What are the psychomotor objectives?

The five learning outcomes are intellectual skills, cognitive strategy, verbal information, motor skills, and attitude. The intellectual skills, cognitive strategy, and verbal information are in the cognitive domain. The motor skills are in the psychomotor domain.

psychomotor learning, development of organized patterns of muscular activities guided by signals from the environment. Behavioral examples include driving a car and eye-hand coordination tasks such as sewing, throwing a ball, typing, operating a lathe, and playing a trombone.

Psychomotor objectives are characterized by the development of physical skills and are the focus of many physical education lesson plans. For example, a teacher may design a lesson and a series of drills around properly hitting a forehand stroke in badminton.

• Perception. Perception is the most basic level of being able to process sensory information (i.e., things we see, hear, smell, etc.) …
• Set. …
• Guided Response. …
• Mechanism. …
• Complex Overt Response. …
• Adaptation. …
• Origination.

The psychomotor domain includes utilizing motor skills and the ability to coordinate them. The sub domains of psychomotor include perception; set; guided response; mechanism; complex overt response; adaptation; and origination. Perception involves the ability to apply sensory information to motor activity.

The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection. Affective objectives vary from simple attention to selected phenomena to complex but internally consistent qualities of character and conscience.

Examples: Shows self-reliance when working independently. Cooperates in group activities (displays teamwork). Uses an objective approach in problem solving. Displays a professional commitment to ethical practice on a daily basis.

Cognitive objectives are statements of student outcomes in a lesson or unit which pertain to the aquisition of knowledge and the ability to interpret that knowledge. Well written cognitive objectives explain what cognitive accomplishments students will demonstrate as the result of the lesson or unit.

Listed from the simplest to the most complex, they are perception or awareness, the readiness to act, guided response, basic proficiency, complex overt response, adaptatio, and origination.

Psychomotor ability (Gp), the ability to perform physical motor movements such as movement of fingers, hands and legs, with precision coordination and strength, was recently added to the Cattell-Horn-Carol (CHC) taxonomy of human cognitive abilities (McGrew, 2005), supporting its validity as a distinct ability.

Psychomotor development includes four dimensions, which are checked during each consultation: global motor development, fine motor abilities, language and social skills.

PSYCHOMOTOR learning is demonstrated by physical skills: coordination, manipulation, grace, strength, speed; actions which demonstrate the fine motor skills such as use of precision instruments or tools; or actions which evidence gross motor skills such as the use of the body in dance or athletic performance.

• Cognitive: mental skills (Knowledge)
• Affective: growth in feelings or emotional areas (Attitude)
• Psychomotor: manual or physical skills (Skills)

The psychomotor domain refers to the physical aspects of learning. It addresses motion, reflexes, and how muscles are engaged during physical activity.

• Cognitive: This is the most commonly used domain. …
• Affective: This domain includes objectives relating to interest, attitude, and values relating to learning the information.
• Psychomotor: This domain focuses on motor skills and actions that require physical coordination.

This domain is categorized into five levels, which include receiving, responding, valuing, organization, and characterization. These subdomains form a hierarchical structure and are arranged from simple feelings or motivations to those that are more complex.

Performance in each of the verbs can be required at the five levels immediately below; “imitation” the lowest level, “naturalization”, the highest.

Educational objectives, or learning outcomes, are statements that clearly describe what the learner will know or be able to do as a result of having attended an educational program or activity. Educational objectives must be observable and measurable.

Assessment of the psychomotor domain requires an instructor to grade the activity without the use of a paper and pencil test. Psychomotor skills need to be performed and observed to determine mastery of the skill.

These questions were grouped under the six domains of cognitive function described by the Neurocognitive Work Group: 1) complex attention, 2) executive function, 3) learning and memory, 4) language, 5) perceptual-motor function, and 6) social cognition (Table 2) [25] .

A behavioral objective is a learning outcome stated in measurable terms, which gives direction to the learner’s experience and becomes the basis for student evaluation. Objectives may vary in several respects. They may be general or specific, concrete or abstract, cognitive, affective, or psychomotor.

“Psychomotor development is of paramount importance in preventing problems of learning and re- education of tone, posture, directional age, laterality and rhythm.” The education offered to a human being is to show the relationship through the movement of your own body, taking into account their age, body culture and …

According to Watson, psychomotor skills are acquired through a three stage process: (1) early cognitive – usually of short duration and in- cludes attention, observation, and thought about how and why the skill is performed, (2) lengthy practice or fixation – includes practice sessions aimed at shaping correct …

Psychomotor learning is demonstrated by physical skills such as movement, coordination, manipulation, dexterity, grace, strength, speed—actions which demonstrate the fine or gross motor skills, such as use of precision instruments or tools, and walking.