The document discusses psychomotor domain objectives, which refer to physical skills and movement. It outlines six levels of the psychomotor domain from perception to origination. Perception involves sensory abilities, set involves mental preparation, guided response involves practice, mechanism involves habitual responses, complex overt response involves skilled performance, and adaptation and origination involve modifying and creating new movements. Examples are provided for each level to illustrate types of skills.

1. Psychomotor Domain Objectives
Group 3 (8:30-9:30)

2. What is a Psychomotor Domain Objectives?
It discreet physical functions, reflex actions and interpretative movements.
 These types of objectives are concerned with the physically
encoding of information, with movement and/or with activities where
the gross and fine muscles are used for expressing or interpreting
informatin or concepts.
 Refers to natural, autonomic responses or reflexes.

3. Psychomotor Learning domain Objectives
 Are concerned with how a student controls or moves his body.
 Emphasize some muscular or motor skill such as use of precision instruments
or tools or athletic performance.
Include examples of like typing 25 words per minute, printing letters
correctly, painting a picture, or dribbling a basketball.

4. Levels of Psychomotor Domain

5. Origination
Origination

6. Levels of Psychomotor Domain
Perception
 The ability to use sensory cues to guide motor activity. This ranges from
sensory stimulation, through cue selection, to translation.
Examples:
Color Listen Note
Describe Look Observe
Find Measure Record

7. Set
Readiness to act. It includes mental, physical, and
emotional sets. These three sets are dispositions that
predetermine a person's response to different situations
(sometimes called mindsets)
Examples:
Assemble Demonstrate Imitate
Construct Execute Manipulate
Copy Handle Perform

8. Guided Response
 The early stages in learning a complex skill that includes imitation and
trial and error. Adequacy of performance is achieved by practicing.
Examples:
Assemble Experiment Measure
Connect Handle Relate
Convert Manipulate Use

9.  Mechanism
This is the intermediate stage in learning a complex skill. Learned
responses have become habitual and the movements can be
performed with some confidence and proficiency.
Examples:
Devise Manipulate Spell out
Execute Operate Use
Install Perform

10. Complex Overt Response
 The skillful performance of motor acts that involve complex movement
patterns. Proficiency is indicated by a quick, accurate, and highly coordinated
performance, requiring a minimum of energy.
 This category includes performing without hesitation, and automatic
performance. For example, players are often utter sounds of satisfaction or
expletives as soon as they hit a tennis ball or throw a football, because they
can tell by the feel of the act what the result will produce.
Examples: Assemble Convert Measure
Conduct Label Use
Connect Match

11. Adaptation
 Skills are well developed and the individual can modify
movement patterns to fit special requirement.
Examples:
Alter Move Shift
Change Refine Shove
Modify Revise Sift

12. Origination
Creating new movement patterns to fit a particular situation
or specific problem. Learning outcomes emphasize
creativity based upon highly developed skills.
Examples:
Create Recite and count Remember and apply
Discard and substitute Recall and use Repair and use
Recycle and use Select and discard Recapitulate