This domain is characterized by progressive levels of behaviors from observation to mastery of a physical skill. Several different taxonomies exist.
Simpson (1972) built this taxonomy on the work of Bloom and others:
Dave (1970) developed this taxonomy:
Harrow (1972) developed this taxonomy. It is organized according to the degree of coordination including involuntary responses and learned capabilities:
The following table is a synthesis of the above taxonomies:
Level | Definition | Example |
---|---|---|
Observing | Active mental attending of a physical event. | The learner watches a more experienced person. Other mental activity, such as reading may be a part of the observation process. |
Imitating | Attempted copying of a physical behavior. | The second step in learning a psychomotor skill. The learner is observed and given direction and feedback on performance. Movement is not automatic or smooth. |
Practicing | Trying a specific physical skill over and over. | The skill is repeated over and over. The entire sequence is performed repeatedly. Movement is moving towards becoming automatic and smooth. |
Adapting | Fine tuning. Making minor adjustments in the physical activity in order to perfect it. | The skill is perfected. A mentor or a coach is often needed to provide an outside perspective on how to improve or adjust as needed for the situation. |
Here are key verbs for each level you can use when writing psychomotor objectives:
Dave, R.H., in R. J. Armstrong et al., Developing and Writing Behavioral Objectives (Tucson, AZ: Educational Innovators Press, 1970).
Harrow, A.J. (1972). A taxonomy of the psychomotor domain. New York: David McKay Co.
Simpson, E. (1972). The classification of educational objectives in the psychomotor domain: The psychomotor domain. Vol. 3. Washington, DC: Gryphon House.