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 these
PSYCHOMOTOR skills requires practice and
is measured
in terms of speed,
precision, distance,
procedures, or techniques
in execution.
PSYCHOMOTOR
 REFLEX Actions elicited without learning
MOVEMENTS 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 patterns
MOVEMENTS 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 stimuli
ABILITIES 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, strength,
PHYSICAL
vigor, and agility which produces
ABILITIES
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 acquisition of a
MOVEMENTS 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 posture to
COMMUNICATION 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.