DOMAIN

" The psychomotor domain includes physical and

motor (or muscular) skills. This means much more
than the gaining of skills in games and physical
education. Every act has a psychomotor component.
For instance, writing and talking are psychomotor
skills which must be acquired if the child is to function
successfully in our society. In the learning situation
there is again a progression from mere physical
experience - seeing, touching, moving etc. - through
the carrying out of complex skills under guidance, to
the performance of skilled activities independently.



What is a psychomotor behaviour?
If you are trying to figure out if your behaviour is
cognitive, affective, or psychomotor, consider the
following factors.
Speed may be a factor in psychomotor skills.
Equipment and/or tools may be needed to perform
the psychomotor skills.
Testing requires more than just a paper-based
assessment and a pencil.
Psychomotor skills need to be performed and
observed to determine mastery of the skill.

Examples and Non-examples
Examples:
How to ride a bike
Wrapping a present
Creates a Dance step
Non-examples:
Types of bikes
Types of wrapping paper
Types of Dances


The six levels from simplest to most
complex are:
Reflex Movements: Reflex movements
are defined as involuntary motor
responses to stimuli. They form the basis
for all behaviour involving movement of
any kind.

When a receptor is stimulated, it sends a signal to the
central nervous system, where the brain co-ordinates the
response.
But sometimes, a very quick response is needed, one
that does not need the involvement of the brain. This is a
reflex action.
Reflex actions are rapid and happen without us thinking.
For example, you would pull your hand away from a hot
flame without thinking about it.

Basic fundamental movements are defined as those
inherent body movement patterns, which build
upon the foundation laid by reflex movements.
They usually occur during the first year of life, and
unfold rather than are taught or consciously
acquired. These movements involve movement
patterns which change a child from a stationary to
an ambulatory learner.


Perceptual abilities are really inseparable from motor
movements. They help learners to interpret stimuli so
that they can adjust to their environment. Superior
motor activities depend upon the development of
perception. They involve kinaesthetic discrimination,
visual discrimination, auditory discrimination and co-
ordinated abilities of eye and hand, eye and foot.


Physical abilities are essential to efficient motor
activity. They are concerned with the vigour of the
person, and allow the individual to meet the
demands placed upon him or her in and by the
environment.
Skilled movements are defined as any efficiently
performed complex movement. They require
learning and should be based upon some
adaptation of the inherent patterns of movement
described in level number two above.


Non-discursive communication can be defined as
comprising those behaviours which are involved in
movement communication. They can range from
facial expressions to highly sophisticated dance
choreographies as in classical

Gross Motor Movement: Ability to move limbs
Fine Motor Movement: Ability to move body in
coordination with eyes and ears
Non-Verbal Communication: Communication
through gestures, expressions, and bodily
movements
Speech Behaviours: Transmission of speech
and projection of sound

Naturalization
Articulation
Precision
Manipulation
Imitation
Imitation

Early stages of learning a complex
skill, overtly, after the individual has
indicated a readiness to take a
particular type of action.

Includes repeating an act that has
been demonstrated or explained

Includes trial and error until an
appropriate response is achieved


Examples of activity or demonstration and evidence to
be measured
Watch teacher or trainer and repeat action, process or
activity
Example: Copying a work of art.

Illustrative Verbs
Began - Move
Assemble - Practice
Attempt - Proceed
Carryout - Repeat
Copy - Reproduce
Construct - Respond
Dissect - Organize
Duplicate - Sketch
Follow - Start

Individual continues to practice a particular skill or
sequence until it becomes habitual and the action
can be performed with some confidence and
proficiency.
The response is more complex than the previous
level.
The learner is still not sure of themselves.

Carry out task from written or verbal instruction

Example: Creating work on one's own, after taking
lessons, or reading about it
Illustrative Verbs
Acquire Make
Assemble Manipulate
Complete Operate
Conduct Pace
Do Perform
Execute Produce
Improve Progress
Maintain Use

Skill has been attained.

Proficiency is indicated by a quick, smooth,
accurate performance, requiring minimum
energy.

Overt response is complex and performed
without hesitation.

Perform a task or activity with expertise and to high
quality without assistance or instruction; able to
demonstrate an activity to other learners
Example: Working and reworking something, so it
will be "just right."
Illustrative Verbs
Achieve Refine
Accomplish Succeed
Advance Surpass
Automatist Transcend
Exceed
Excel
Master
Reach
Involves a higher level of precision.

Skills are so well developed that the
individual can modify movement patterns to
fit special requirements or to meet a problem
situation

Relate and combine associated activities to develop
methods to meet varying, novel requirements

Example: Producing a video that involves music,
drama, color, sound, etc.

Responses are automatic.

Individual begins to experiment, creating
new motor acts or ways of manipulating
materials out of understandings, abilities,
and skills developed.

One acts without thinking
Define aim, approach and strategy for use of activities
to meet strategic need

Examples: Michael Jordan playing basketball, Nancy
Lopez hitting a golf ball, Sachin Tendulkar playing
cricket.
Illustrative Verbs
Arrange Design
Combined compose Refine
Construct Originate
Create Transcend
A note about targeting the psychomotor domain
This is the domain that most academic program
areas (including Business Education) deal with
the least
The main characteristic of this domain is that
physical ability is what is being dealt with
When targeting the psychomotor domain (for
test questions, writing objectives, etc. . . ) ask
yourself what is being evaluated?

Simply having physical activity involved to complete
the task does not indicate the student is working or
being evaluated in the psychomotor domain (at
least as the dominant domain)
Poor Example
The student will key a letter in block format.
There is no measurement/evaluation of
anything physical
This is in the cognitive domain and application
level since the learning being evaluated is the
students knowledge of keying a letter in block
format

Good Example: The child needs to process the
following information:

* from the eyes (where are the shoelaces?)
* from the fingers (what shape are the shoelaces
under the fingers? How tight is the knot?, etc)

They then need to combine this information
with controlling the muscles of the fingers and
hands to move the shoelaces in the correct way.

Some illustrative verbs are used in more than one
level of a single domain.

The use of a verb in itself does not guarantee the
level and domain targeted is being addressed.

Ask What is (or what could be) evaluated?

Think about the complexity of the thoughts and/or
skills required.