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Psychomotor Domain of Learning

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Alex Legara
Alex Legara

The document discusses psychomotor domain objectives, which refer to physical skills and movements. It outlines six levels of the psychomotor domain from perception to origination. Perception involves sensory abilities, set involves mental preparation, guided response involves practice, mechanism involves habitual responses, complex overt response involves skilled coordination, and adaptation and origination involve modifying and creating new movements. Examples are provided for each level to illustrate types of skills.

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Psychomotor Domain Objectives Group 3 (8:30-9:30)
What is a Psychomotor Domain Objectives? It discreet physical functions, reflex actions and interpretative movements.  These types of objectives are concerned with the physically encoding of information, with movement and/or with activities where the gross and fine muscles are used for expressing or interpreting informatin or concepts.  Refers to natural, autonomic responses or reflexes.
Psychomotor Learning domain Objectives  Are concerned with how a student controls or moves his body.  Emphasize some muscular or motor skill such as use of precision instruments or tools or athletic performance. Include examples of like typing 25 words per minute, printing letters correctly, painting a picture, or dribbling a basketball.
Levels of Psychomotor Domain
Origination Origination
Levels of Psychomotor Domain Perception  The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. Examples: Color Listen Note Describe Look Observe Find Measure Record
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) Examples: Assemble Demonstrate Imitate Construct Execute Manipulate Copy Handle Perform
Guided Response  The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing. Examples: Assemble Experiment Measure Connect Handle Relate Convert Manipulate Use
 Mechanism 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. Examples: Devise Manipulate Spell out Execute Operate Use Install Perform
Complex Overt Response  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. For example, players are often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football, because they can tell by the feel of the act what the result will produce. Examples: Assemble Convert Measure Conduct Label Use Connect Match
Adaptation  Skills are well developed and the individual can modify movement patterns to fit special requirement. Examples: Alter Move Shift Change Refine Shove Modify Revise Sift
Origination Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills. Examples: Create Recite and count Remember and apply Discard and substitute Recall and use Repair and use Recycle and use Select and discard Recapitulate

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Psychomotor Domain of Learning

  • 2. What is a Psychomotor Domain Objectives? It discreet physical functions, reflex actions and interpretative movements.  These types of objectives are concerned with the physically encoding of information, with movement and/or with activities where the gross and fine muscles are used for expressing or interpreting informatin or concepts.  Refers to natural, autonomic responses or reflexes.
  • 3. Psychomotor Learning domain Objectives  Are concerned with how a student controls or moves his body.  Emphasize some muscular or motor skill such as use of precision instruments or tools or athletic performance. Include examples of like typing 25 words per minute, printing letters correctly, painting a picture, or dribbling a basketball.
  • 6. Levels of Psychomotor Domain Perception  The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. Examples: Color Listen Note Describe Look Observe Find Measure Record
  • 7. 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) Examples: Assemble Demonstrate Imitate Construct Execute Manipulate Copy Handle Perform
  • 8. Guided Response  The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing. Examples: Assemble Experiment Measure Connect Handle Relate Convert Manipulate Use
  • 9.  Mechanism 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. Examples: Devise Manipulate Spell out Execute Operate Use Install Perform
  • 10. Complex Overt Response  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. For example, players are often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football, because they can tell by the feel of the act what the result will produce. Examples: Assemble Convert Measure Conduct Label Use Connect Match
  • 11. Adaptation  Skills are well developed and the individual can modify movement patterns to fit special requirement. Examples: Alter Move Shift Change Refine Shove Modify Revise Sift
  • 12. Origination Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills. Examples: Create Recite and count Remember and apply Discard and substitute Recall and use Repair and use Recycle and use Select and discard Recapitulate