V, Rushton AB, Gallina A, Heneghan NR, Falla D. Are neuromuscular adaptations present in people with recurrent spinal pain during a period of remission? a systematic review. PLoS ONE. 2021;16(4):e0249220.

Pagé I, Nougarou F, Lardon A, Descarreaux M. Changes in spinal stiffness with chronic thoracic pain: Correlation with pain and muscle activity. PLoS ONE. 2018;13(12):e0208790.

Lee RY, McGregor AH, Bull AM, Wragg P. Dynamic response of the cervical spine to posteroanterior mobilisation. Clin Biomech (Bristol, Avon). 2005;20(2):228–31.

Ross JK, Bereznick DE, McGill SM. Determining cavitation location during lumbar and thoracic spinal manipulation: is spinal manipulation accurate and specific? Spine. 2004;29(13):1452–7.

Donaldson M, Petersen S, Cook C, Learman K. A Prescriptively Selected Nonthrust Manipulation Versus a Therapist-Selected Nonthrust Manipulation for Treatment of Individuals With Low Back Pain: A Randomized Clinical Trial. J Orthop Sports Phys Ther. 2016;46(4):243–50.

McCarthy CJ, Potter L, Oldham JA. Comparing targeted thrust manipulation with general thrust manipulation in patients with low back pain. A general approach is as effective as a specific one. A randomised controlled trial. BMJ Open Sport  Exerc Med. 2019;5(1):e000514.

Sutlive TG, Mabry LM, Easterling EJ, Durbin JD, Hanson SL, Wainner RS, et al. Comparison of short-term response to two spinal manipulation techniques for patients with low back pain in a military beneficiary population. Mil Med. 2009;174(7):750–6.

Tuttle N, Evans K, Sperotto dos Santos Rocha C. Localised manual therapy treatment has a preferential effect on the kinematics of the targeted motion segment. Musculoskelet Sci Pract. 2021;56:102457.

Ali MN, Sethi K, Noohu MM. Comparison of two mobilization techniques in management of chronic non-specific low back pain. J Bodyw Mov Ther. 2019;23(4):918–23.

de Oliveira RF, Costa LOP, Nascimento LP, Rissato LL. Directed vertebral manipulation is not better than generic vertebral manipulation in patients with chronic low back pain: a randomised trial. J Physiother. 2020;66(3):174–9.

Gevers-Montoro C, Provencher B, Northon S, Stedile-Lovatel JP, Ortega de Mues A, Piché M. Chiropractic Spinal Manipulation Prevents Secondary Hyperalgesia Induced by Topical Capsaicin in Healthy Individuals. Front Pain Res (Lausanne, Switzerland). 2021;2:702429.

Provencher B, Northon S, Piché M. Segmental Chiropractic Spinal Manipulation Does not Reduce Pain Amplification and the Associated Pain-Related Brain Activity in a Capsaicin-Heat Pain Model. Front Pain Res (Lausanne, Switzerland). 2021;2:733727.

Watanabe N, Piché M. Editorial: Mechanisms and Effectiveness of Complementary and Alternative Medicine for Pain Management. Front Pain Res (Lausanne, Switzerland). 2022;3:863751.

Muhsen A, Moss P, Gibson W, Walker B, Jacques A, Schug S, et al. The Association Between Conditioned Pain Modulation and Manipulation-induced Analgesia in People With Lateral Epicondylalgia. Clin J Pain. 2019;35(5):435–42.

Howick J, Glasziou P, Aronson JK. Evidence-based mechanistic reasoning. J Roy Soc Med. 2010;103(11):433–41.

Haavik Taylor H, Murphy B. The effects of spinal manipulation on central integration of dual somatosensory input observed after motor training: a crossover study. J Manipulative Physiol Ther. 2010;33(4):261–72.

Haavik-Taylor H, Murphy B. Cervical spine manipulation alters sensorimotor integration: a somatosensory evoked potential study. ClinNeurophysiol. 2007;118(2):391–402.

