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In order to better understand the Psychomotor Domain, we will examine the psychomotor
taxonomy adaptation developed by R. H. Dave. The following table examines Dave¶s
Psychomotor Domain by listing psychical behavior descriptions for each stage, examples of
activities, demonstrations, and evidence of learning, and last, key words or verbs that describe
that stage.

 
 

 

 


  
 
  
 
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Copy, follow,
Watch teacher or trainer and replicate, repeat,
Copy action of
1 Imitation repeat action, process, or adhere, observe,
another
activity identify, mimic, try,
reenact, and imitate
Reproduce Re-create, build,
Carry out task from written
2 Manipulation activity from perform, execute, and
or verbal instructions
instructions implement
Perform a task or activity
Execute skill with expertise and to high Demonstrate,
reliably, quality without assistance or complete, show,
3 Precision
independent of instruction; able to perfect, calibrate,
help demonstrate an activity to control, and practice
other learners
Construct, solve,
Adapt and Relate and combine combine, coordinate,
integrate expertise associated activities to integrate, adapt,
4 Articulation
to satisfy a non- develop methods to meet develop, formulate,
standard objective varying, novel requirements modify, master,
improve, and teach
Automated,
unconscious
Define aim, approach, and Design, specify,
mastery of
5 Naturalization strategy for use of activities manage, invent, and
activity and
to meet strategic need project-manage
related skills at
strategic level

 
   !
 
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Regardless of which domain that one chooses to follow, there are three basic levels or steps in
the overall instructional process: Imitation, practice, and habit.
1.  
" During this level the instructor shares the knowledge content and demonstrates the
skill. This level is when the instructor shares the essential information about the skill, such as
facts, background information, safety considerations, etc. then the instructor breaks the skills into
small steps, demonstrates the skill and allows the learner reenacts or copy the skill.

2.  " During this level the student is allowed to practice alone and/or with the instructor
to practice the skill over and over, with feedback from the instructor until mastering the basic
skill. The student is able to ask questions, receive feedback, and try in a friendly safe
environment.

3. # " The last level is when the student develops such proficiency that they are able to
perform the skill in twice the time or at an expert level. Performance of the skill becomes nature
or second nature. When the students reach this level, they are able to create their own versions of
the skill and teach others.

Basic knowledge and skills start low and progressively increase to more sophisticated skills,
higher level of abilities, and learners develop critical understanding of performance.

File:Psychomotor graphic 3.gif

The Psychomotor Domain originally related to physical movements, however, today it also
relates to communicates, such as telephone skills and public speech, and to computer operations,
such as data entry and keyboard skills.

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Before you begin to design instruction for a psychomotor behavior, review the next example.
The following is an example of a lesson applying Dave¶s Psychomotor Domain to teach a
psychical behavior such as the sport of jumping rope.

Learning Task: Concepts of jump rope, advantages of jumping rope, and instructions for
rhythmic jumping rope skills

Learning Objectives:

?Y tudent will demonstrate three basic jump rope skills

?Y tudent will show rhythmic coordination by participating in jump rope activities

  !
! 
  !

 ?Y Impart content
?Y tudent listens
knowledge
to instructor
?Y Demonstrate the
?Y tudent
entire skill without
observes the ?Y Explanation
interruptions
instructor ?Y Demonstration
 
 ?Y Demonstrate basic
?Y tudent ?Y ·uided practice
jumping rope skills
attempts to
?Y Provide student
imitate
opportunity to
instructor
³imitate´

?Y Break skill into

step-by-step
actions, explain
each step

- tart in position - wing ?Y tudent tries

rope - Jump over rope specific steps
?Y ·uided practice
over and over
Ä ! 
 ?Y Feedback
?Y Provide student ?Y tudent tries
opportunity to entire skill
³imitate´ each step
?Y Provide student
opportunity to
³imitate´ entire
skill

?Y tudent
practices until
able to
perform with
?Y Provide student no mistakes
time to practice ?Y tudent ?Y Practice alone
 

alone practices skill
over and over
?Y tudent
speeds up
performance

?Y Provide student ?Y tudent ?Y Practice alone

time to practice creates jump ?Y Practice with
 ! 

alone rope routine to music
music
 ?Y tudent fine
tunes
performance

?Y tudent
creates his or
her own
routine to
music
?Y tudent can
?Y Assess student¶s perform
?Y Assessment
 ! $ 
 entire performance jumping rope
during upon
demand
?Y tudent goes
from being a
novice to an
expert