AFFECTIVE

COGNITIVE PSYCHOMOTOR
COGNITIVE
KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
AFFECTIVE
RECEIVING
RESPONDING
VALUING
ORGANIZATION
CHARACTERIZATION
BY VALUE
PSYCHOMOTOR The psychomotor
domain includes
physical movement,
coordination, and use
of the motor-skill
areas.
 Development of
PSYCHOMOTOR these skills requires
practice and is
measured
in terms of speed,
precision, distance,
procedures, or
techniques in
execution.
PSYCHOMOTOR
 REFLEX Actions elicited without
MOVEMENTS learning in response to
some stimuli.

E.g.: to flex, to stretch, to

straighten, to extend, to
inhibit, to lengthen, to
shorten, to tense, to relax
FUNDAMENTAL Inherent movement
MOVEMENTS patterns which are formed
by combining reflexes

E.g.: to crawl, to creep, to

slide, to walk, to run, to
jump, to grasp, to reach, to
tighten, to support, to
handle
PERCEPTUAL Interpretation of various
ABILITIES stimuli that enable one to
make adjustments to the
environment.
E.g.: to catch, to bounce, to
eat, to write, to balance, to
bend, to draw from
memory, to distinguish by
touching, to explore
 Requiring endurance,
PHYSICAL
strength, vigor, and agility
ABILITIES
which produces a sound,
efficiently functioning
body.
E.g.: to endure, to improve,
to increase, to stop, to
start, to move precisely, to
touch, to bend
 SKILLED The result of the
MOVEMENTS acquisition of a degree of
efficiency when performing
a complex task.
E.g.: to waltz, to type, to
play the piano, to file, to
skate, to juggle, to paint, to
dive, to fence, to golf, to
change
 Communicating through bodily
NON-DISCURSIVE movements ranging from
COMMUNICATION posture to gestures, creative
movements facial expressions,
act a part in a play through
sophisticated choreographics.

E.g.: to gesture, to stand,

to sit, to express facially,
to dance skillfully, to paint
skillfully, to play skillfully
 AFFECTIVE

COGNITIVE PSYCHOMOTOR
PSYCHOMOTOR
This level follows modeling by
the teacher and involves the
student’s first attempts to
perform the skill.

IMITATION
This student is able to perform
the skill without prompts from
the teacher or without
consciously thinking about it..

MANIPULATION

However, complete fluency or

accuracy has not been achieved.
 PRECISION

Students can perform skill

accurately, efficiently, and
effortlessly.