Ogura T, Tashiro M, Masud M, Watanuki S, Shibuya K, Yamaguchi K, et al. Cerebral metabolic changes in men after chiropractic spinal manipulation for neck pain. Altern Ther Health Med. 2011;17(6):12–7.

Sparks C, Cleland JA, Elliott JM, Zagardo M, Liu WC. Using functional magnetic resonance imaging to determine if cerebral hemodynamic responses to pain change following thoracic spine thrust manipulation in healthy individuals. J Orthop Sports Phys Ther. 2013;43(5):340–8.

Evans DW. How to gain evidence for causation in disease and therapeutic intervention: from Koch’s postulates to counter-counterfactuals. Med Health Care Philos. 2022;25(3):509–21.

Lascurain-Aguirrebeña I, Newham D, Critchley DJ. Mechanism of Action of Spinal Mobilizations: A Systematic Review. Spine. 2016;41(2):159–72.

Parravicini G, Bergna A. Biological effects of direct and indirect manipulation of the fascial system Narrative review. J Bodyw Mov Ther. 2017;21(2):435–45.

Crane JD, Ogborn DI, Cupido C, Melov S, Hubbard A, Bourgeois JM, et al. Massage therapy attenuates inflammatory signaling after exercise-induced muscle damage. Sci Transl Med. 2012;4(119):119ra13.

Degenhardt BF, Darmani NA, Johnson JC, Towns LC, Rhodes DC, Trinh C, et al. Role of osteopathic manipulative treatment in altering pain biomarkers: a pilot study. J Am Osteopath Assoc. 2007;107(9):387–400.

Kovanur-Sampath K, Mani R, Cotter J, Gisselman AS, Tumilty S. Changes in biochemical markers following spinal manipulation-a systematic review and meta-analysis. Musculoskelet Sci Pract. 2017;29:120–31.

Lohman EB, Pacheco GR, Gharibvand L, Daher N, Devore K, Bains G, et al. The immediate effects of cervical spine manipulation on pain and biochemical markers in females with acute non-specific mechanical neck pain: a randomized clinical trial. J Man Manip Ther. 2019;27(4):186–96.

Teodorczyk-Injeyan JA, McGregor M, Triano JJ, Injeyan SH. Elevated Production of Nociceptive CC Chemokines and sE-Selectin in Patients With Low Back Pain and the Effects of Spinal Manipulation: A Nonrandomized Clinical Trial. Clin J Pain. 2018;34(1):68–75.

Council GC. The Code: Standards of conduct, performance and ethics for chiropractors. GCC; 2019.

Council HaCP. Standards of Proficiency - Physiotherapists. HCPC; 2013.

Council GO. Osteopathic Practice Standards. GOC; 2023.

Therapies TCfST. GCMT Code of Practice, Ethics and Proficiency for Professional Associations. GCMT; 2023.

Daluiso-King G, Hebron C. Is the biopsychosocial model in musculoskeletal physiotherapy adequate? An evolutionary concept analysis. Physiotherapy theory and practice. 2020:1–17.

Søndenå P, Dalusio-King G, Hebron C. Conceptualisation of the therapeutic alliance in physiotherapy: is it adequate? Musculoskelet Sci Pract. 2020;46:102131.

World Health Organisation. Patient Safety 2019 [Available from: https://www.who.int/news-room/fact-sheets/detail/patient-safety#:~:text=Patient%20Safety%20is%20a%20health,during%20provision%20of%20health%20care .

Vogel S, Mars T, Keeping S, Barton T, Marlin N, Froud R, et al. Clinical Risk Osteopathy and Management Scientific Report. 2012.

Ekerholt K, Bergland A. Learning and knowing bodies: Norwegian psychomotor physiotherapists’ reflections on embodied knowledge. Physiother Theory Pract. 2019;35(1):57–69.

