• is the ability to use sensory cues to guide motor activity. This
ranges from sensory stimulation, through cue selection, to
translation. It requires the learner to demonstrate an awareness
or knowledge of the behaviors needed to carry out the skill.
Key Words (Verbs) — Chooses, Describes, Detects, Differentiates,
Distinguishes, Identifies, Isolates, Relates, Selects.
Examples (Learning Outcomes) — The learner; Detects non-verbal
communication cues. Estimate where a ball will land after it is
thrown and then moving to the correct location to catch the ball.
Adjusts heat of stove to correct temperature by smell and taste of
food.
• refers to the readiness to act. This is also called your mindset. It
is the mental, physical and emotional dispositions that make you
respond in a certain way to a situation. This subdivision of
Psychomotor domain is closely related with the “Responding to
phenomena” subdivision of the Affective domain.
Key Words (Verbs) — Begins, Displays, Explains, Moves, Proceeds,
Reacts, Shows, States, Volunteers, Demonstrate, Assumes a position.
Examples (Learning Outcomes) — The learner; Shows desire to learn
a new process (motivation). Recognizes one’s abilities and
limitations. Knows and acts upon a sequence of steps in a
manufacturing process.
• refers to the early stage of learning a complex skill. It is
the first attempt at a physical skill and includes imitation,
and trial and error. The learner can complete the steps
involved in the skill as directed.
Key Words (Verbs) — Copies, Traces, Follows, Reacts,
Reproduces, Responds, Attempts, Imitates, Tries.
Examples (Learning Outcomes) — The learner; Performs a
mathematical equation as demonstrated. Follows instructions
to build a model. Responds hand-signals of instructor while
learning to operate a forklift.
• This is the intermediate stage in learning a complex
skill. It is the ability to convert the learned responses
into habitual actions so the movements can be
performed with a medium level of proficiency, assurance
and confidence.
Key Words (Verbs) — Assembles, Calibrates, Constructs,
Dismantles, Displays, Fastens, Fixes, Grinds, Heats,
Manipulates, Measures, Mends, Mixes, Organizes, Sketches.
Examples (Learning Outcomes) — The learner; Uses a
personal computer. Repairs a leaking faucet. Drives a car.
• is the ability to skillfully perform complex movements correctly.
Complex movements are performed quickly, accurately and
with a minimum wasted effort. This category includes automatic
and highly coordinated performance without hesitation.
Key Words (Verbs) — The key words are the same as Mechanism,
but will have adverbs or adjectives that indicate that the
performance is quicker, better, more accurate, etc. e.g. Calibrates
accurately, Fastens tightly.
Examples (Learning Outcomes) — The learner; Maneuvers a car
into a tight parallel parking spot. Operates a computer quickly and
accurately. Displays competence while playing the piano.
• is the ability to modify the learned skills to meet new or
special requirements. Your skills are so well developed that
you can modify movement pattern to fit special requirements.
Key Words (Verbs) — Adapts, Alters, Changes, Rearranges,
Reorganizes, Revises, Modifies, Varies.
Examples (Learning Outcomes) — The learner; Responds
effectively to unexpected experiences. Modifies instruction to
meet the needs of the learners. Performs a task with a machine
that it was not originally intended to do (machine is not damaged
and there is no danger in performing the new task).
• is the ability to create new movement for a special
situation or problem. You are able to develop an original
skill from a learned skill. In other words, learning
outcomes emphasize creativity based upon highly
developed skills.
Key Words (Verbs) — Arranges, Builds, Combines, Composes,
Constructs, Creates, Designs, Initiate, Makes, Originates.
Examples (Learning Outcomes) — The learner; Composes a
new symphony. Develops a new and comprehensive training
program. Creates a new gymnastic routine.
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