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…

Two years ago, the rapid retirement of the "baby boomer artisans" in vast numbers threatened to erode the competitiveness of Japanese manufacturers (i.e., the 2007 problem). This study proposes a practical process for extracting skills and designing a training system, to accelerate the learning of skills in production fields by younger…

The author presents two competencies in the psychomotor domain and two in the cognitive domain which describe the physically educated high school student. (MJB)

Society is in turmoil that can be termed a moral crisis the result of dogmatic materialistic worldviews. A more holistic framework for moral development based on the tripartite theory that considers cognitive, affective and conative domains and capacities is presented along with some guiding principles as an answer to the needs of the modern…

This document, divided into two main sections, contains a set of minimal physical education skill objectives. The following statements summarize the skill objectives described in section two: (a) these objectives affect the cognitive and affective components of physical education; (b) they are basic enough to be achieved by nearly all children;…

This article identifies three types of training--cognitive, psychomotor, and affective--and states that a training which ignores one of these types of training may be deficient. The author cites an unfortunate parachuting program that neglected to include psychomotor skills. (JB)

This article presents an interview with Al Pesso and Diane Boyden, founders of Pesso Boyden System Psychomotor (PBSP), or psychomotor psychotherapy. This system of psychotherapy incorporates the body and movement in to a process of individualized "structures" that have implication for marriage and family therapists. (GCP)

This article reviews research showing that physical educators are not successfully helping students acquire motor skills and suggests ways of teaching more effectively. (MT)

Experimental evidence strongly supports the assumption that knowledge of results (KR) is necessary for learning to occur. This study compares the effects of KR or no-KR with the effects of an interpolated verbal activity on learning and performance of a timed motor task. Results are presented. (Author/MT)

Discusses the limitations of existing instructional design models, including Gagne's, and describes a new, more complete model meant to improve upon those now in use. Twenty-four references are appended. (LLS)

This document summarizes a curriculum workshop that defines individualization in terms of cognitive, psychomotor, and affective objectives. This definition is operationalized in objectives, evaluations, and resources keyed to nine individualization steps, which are documented by examples. A one-page planning matrix is used to sum up the nine…

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)

K-12 students enter physical education with many naive conceptions or misconceptions of how motor skills are acquired. One goal of physical education is to teach concepts that will help students learn and perform motor skills, but many practitioners don't know how to provide experiences that will teach students to apply their knowledge…