Hutting N, Johnston V, Staal JB, Heerkens YF. Promoting the Use of Self-management Strategies for People With Persistent Musculoskeletal Disorders: The Role of Physical Therapists. J Orthop Sports Phys Ther. 2019;49(4):212–5.

Kongsted A, Ris I, Kjaer P, Hartvigsen J. Self-management at the core of back pain care: 10 key points for clinicians. Braz J Phys Therap. 2021.

Elwyn G, Durand MA, Song J, Aarts J, Barr PJ, Berger Z, et al. A three-talk model for shared decision making: multistage consultation process. BMJ (Clinical research ed). 2017;359:j4891.

Broom B. The Practice of Whole Person-Centred Healthcare. In: Anjum RL, Copeland S, Rocca E, editors. Rethinking Causality, Complexity and Evidence for the Unique Patient: A CauseHealth Resource for Healthcare Professionals and the Clinical Encounter. Cham: Springer International Publishing; 2020. p. 215–26.

Chapter   Google Scholar  

Darlow B, Dowell A, Baxter GD, Mathieson F, Perry M, Dean S. The enduring impact of what clinicians say to people with low back pain. Ann Fam Med. 2013;11(6):527–34.

Stewart M, Loftus S. Sticks and Stones: The Impact of Language in Musculoskeletal Rehabilitation. J Orthop Sports Phys Ther. 2018;48(7):519–22.

Lin I, Wiles L, Waller R, Caneiro JP, Nagree Y, Straker L, et al. Patient-centred care: the cornerstone for high-value musculoskeletal pain management. Br J Sports Med. 2020;54(21):1240–2.

Cowell I, O’Sullivan P, O’Sullivan K, Poyton R, McGregor A, Murtagh G. Perceptions of physiotherapists towards the management of non-specific chronic low back pain from a biopsychosocial perspective: A qualitative study. Musculoskelet Sci Pract. 2018;38:113–9.

Edmond SN, Keefe FJ. Validating pain communication: current state of the science. Pain. 2015;156(2):215–9.

O’Keeffe M, Cullinane P, Hurley J, Leahy I, Bunzli S, O’Sullivan PB, et al. What Influences Patient-Therapist Interactions in Musculoskeletal Physical Therapy? Qualitative Systematic Review and Meta-Synthesis. Phys Ther. 2016;96(5):609–22.

Copnell G. Informed consent in physiotherapy practice: it is not what is said but how it is said. Physiotherapy. 2018;104(1):67–71.

Lee A. Bolam’ to “Montgomery” is result of evolutionary change of medical practice towards ’patient-centred care. Postgrad Med J. 2017;93(1095):46–50.

Lewis J, O’Sullivan P. Is it time to reframe how we care for people with non-traumatic musculoskeletal pain? Br J Sports Med. 2018;52(24):1543–4.

Lewis J, Ridehalgh C, Moore A, Hall K. This is the day your life must surely change: Prioritising behavioural change in musculoskeletal practice. Physiotherapy. 2021.

Lewis JS, Stokes EK, Gojanovic B, Gellatly P, Mbada C, Sharma S, et al. Reframing how we care for people with persistent non-traumatic musculoskeletal pain. Suggestions for the rehabilitation community. Physiotherapy. 2021.

Bishop A, Foster NE, Thomas E, Hay EM. How does the self-reported clinical management of patients with low back pain relate to the attitudes and beliefs of health care practitioners? A survey of UK general practitioners and physiotherapists. Pain. 2008;135(1–2):187–95.

Darlow B, Fullen BM, Dean S, Hurley DA, Baxter GD, Dowell A. The association between health care professional attitudes and beliefs and the attitudes and beliefs, clinical management, and outcomes of patients with low back pain: a systematic review. Eur J Pain (London, England). 2012;16(1):3–17.

Article   CAS   Google Scholar  

Lakke SE, Soer R, Krijnen WP, van der Schans CP, Reneman MF, Geertzen JH. Influence of Physical Therapists’ Kinesiophobic Beliefs on Lifting Capacity in Healthy Adults. Phys Ther. 2015;95(9):1224–33.

