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Psychomotor objectives focus on physical and kinesthetic skills (including keyboarding, using technical instruments and other skills).
This domain is characterized by progressive levels of behaviors from observation to mastery of a physical skill.
|1. Observing||Active mental attending of a physical event.||The learner observes a more experienced person in his/her performance of the skill. Asked to observe sequences and relationships and to pay particular attention to the finished product. Direct observation may be supplemented by reading or watching a video. Thus, the learner may read about the topic and then watch a performance.|
|2. Imitating||Attempted copying of a physical behavior.||The learner begins to acquire the rudiments of the skill. The learner follows directions and sequences under close supervision. The total act is not important, nor is timing or coordination emphasized. The learner is conscious of deliberate effort to imitate the model.|
|3. Practicing||Trying a specific physical activity over and over.||The entire sequence is performed repeatedly. All aspects of the act are performed in sequence. Conscious effort fades as the performance becomes more or less habitual. Timing and coordination are emphasized. Here, the person has acquired the skill but is not an expert.|
|4. Adapting||Fine tuning. Making minor adjustments in the physical activity in order to perfect it.||Perfection of the skill. Minor adjustments are made that influence the total performance. Coaching often very valuable here. This is how a good player becomes a better player.|
Below are key verbs associated with each cognitive domain. Using verbs such as these is beneficial to writing effective learning objectives,