ANITA HARLOW’S Taxonomy of the PSYCHOMOTOR

DOMAIN

*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.

*Harlow’s taxonomy of objectives in the psychomotor domain

*HARLOW’S LIST OF MOVEMENTS IN THE PSYCHOMOTOR DOMAIN

Level Description ExamplesReflex 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, manipulatinge.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.

*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

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

THANK YOU!

*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.