Psychomotor Domain

able 4. Major Categories in the Psychomotor Domain of the Taxonomy of Educational Objectives7 Categories | Description | Verbs | Perception | Use of sense organs for cues--guide motor activity | Chooses, describes, identifies, selects, relates, differentiates | Set | Readiness to take a type of action | Begins, responds, shows, explains, moves, reacts | Guided Response | Early stages of learning a complex skill, imitates, trial and error testing | Assembles, dissects, measures, organizes, sketches, constructs | Mechanism | Learned responses are habituated, movements performed with confidence and proficiency | Assembles, dissects, measures, organizes, sketches, constructs | Complex Overt Response | Skillful performance of motor sets that require complex motor patterns, quick, accurate performance | Assembles, dissects, measures, organizes, sketches, constructs | Adaptation | Individual can modify movement patterns to meet new problem situation | Adapts, revises, changes, reorganizes, alters | Organization | VCreating new movement patterns to fit a new problem or situation based on highly developed skills | Arranges, composes, constructs, designs, originates |
Psychomotor
Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. Psychomotor objectives usually focus on change and/or development in behavior and/or skills.
Bloom and his colleagues never created subcategories for skills in the psychomotor domain, but since then other educators have created their own psychomotor taxonomies.[12] Simpson (1972) among other contributors, such as Harrow (1972) and Dave (1967), created a Psychomotor Taxonomy that helps to explain the behavior of typical learners or high performance athletes. The proposed levels are:
Perception
The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. Examples: Detects non-verbal