Instruction of competent psychomotor skill necessitates an eclectic approach. The principles of learning, complemented with learning styles and sensory modalities preferences, provide a background for teaching physical skills. The use of the psychomotor domain of Bloom's Taxonomy as a map and corresponding behavioral objectives foster the mastery…

This manual, specifically designed to accompany formal instruction in the writing of behavioral objectives, is also intended for use by individuals desiring knowledge of behavioral objectives and behavioral domain concepts. The introductory chapter on rationale for use of behavioral objectives outlines an instructional cycle designed to aid…

Behavioral objectives are shown to aid the learner in understanding his learning task. (GR)

Written in a format intended to aid educators in writing behavioral objectives, this guide first identifies four variables an acceptable objective must have--institutional, behavioral, instructional and evaluative. After defining the variables, the reader is asked to identify them in a selection of objectives and/or to identify the elements that…

What are behavioral objectives? Why write and use behavioral objectives? Where do behavioral objectives come from? These three questions are answered in some detail in this paper; lists of selected references and resources and an annotated bibliography of "how-to" books accompany the text which summarizes much of the research dealing with…

Discussed is goal attainment scaling, an individualized, goal-based measure for systematic program evaluation in agencies working with visually handicapped persons with other disabilities. (BD)

Physical education objectives have been classified and interpreted in a variety of ways; however, new knowledge and insights make it necessary to critically analyze them and refine interpretations of their significance. (JD)

Effects of goal setting on motor skill performance were studied with 93 fifth graders who were asked to set their own performance goals, given high but attainable teacher-set goals, or given a general goal (do your best). Specific goals set by student or teacher produced higher levels of performance. (JHZ)

The paper explores problems encountered in using a taxonomy of the psychomotor domain and provides instrumentation useful to structuring statements of objectives to assure well-balanced approaches to industrial and technical education. (Author/AJ)

This paper is designed to provide basic information for writing behavioral objectives for teaching and testing instructional objectives in the psychomotor, affective, and cognitive domains. Procedures stress the stating of performance objectives as learning outcomes in terms of specific learner behavior. The paper discusses: (1) desired outcomes…

This booklet describes a systematic procedure for developing and writing performance objectives for any instructional environment. In developing performance objectives, their six elements must be kept in mind: the learners, the behavior, the areas of instruction, the methods of measurement, the time limits and/or prerequisites, and the level of…

An organizational structure which permits the identification of the variables affecting an educational program is presented. It is designed to solve the problem of clearly and systematically developing and writing behavioral objectives which can be evaluated with validity and reliability. Three types of variables--behavioral, instructional, and…

The affective domain in education, with particular reference to goals and objectives, is described. Following a brief discussion of the affective, cognitive, and psychomotor domains, the report focuses on non-cognitive goals and objectives. The report proper contains four sections: (1) an overview of general goals and objectives found in the…

A model for expansion of educational objectives beyond the usual narrow focus on low-level cognitive abilities and the transmission of facts is suggested. A brief definition of the three domains--psychomotor (doing), cognitive (thinking), and affective (feeling)--is given, and it is pointed out that affect (Feelings) is present with either…