Psychomotor Domain

1. ANITA HARLOW’S
Taxonomy of the
PSYCHOMOTOR DOMAIN

2. * ANITA HARLOW’S Taxonomy of the
PSYCHOMOTOR DOMAIN
 It is organized according to the degree of
coordination including involuntary responses as
well as learned capabilities.
Simple reflexes begin at the lowest level of the
taxonomy, while complex neuromuscular
coordinations make up the highest levels.

3. * Harlow’s taxonomy of objectives in the
psychomotor domain

4. *HARLOW’S LIST OF MOVEMENTS IN THE
PSYCHOMOTOR DOMAIN
Level Description Examples
Reflex movements Learning in response to some stimuli. Flexion, extension, stretch, postural
adjustment
Basic Fundamental
movements
Inherit movement patterns which are formed
by combining of reflex.
Pushing, pulling, manipulating
e.g. to run a 100-yard dash
Perceptual Abilities Perceptual refers to interpretation of various
stimuli that enable one to make adjustments
to the environment. Visual, auditory,
kinesthetic, or tactile discrimination. Suggest
cognitive as well as psychomotor behavior.
Coordinated movements such as
jumping rope, punting or catching
Physical Activities Require endurance, strength, vigor, and agility
which produces a sound, efficiently
functioning body.
Examples are all activities which
require: a) strenuous effort for long
period of time; b) muscular exertion;
c)a quick, wide range of motion at the
hip joints; d) quick, precise movements
Skilled Movements The result of the acquisition of a degree of
efficiency when performing a complex task
Skilled examples are: all skilled
activities obvious in sports, recreation,
and dance
Non-discursive
Communication
Is communication through bodily movements
ranging from posture to gestures, creative
movements facial expressions, act a part in a
play through sophisticated choreographics.
Body postures, gestures, and facial
expressions efficiently executed in
skilled dance movement and
choreographics.

5. *KEY WORDS FOR THE TAXONOMY OF
EDUCATIONAL OBJECTIVES: PSYCHOMOTOR
DOMAIN
Taxonomy
Classification
Examples of Infinitives Examples of Direct Objectives
1.0 Reflex Movements To flex, to stretch, to straighten, to extend,
to inhibit, to lengthen, to shorten, to tense,
to stiffen, to relax
Reflexes
2.0 Fundamental Movements To crawl, to creep, to slide, to walk, to
jump, to run, to grasp, to reach, to tighten,
to support, to handle
Changes location, moves in space while
remaining in one place, moves extremities in
coordinated fashion
3.0 Perceptual abilities To catch, to bounce, to eat, to write, to
balance, to bend, to draw from memory, to
distinguish by touching, to explore
Discriminates visually, discriminates auditory,
discriminates kinesthetically, discriminates,
tactually, coordinates two or more perceptual
abilities.
4.0 Physical Abilities To endure, to improve, to increase, to stop,
to start, to move precisely, to touch, to
bend
Exerts tension, moves quickly, stops
immediately, endures fatigue
5.0 Skilled To waltz, to type, to play the piano, to
plane, to file, to skate, to juggle, to paint,
to dive, to fence, to golf, to change
Changes or modifies basic body movement
patterns, uses a tool or implement in adaptive
or skilled manner
6.0 Nondiscursive
Communication
To gesture, to stand, to sit, to express
facially, to dance skillfully, to perform
skillfully, to paint skillfully, to play skillfully
Moves expressively, moves interpretatively,
communicates emotions, communicates
esthetically, expresses joy

6. Student can perform a skill accurately,
efficiently, effortlessly and automatically
*Moore (1998)
Also gave three levels of learning in the
psychomotor domain
IMITATION
MANIPULATION
PRECISION
Perform Skills Independently
A student can carry out
rudiments of skills with
instructional support
from the teacher

7. THANK YOU! 

8. *ACTIVITY
Example:
The topic is about the Parts of a Microscope
1. To draw from memory the different parts of
the microscope.
2. To distinguish the parts of the microscope by
touching it.
3. To handle the parts of the microscope
carefully.