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Objectives Psychomotor

The document discusses the psychomotor learning domain, which emphasizes physical skills and motor coordination. It provides 5 levels of objectives within this domain: 1. Imitation - observing and copying behaviors after someone demonstrates a skill. 2. Manipulation - being able to perform actions by following instructions with practice until habitual. 3. Precision - refining skills until performed quickly and accurately with few errors. 4. Articulation - coordinating series of actions with harmony and ability to modify skills. 5. Naturalization - having high-level performance become automatic without much conscious thought.

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189 views

Objectives Psychomotor

The document discusses the psychomotor learning domain, which emphasizes physical skills and motor coordination. It provides 5 levels of objectives within this domain: 1. Imitation - observing and copying behaviors after someone demonstrates a skill. 2. Manipulation - being able to perform actions by following instructions with practice until habitual. 3. Precision - refining skills until performed quickly and accurately with few errors. 4. Articulation - coordinating series of actions with harmony and ability to modify skills. 5. Naturalization - having high-level performance become automatic without much conscious thought.

Uploaded by

Bevz Mamaril
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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PSYCHOMOTOR LEARNING DOMAIN OBJECTIVES emphasize some muscular or motor skill, some

manipulation of material and objects, or some act which requires a neuromuscular coordination. Stated in another
way, psychomotor objectives are concerned with how a student controls or moves his body.

To avoid confusion, if the activity is simply something physical which supports another area -- affective or cognitive – keep in
mind, “instructional intent”. A primary example of something physical which supports specific cognitive development and skills
might be looking through a microscope and identifying and drawing cells. Here the instructional intent of this common scientific
activity is not to develop specific skilled proficiency in microscope viewing or in reproducing cells through drawing. The key intent
in this activity is that a physical action supports or is a vehicle for cognitive growth and furthering recognition skills. The learner is
using the physical action to achieve the cognitive objectives -- identify, recognize, and differentiate varied types of cells. If you
are using a physical activity to support a cognitive or affective function, simply label it as something physical (labeling the
objective as kinesthetic, haptic, or tactile is also acceptable) and avoid the term psychomotor (L.O.Wilson, 1997;
www.uwsp.edu/education/wilson/index.htm)

1. Imitation (copy) - Observing and patterning behavior after someone else. Performance may be of low
quality; early stages in learning a complex skill, overtly, after the individual has indicated a readiness to take
a particular type of action. Imitation includes repeating an act that has been demonstrated or explained,
and it includes trial and error until an appropriate response is achieved.

Imitation - assemble, attempt, carry out, copy, calibrate, construct, dissect, duplicate, follow, imitate, mimic,
move, practice, proceed, repeat, replicate, reproduce, respond, organize, sketch, start, try to

2. Manipulation (follow instructions) - Being able to perform certain actions by following instructions and
practicing; 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 at the
previous level, but the learner still isn't "sure of him/herself."

Manipulation - assemble, build, complete, conduct, do, execute, follow, implement, improve, maintain, make,
manipulate, operate, pace, perform, play, produce, progress, re-create, use

3. Precision (Perfecting) - Refining, becoming more exact. Few errors are apparent; skill has been attained.
Proficiency is indicated by a quick, smooth, accurate performance, requiring a minimum of energy. The
overt response is complex and performed without hesitation.

Precision (Perfecting) - achieve, accomplish, advance, automatize, control, demonstrate, exceed, excel,
master, perfect, reach, refine, show, succeed

4. Articulation (combine, integrate related skills) - Coordinating a series of actions, achieving harmony and
internal consistency; involved an even higher level of precision. The skills are so well developed that the
individual can modify movement patterns to fit special requirements, to meet a problem situation or show
great ease of execution.

Articulation - adapt, advance, alter, change, combine, construct, coordinate, customize, develop, excel,
formulate, integrate, master, modify, rearrange, reorganize, revise, solve, surpass

5. Naturalization (automate, become expert) - Having high level performance become natural, without needing
to think much about it; response is automatic. The individual begins to experiment, creating new motor acts
or ways of manipulating materials out of understandings, abilities, and skills developed. One acts "without
thinking."

Naturalization - arrange, combine, compose, construct, create, design, invent, refine, manage, originate,
specify, transcend

Dave, R. H. (1975). Developing and Writing Behavioural Objectives. (R J Armstrong, ed.) Educational Innovators
Press.

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