Howe LC, Leibowitz KA, Crum AJ. When Your Doctor “Gets It” and “Gets You”: The Critical Role of Competence and Warmth in the Patient-Provider Interaction. Front Psych. 2019;10:475.

Newell D, Lothe LR, Raven TJL. Contextually Aided Recovery (CARe): a scientific theory for innate healing. Chiropr Man Therap. 2017;25:6.

Rossettini G, Camerone EM, Carlino E, Benedetti F, Testa M. Context matters: the psychoneurobiological determinants of placebo, nocebo and context-related effects in physiotherapy. Arch Physiother. 2020;10:11.

Gallace A. Social Touch. In: Olausson H, Wessberg J, Morrison I, McGlone F, editors. Affective Touch and the Neurophysiology of CT Afferents: Springer; 2016.

Gallace A, Spence C. The science of interpersonal touch: an overview. Neurosci Biobehav Rev. 2010;34(2):246–59.

Kelly MA, Nixon L, McClurg C, Scherpbier A, King N, Dornan T. Experience of Touch in Health Care: A Meta-Ethnography Across the Health Care Professions. Qual Health Res. 2018;28(2):200–12.

McGlone F, Cerritelli F, Walker S, Esteves J. The role of gentle touch in perinatal osteopathic manual therapy. Neurosci Biobehav Rev. 2017;72:1–9.

Olausson H, Wessberg J, Morrison I, McGlone F. Affective Touch and the Neurophysiology of CT Afferents: Springer; 2016.

McParlin Z, Cerritelli F, Rossettini G, Friston KJ, Esteves JE. Therapeutic Alliance as Active Inference: The Role of Therapeutic Touch and Biobehavioural Synchrony in Musculoskeletal Care. Front Behav Neurosci. 2022;16:897247.

Meijer LL, Ruis C, van der Smagt MJ, Scherder EJA, Dijkerman HC. Neural basis of affective touch and pain: A novel model suggests possible targets for pain amelioration. J Neuropsychol. 2021.

Allen-Collinson J, Pavey A. Touching moments: phenomenological sociology and the haptic dimension in the lived experience of motor neurone disease. Sociol Health Illn. 2014;36(6):793–806.

Bjorbækmo WS, Mengshoel AM. “A touch of physiotherapy” - the significance and meaning of touch in the practice of physiotherapy. Physiother Theory Pract. 2016;32(1):10–9.

Nummenmaa L, Tuominen L, Dunbar R, Hirvonen J, Manninen S, Arponen E, et al. Social touch modulates endogenous μ-opioid system activity in humans. Neuroimage. 2016;138:242–7.

Calsius J, De Bie J, Hertogen R, Meesen R. Touching the Lived Body in Patients with Medically Unexplained Symptoms. How an Integration of Hands-on Bodywork and Body Awareness in Psychotherapy may Help People with Alexithymia. Front Psychol. 2016;7:253.

Gentsch A, Crucianelli L, Jenkinson P, Fotopoulou A. The touched self: Affective touch and body awareness in health and disease. Affective touch and the neurophysiology of CT afferents Springer; 2016.

Cerritelli F, Chiacchiaretta P, Gambi F, Ferretti A. Effect of Continuous Touch on Brain Functional Connectivity Is Modified by the Operator’s Tactile Attention. Front Hum Neurosci. 2017;11:368.

Tramontano M, Cerritelli F, Piras F, Spanò B, Tamburella F, Piras F, et al. Brain Connectivity Changes after Osteopathic Manipulative Treatment: A Randomized Manual Placebo-Controlled Trial. Brain Sci. 2020;10(12):969.

Øberg GK, Blanchard Y, Obstfelder A. Therapeutic encounters with preterm infants: interaction, posture and movement. Physiother Theory Pract. 2014;30(1):1–5.

