PSYCHOMOTOR ABILITIES ARE ESSENTIAL to successful performance in many fields of endeavor. To perform well, adequate cognitive knowledge and precise psychomotor skills are often essential. One will be glad to know that the pilot landing the 747 has more than adequate knowledge of the plane coupled with the physical ability to make the landing successfully. Does the pilot come by these physical skills by happen chance or because of undertaking a well-designed instructional product that develops necessary cognitive and psychomotor domains?

Bloom recognized that there are three domains that affect learning: cognitive, psychomotor, and affective. It would be rare for a learning experience to be effective if it were not to place proper importance on all three domains. The widely accepted psychomotor taxonomy adaptation that this article overviews was developed by R. H. Dave.

An example of an education process that involves psychomotor skills is the Naval Rescue Swimmer School. The swimmers acquire extensive cognitive knowledge along with many associated psychomotor skills. An absence of the proper skills could lead to peril on the open sea.
To begin the process of teaching an intricate skill the instructor first imparts necessary knowledge, explains the affective importance, and finally demonstrates the given technique.
Next, the student is provided the opportunity to "imitate" the instructor. At this stage, the instructor ensures that the student has a fundamental understanding of the skill. The adjacent video illustrates the imitation stage.

During this stage, the student repeats the skill until it can be done with some accuracy and confidence. The student will “adjust” the procedure until proficient at the task. The student may manipulate the procedure on his or her own or under supervision depending on complexity.

This is the stage that the student must be able to perform the task with the required degree of accuracy. To ensure reliability, the instructor must check that the student is accurate in as many attempts as deemed necessary. The adjacent video illustrates the precision stage.

At this stage, the student continues to practice the skill with the goal being mastery. If successful, the student will be able to adapt the skill to unique conditions and situations.

Finally, with success at this stage, the student has internalized the skill and created often-subtle changes. One only need think of Tiger Woods to understand naturalization.

The psychomotor education process if followed well, will lead to successful learning in many fields that require multi-dimensional skills. The process may conclude at different stages, but will generally end with precision at initial training and at articulation during follow on curriculum.

Michael Teaman
Educational Technology
San Diego State University