Psychomotor Domain

Non-discursive Origination
Naturalization communication
Skilled movements Adaptation
Articulation
Complex Overt Response
Physical activities
Precision Mechanism
Perceptual
Guided Response
Manipulation Fundamental
movement Set
Imitation Reflex movement Perception

The psychomotor domain has been revised over the years by

Dave (1970), Harrow (1972, and Simpson (1972).
•The psychomotor domain includes physical
movement, coordination, and use of the motor skill
areas.
•The psychomotor learning domain involves our
physicality and how that develops from basic motor
skills to intricate performance.
Psychomotor Domain (Dave, 1975)
• Dave's Psychomotor Domain is the simplest
Naturalization
domain and easiest to apply.
• Dave's five levels of motor skills represent
Articulation different degrees of competence in
Precision
performing a skill.
• It captures the levels of competence in the
Manipulation stages of learning from initial exposure to
Imitation
final mastery.
• Imitation is the simplest level while
naturalization is the most complex level.
 1. Guided via instruction to perform a skill.
MANIPULATION
2. Two or more skills combined, sequenced, and
performed consistently. ARTICULATION
3. Accuracy, proportion and exactness exist in the skill
Naturalization
performance without the presence of the original
source. PRECISION
Articulation
4. Two or more skills combined, sequenced, and
Precision
performed consistently and with ease. The
Manipulation performance is automatic with little physical or
Imitation mental exertion. NATURALIZATION
5. Observing and copying someone else. IMITATION
Imitation – Observing and patterning behavior after someone
else. Performance may be of low quality.
Key words:
copy, follow, mimic, repeat, replicate, reproduce, trace
Examples:
Copying a work of art.
Performing a skill while observing a demonstrator.
Manipulation – Being able to perform certain actions by
memory or following instructions.
Key words:
act, build, execute, perform
Example:
Follow instructions to build a model.
Precision – Refining, becoming more exact. Performing a
skill within a high degree of precision.
Key words:
calibrate, demonstrate, master, perfectionism
Example:
Demonstrate a dance to a beginner.
Articulation – Coordinating and adapting a series of actions
to achieve harmony and internal consistency.
Key words:
adapt, constructs, combine, creates, customize,
modifies, formulate
Example:
Combining a series of skills to produce a video that
involves music, drama, color, sound, etc.
Naturalization – Mastering a high level performance until it become
second-nature or natural, without needing to think much about it.
- The ability to perform actions in an automatic, intuitive, or unconscious
way. At this level, your performance is automatic with little physical or
mental exertion.
Key words:
create, design, develop, invent, manage, naturally
Example:
Operates a computer quickly and accurately.
Displays competence while playing the piano.
 Two or more skills combined, sequenced, and performed
consistently and with ease. The performance is
Naturalization automatic with little physical or mental exertion.

Two or more skills combined, sequenced, and performed

Articulation consistently.
Accuracy, proportion and exactness exist in the skill
Precision performance without the presence of the original
source.
Manipulation
Guided via instruction to perform a skill.

Imitation Observing and copying someone else.

Psychomotor Domain (Harrow, 1972)
Non-discursive
• Harrow's taxonomy is focused on the
communication development of physical fitness, dexterity,
Skilled movements agility, and body control to achieve a high level
Physical activities
of expertise.
• Harrow's taxonomy is organized according to
Perceptual
the degree of coordination including involuntary
Fundamental movement responses and learned capabilities.
Reflex movement
• It starts with simple reflexes and goes to
complex highly expressive movements requiring
coordination and precision.
 1. Basic movements that can build to more complex sets of
movements. FUNDAMENTAL MOVEMENT
2. Expressive and interpretive movement that
communicate meaning without the aid of verbal
commands or help. NON-DISCURSIVE COMMUNICATION
3. The ability to take in information from the environment
and react. PERCEPTUAL
Non-discursive
communication 4. These are involuntary reactions that are elicited without
Skilled movements learning in response to some stimuli. REFLEX
Physical activities MOVEMENT
Perceptual 5. Advanced learned movements where a level of
Fundamental efficiency is achieved. SKILLED MOVEMENTS
movement
Reflex movement
6. Activities requiring endurance, flexibility, agility,
dexterity and strength which produce an efficiently
functioning body. PHYSICAL ACTIVITIES
Reflex movements – Reactions that are not learned, such as
an involuntary reaction.
Key words:
react, respond
Example:
instinctive response
Fundamental movements – Simple movements that can
build to more complex sets of movements.
Key words:
grasp an object, throw a ball, walk
Example:
perform a simple task
Perceptual abilities– Response to stimuli such as visual,
auditory, kinesthetic, or tactile discrimination.
- The ability to take in information from the environment and
react.
Key words:
catch a ball, draw or write
Example:
track a moving object, recognize a pattern
Physical abilities (fitness) – Stamina that must be
developed for further development such as strength and
agility.
Key words:
agility, endurance, strength
Example:
gain strength, run a marathon
Skilled movements – Advanced learned movements as one
would find in sports or acting.
Key words:
adapt, constructs, creates, modifies
Example:
Using an advanced series of integrated movements,
perform a role in a stage play or play in a set of series in
a sports game.
Non-discursive communication – Use effective body
language, such as gestures and facial expressions.
Key words:
arrange, compose, interpretation
Example:
Express oneself by using movements and gestures.
 Non-discursive
communication Body language.
Skilled movements Activities where a level of efficiency is achieved.
Physical activities Things requiring endurance, strength, vigor, and agility.