Øberg GK, Normann B, Gallagher S. Embodied-enactive clinical reasoning in physical therapy. Physiother Theory Pract. 2015;31(4):244–52.

Consedine S, Standen C, Niven E. Knowing hands converse with an expressive body – An experience of osteopathic touch. Int J Osteopath Med. 2016;19:3–12.

Barbosa CD, Balp MM, Kulich K, Germain N, Rofail D. A literature review to explore the link between treatment satisfaction and adherence, compliance, and persistence. Patient Prefer Adherence. 2012;6:39–48.

Boulding W, Glickman SW, Manary MP, Schulman KA, Staelin R. Relationship between patient satisfaction with inpatient care and hospital readmission within 30 days. Am J Manag Care. 2011;17(1):41–8.

Manary MP, Boulding W, Staelin R, Glickman SW. The patient experience and health outcomes. N Engl J Med. 2013;368(3):201–3.

Sherriff B, Clark C, Killingback C, Newell D. Musculoskeletal practitioners’ perceptions of contextual factors that may influence chronic low back pain outcomes: a modified Delphi study. Chiropr Man Therap. 2023;31(1):12.

Sherriff B, Clark C, Killingback C, Newell D. Impact of contextual factors on patient outcomes following conservative low back pain treatment: systematic review. Chiropr Manual Therap. 2022;30(1):20.

Mercer E, Mackay-Lyons M, Conway N, Flynn J, Mercer C. Perceptions of outpatients regarding the attire of physiotherapists. Physiother Can. 2008;60(4):349–57.

Petrilli CM, Mack M, Petrilli JJ, Hickner A, Saint S, Chopra V. Understanding the role of physician attire on patient perceptions: a systematic review of the literature— targeting attire to improve likelihood of rapport (TAILOR) investigators. BMJ Open. 2015;5(1):e006578.

Beach MC, Fitzgerald A, Saha S. White Coat Hype: Branding Physicians With Professional Attire. JAMA Intern Med. 2013;173(6):467–8.

Bearman G, Bryant K, Leekha S, Mayer J, Munoz-Price LS, Murthy R, et al. Healthcare Personnel Attire in Non-Operating-Room Settings. Infect Control Hosp Epidemiol. 2014;35(2):107–21.

Rehman SU, Nietert PJ, Cope DW, Kilpatrick AO. What to wear today? Effect of doctor’s attire on the trust and confidence of patients. Am J Med. 2005;118(11):1279–86.

Brady B, Veljanova I, Schabrun S, Chipchase L. Integrating culturally informed approaches into physiotherapy assessment and treatment of chronic pain: a pilot randomised controlled trial. BMJ Open. 2018;8(7):e021999.

Miles A, Mezzich JE. The care of the patient and the soul of the clinic: person-centered medicine as an emergent model of clinical practice. Int J Person Centred Med. 2012;1(2):207–22.

Cowell I, McGregor A, O’Sullivan P, O’Sullivan K, Poyton R, Schoeb V, et al. How do physiotherapists solicit and explore patients’ concerns in back pain consultations: a conversation analytic approach. Physiother Theory Pract. 2021;37(6):693–709.

Hutting N, Caneiro JP, Ong'wen MO, Miciak M, Roberts LE. Patient-centered care in musculoskeletal practice: key elements to support clinicians to focus on the person. 2021.

Caneiro JP, Roos EM, Barton CJ, O’Sullivan K, Kent P, Lin I, et al. It is time to move beyond “body region silos” to manage musculoskeletal pain: five actions to change clinical practice. Br J Sports Med. 2020;54(8):438–9.

Greenhalgh T, Howick J, Maskrey N, EBM Renaissance Group. Evidence based medicine: a movement in crisis? Brit Med J. 2014;348:g3725.

Greenhalgh T, Snow R, Ryan S, Rees S, Salisbury H. Six ‘biases’ against patients and carers in evidence-based medicine. Bmc Med. 2015;13(1):200.

