psychomotor.pptx

8/11/2019 Psychomotor.pptx

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" The psychomotor domain includes physical and

motor (or muscular) skills. This means much morethan the gaining of skills in games and physicaleducation. Every act has a psychomotor component.For instance, writing and talking are psychomotorskills which must be acquired if the child is to functionsuccessfully in our society. In the learning situationthere is again a progression from mere physicalexperience - seeing, touching, moving etc. - through

the carrying out of complex skills under guidance, tothe performance of skilled activities independently.


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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 performthe psychomotor skills.

Testing requires more than just a paper-basedassessment and a pencil.

Psychomotor skills need to be performed andobserved to determine mastery of the skill.


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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


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The six levels from simplest to mostcomplex are:Reflex Movements:Reflex movements

are defined as involuntary motorresponses to stimuli. They form the basisfor all behaviour involving movement of

any kind.


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When a receptor is stimulated, it sends a signal to thecentral nervous system, where the brain co-ordinates theresponse.

But sometimes, avery quick response is needed, one

that does not need the involvement of the brain. This is areflex 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.


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Basic fundamental movements are defined as thoseinherent body movement patterns, which buildupon the foundation laid by reflex movements.

They usually occur during the first year of life, andunfold rather than are taught or consciouslyacquired. These movements involve movementpatterns which change a child from a stationary to

an ambulatory learner.


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Perceptual abilities are really inseparable from motormovements. They help learners to interpret stimuli sothat they can adjust to their environment. Superiormotor activities depend upon the development ofperception. They involve kinaesthetic discrimination,visual discrimination, auditory discrimination and co-ordinated abilities of eye and hand, eye and foot.


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Physical abilities are essential to efficient motoractivity. They are concerned with the vigour of theperson, and allow the individual to meet the

demands placed upon him or her in and by theenvironment.


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Skilled movements are defined as any efficientlyperformed complex movement. They requirelearning and should be based upon some

adaptation of the inherent patterns of movementdescribed in level number two above.


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Non-discursive communication can be defined ascomprising those behaviours which are involved inmovement communication. They can range from

facial expressions to highly sophisticated dancechoreographies as in classical


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Gross Motor Movement: Ability to move limbs

Fine Motor Movement: Ability to move body incoordination with eyes and ears

Non-Verbal Communication: Communicationthrough gestures, expressions, and bodilymovements

Speech Behaviours: Transmission of speechand projection of sound


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Naturalization

Articulation

Precision

Manipulation

Imitation


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Imitation

Early stages of learning a complexskill, overtly, after the individual hasindicated a readiness to take aparticular type of action.

Includes repeating an act that has

been demonstrated or explained

Includes trial and error until anappropriate response is achieved


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Examples of activity or demonstration and evidence tobe measured

Watch teacher or trainer and repeat action, process oractivity

Example: Copying a work of art.


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Illustrative Verbs Began - Move Assemble - Practice Attempt - Proceed

Carryout - Repeat Copy - Reproduce Construct - Respond Dissect - Organize

Duplicate - Sketch Follow - Start


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Individual continues to practice a particular skill orsequence until it becomes habitual and the actioncan be performed with some confidence and

proficiency. The response is more complex than the previous

level.

The learner is still not sure of themselves.


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Carry out task from written or verbal instruction

Example: Creating work on one's own, after taking

lessons, or reading about it


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Illustrative Verbs

Acquire Make

Assemble Manipulate

Complete OperateConduct Pace

Do Perform

Execute Produce

Improve Progress

Maintain Use


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Skill has been attained.

Proficiency is indicated by a quick, smooth,

accurate performance, requiring minimumenergy.

Overt response is complex and performedwithout hesitation.


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Perform a task or activity with expertise and to highquality without assistance or instruction; able todemonstrate an activity to other learners

Example:Working and reworking something, so itwill be "just right."


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Illustrative Verbs Achieve Refine

Accomplish Succeed

Advance Surpass

Automatist Transcend

Exceed

Excel

Master

Reach


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Involves a higher level of precision.

Skills are so well developed that theindividual can modify movement patterns tofit special requirements or to meet a problemsituation


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Relate and combine associated activities to developmethods to meet varying, novel requirements

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


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Responses are automatic.

Individual begins to experiment, creatingnew motor acts or ways of manipulatingmaterials out of understandings, abilities,and skills developed.

One acts without thinking


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Define aim, approach and strategy for use of activitiesto meet strategic need

Examples: Michael Jordan playing basketball, NancyLopez hitting a golf ball, Sachin Tendulkar playingcricket.


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Illustrative VerbsArrange Design

Combined compose Refine

Construct Originate Create Transcend


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A note about targeting the psychomotor domain This is the domain that most academic program

areas (including Business Education) deal withthe least

The main characteristic of this domain is thatphysical ability is what is being dealt with

When targeting the psychomotor domain (fortest questions, writing objectives, etc. . . ) ask

yourself what is being evaluated?


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Simply having physical activity involved to completethe task does not indicate the student is working orbeing evaluated in the psychomotor domain (atleast 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 applicationlevel since the learning being evaluated is thestudents knowledge of keying a letter in blockformat


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Good Example: The child needs to process thefollowing information:

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

They then need to combine this informationwith controlling the muscles of the fingers andhands to move the shoelaces in the correct way.


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

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

Ask What is (or what could be) evaluated?

Think about the complexity of the thoughts and/orskills required.


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psychomotor.pptx

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