Perceptual Environmental cues that allow one to adjust movements.

Simple movements that can build to more complex sets
Fundamental movement
of movements.
Reflex movement Automatic reactions.
Psychomotor Domain (Simpson, 1972)
Origination
• Simpson's psychomotor domain is
Adaptation
comprised of utilizing motor skills and
Complex Overt Response
coordinating them.
Mechanism
• Simpson's taxonomy has a focus toward
Guided Response the progression of mastery of a skill
Set from observation to invention.
Perception
 1. The ability to use sensory cues to guide physical
activity. PERCEPTION
2. First attempt at a physical skill and involves imitation
and trial and error. GUIDED RESPONSE
3. The ability to skillfully perform complex movements
correctly. COMPLEX OVERT RESPONSE
4. The ability to convert learned responses into
Origination habitual actions so the movements can be
Adaptation
performed. MECHANISM
Complex Overt Response
5. Ability to create new movement for a specific
Mechanism

Guided Response
situation. ORIGINATION
Set 6. Ability to modify learned skills to meet new or
Perception special requirements. ADAPTATION
7. The readiness to act. SET
Perception (awareness) – The ability to use sensory cues to
guide motor activity.
Key words:
describes, detects, differentiates, distinguishes,
identifies, isolates, relates, selects.
Example:
Estimate where a ball will land after it is thrown and
then moving to the correct location to catch the ball.
Set – Readiness to act. It includes mental, physical, and
emotional sets. These three sets are dispositions that
predetermine a person's response to different situations
(sometimes called mindsets).
Key words:
begins, displays, explains, moves, proceeds, reacts, shows,
states, volunteers
Example:
Shows desire to learn a new process (motivation) in
playing basketball.
Guided response – The early stages in learning a complex
skill that includes imitation and trial and error. Adequacy of
performance is achieved by practicing.
Key words:
copies, traces, follows, react, reproduce, responds
Example:
Perform tricks in basketball as demonstrated.
Mechanism (basic proficiency) – This is the intermediate stage
in learning a complex skill. Learned responses have become
habitual and the movements can be performed with some
confidence and proficiency.
Key words:
assembles, calibrates, constructs, dismantles, displays,
fastens, fixes, grinds, heats, manipulates, measures, mends,
mixes, organizes, sketches.
Example:
Play basketball already.
Complex Overt Response (expert) – The skillful performance of motor
acts that involve complex movement patterns. Proficiency is indicated by
a quick, accurate, and highly coordinated performance, requiring a
minimum of energy. This category includes performing without
hesitation, and automatic performance.
Key words:
assembles, builds, calibrates, constructs, dismantles, displays,
fastens, fixes, grinds, heats, manipulates, measures, mends, mixes,
organizes, sketches
Example:
Plays basketball quickly and accurately and shows confidence.
Adaptation – Skills are well developed and the individual can
modify movement patterns to fit special requirements.
Key words:
adapts, alters, changes, rearranges, reorganizes, revises,
varies.
Example:
Displayed skill in playing basketball with a new trick in an
unexpected situation/originally not intended to do.
Origination – Creating new movement patterns to fit a
particular situation or specific problem. Learning outcomes
emphasize creativity based upon highly developed skills.
Key words:
arranges, builds, combines, composes, constructs, creates,
designs, initiate, makes, originates
Example:
Creates a new basketball routine.
 Creating new movement patterns for a specific situation.
Origination
The ability to modify learned skills to meet special events.
Adaptation
The ability to skilfully perform complex patterns of actions.
Complex Overt Response
The ability to convert learned responses into habitual
Mechanism actions with proficiency and confidence.

Guided Response The ability to imitate a displayed behavior or to utilize trial

and error.
Set
The readiness to act.
Perception
The ability to apply sensory information to motor activity.
Cognitive objectives emphasize THINKING.
Affective objectives emphasize FEELING.
Psychomotor objectives emphasize ACTING.