Loughlin M, Fuller J, Bluhm R, Buetow S, Borgerson K. Theory, experience and practice. J Eval Clin Pract. 2016;22(4):459–65.

Simpson JK, Innes S. Informed consent, duty of disclosure and chiropractic: where are we? Chiropr Man Therap. 2020;28(1):60.

Download references

Acknowledgements

Use of any animal or human data or tissue.

No funding was received for this paper.

Author information

Authors and affiliations.

School of Health Sciences, Queens Medical Centre, University of Nottingham, Nottingham, NG7 2HA, UK

Roger Kerry, Edward Lee & Vasileios Georgopoulos

Allied Health Research Unit, University of Central Lancashire, Preston, PR1 2HE, UK

Kenneth J. Young

Centre of Precision Rehabilitation for Spinal Pain, School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham, Edgbaston, Birmingham, B15 2TT, UK

David W. Evans

Nottingham CityCare Partnership, Bennerley Rd, Nottingham, NG6 8WR, UK

School of Medicine, University of Nottingham, Queens Medical Centre, Nottingham, NG7 2HA, UK

Vasileios Georgopoulos

Department of Orthopaedics, West Herts Hospitals Trust, Watford, WD18 0HB, UK

Adam Meakins

School of Physiotherapy, Manchester Metropolitan University, Manchester, M15 6GX, UK

Chris McCarthy

Department of Orthopaedics, Duke University, 200 Morris Street, Durham, NC, 27701, USA

School of Sport and Health Sciences, University of Brighton, Darley Rd, Eastbourne, BN20 7UR, UK

Colette Ridehalgh

Clinical Neuroscience, Trafford Building, Brighton and Sussex Medical School, University of Sussex, Brighton, BN1 9PX, UK

University College of Osteopathy, 275 Borough High St, London, SE1 1JE, UK

Steven Vogel & Amanda Banton

Department of Clinical Sciences, Obstetrics and Gynecology, Umeå University, S-90187, Umeå, Sweden

Cecilia Bergström

The School of Soft Tissue Therapy, Exmouth, Devon, EX8 1DQ, UK

Anna Maria Mazzieri

Department of health, LUNEX, Differdange, 4671, Luxembourg

Firas Mourad

Luxembourg Health & Sport Sciences Research Institute A.s.b.l., 50, Avenue du Parc des Sports, Differdange, 4671, Luxembourg

Department of Occupation and Health, School of Organization and Development, HAN University of Applied Sciences, Nijmegen, the Netherlands

Nathan Hutting

You can also search for this author in PubMed   Google Scholar

Contributions

Concept and research design: RK, KJY, DWE, EL, AM, VG. Data collection: All authors. Data analysis: All authors. Writing and editing of the manuscript: All authors.

Corresponding author

Correspondence to Kenneth J. Young .

Ethics declarations

Ethics approval and consent to participate.

All participants are co-authors. Ethical approval was not necessary.

Consent for publication

Competing interests.

The authors declare that they have no competing interests.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Supplementary Information

Supplementary material 1., rights and permissions.

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ . The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/ ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

Reprints and permissions

About this article

Cite this article.

Kerry, R., Young, K.J., Evans, D.W. et al. A modern way to teach and practice manual therapy. Chiropr Man Therap 32 , 17 (2024). https://doi.org/10.1186/s12998-024-00537-0

Download citation

Received : 18 October 2023

Accepted : 17 April 2024

Published : 21 May 2024

DOI : https://doi.org/10.1186/s12998-024-00537-0

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Manual Therapy
• Evidence-based healthcare
• Person-centred healthcare
• Physiotherapy
• Chiropractic
• Soft-tissue therapy

Chiropractic & Manual Therapies

ISSN: 2045-709X

• Submission enquiries: Access here and click Contact Us
• General enquiries: [email protected]

AI + Machine Learning , Announcements , Azure AI Content Safety , Azure AI Studio , Azure OpenAI Service , Partners

Introducing GPT-4o: OpenAI’s new flagship multimodal model now in preview on Azure

By Eric Boyd Corporate Vice President, Azure AI Platform, Microsoft

Posted on May 13, 2024 2 min read

• Tag: Copilot
• Tag: Generative AI

Microsoft is thrilled to announce the launch of GPT-4o, OpenAI’s new flagship model on Azure AI. This groundbreaking multimodal model integrates text, vision, and audio capabilities, setting a new standard for generative and conversational AI experiences. GPT-4o is available now in Azure OpenAI Service, to try in preview , with support for text and image.

Azure OpenAI Service

A step forward in generative AI for Azure OpenAI Service

GPT-4o offers a shift in how AI models interact with multimodal inputs. By seamlessly combining text, images, and audio, GPT-4o provides a richer, more engaging user experience.

Launch highlights: Immediate access and what you can expect

Azure OpenAI Service customers can explore GPT-4o’s extensive capabilities through a preview playground in Azure OpenAI Studio starting today in two regions in the US. This initial release focuses on text and vision inputs to provide a glimpse into the model’s potential, paving the way for further capabilities like audio and video.

Efficiency and cost-effectiveness

GPT-4o is engineered for speed and efficiency. Its advanced ability to handle complex queries with minimal resources can translate into cost savings and performance.

Potential use cases to explore with GPT-4o

The introduction of GPT-4o opens numerous possibilities for businesses in various sectors: 

• Enhanced customer service : By integrating diverse data inputs, GPT-4o enables more dynamic and comprehensive customer support interactions.
• Advanced analytics : Leverage GPT-4o’s capability to process and analyze different types of data to enhance decision-making and uncover deeper insights.
• Content innovation : Use GPT-4o’s generative capabilities to create engaging and diverse content formats, catering to a broad range of consumer preferences.

Exciting future developments: GPT-4o at Microsoft Build 2024 

We are eager to share more about GPT-4o and other Azure AI updates at Microsoft Build 2024 , to help developers further unlock the power of generative AI.

Get started with Azure OpenAI Service

Begin your journey with GPT-4o and Azure OpenAI Service by taking the following steps:

• Try out GPT-4o in Azure OpenAI Service Chat Playground (in preview).
• If you are not a current Azure OpenAI Service customer, apply for access by completing this form .
• Learn more about  Azure OpenAI Service  and the  latest enhancements.  
• Understand responsible AI tooling available in Azure with Azure AI Content Safety .
• Review the OpenAI blog on GPT-4o.

Let us know what you think of Azure and what you would like to see in the future.

Provide feedback

Build your cloud computing and Azure skills with free courses by Microsoft Learn.

Explore Azure learning

Related posts

AI + Machine Learning , Announcements , Azure AI , Azure AI Content Safety , Azure AI Services , Azure AI Studio , Azure Cosmos DB , Azure Database for PostgreSQL , Azure Kubernetes Service (AKS) , Azure OpenAI Service , Azure SQL Database , Events

From code to production: New ways Azure helps you build transformational AI experiences   chevron_right

AI + Machine Learning , Announcements , Azure AI , Azure AI Studio , Azure OpenAI Service , Events

New models added to the Phi-3 family, available on Microsoft Azure   chevron_right

AI + Machine Learning , Azure AI Studio , Customer stories

3 ways Microsoft Azure AI Studio helps accelerate the AI development journey     chevron_right

AI + Machine Learning , Analyst Reports , Azure AI , Azure AI Content Safety , Azure AI Search , Azure AI Services , Azure AI Studio , Azure OpenAI Service , Partners

Microsoft is a Leader in the 2024 Gartner® Magic Quadrant™ for Cloud AI Developer Services   chevron_right

Join the conversation, leave a reply cancel reply.

Your email address will not be published. Required fields are marked *

I understand by submitting this form Microsoft is collecting my name, email and comment as a means to track comments on this website. This information will also be processed by an outside service for Spam protection. For more information, please review our Privacy Policy and Terms of Use .

I agree to the above