Levels of Psychomotor Domain of Learning (Dave’s Taxonomy)

Dave’s Psychomotor domain (1970) is probably the most commonly referenced and used
psychomotor domain interpretation. Dave’s five levels of motor skills represent different degrees
of competence in performing a skill. It captures the levels of competence in the stages of learning
from initial exposure to final mastery. Imitation is the simplest level while Naturalization is the
most complex level.

1. Imitation

- The learner observes a skill and attempts to repeat it, or sees a finished product and attempts to
replicate it while attending to an exemplar. At this level, the performance may be of low quality.

Examples — The learner will be able to; Copy a work of art. Perform a skill while observing a
demonstrator.

2. Manipulation

- Involves the ability to perform certain tasks by memory or following instructions.

The learner will be able to; Perform a skill on one’s own after taking lessons or reading about it.
Follow instructions to build a model.

Examples: Being able to perform a skill on one's own after taking lessons or reading about it.
Follows instructions to build a model.

3.Precision

- involves the ability to perform certain tasks with some level of expertise and without help or
intervention from others. The learner independently performs the skill or produces the product, with
accuracy, proportion, and exactness; at an expert level.
Examples— The learner will be able to; Perform a skill or task without assistance. Demonstrate
a task to a beginner. Work and rework something, so it will be “just right.”

4. Articulation

- The learner coordinates and adapts a series of actions to achieve harmony and internal consistency.

Examples — The learner will be able to; Combine a series of skills to produce a video that
involves music, drama, color, sound, etc. Combine a series of skills or activities to meet a novel
requirement.

5. Naturalization

-is the ability to perform actions in an automatic, intuitive or unconscious way. - At this level, the
performance has become second-nature or natural, without needing to think much about it.

Examples— The learner will be able to; Maneuver a car into a tight parallel parking spot.
Operate a computer quickly and accurately. Display competence while playing the piano. For
example, Michael Jordan playing basketball or Nancy Lopez hitting a golf ball.
Levels of Psychomotor Domain of Learning (Harlow’s Taxonomy)

Anita Harlow’s taxonomy (1972) for the psychomotor domain is organized according to the
degree of coordination including involuntary responses as well as learned capabilities. Simple
reflexes begin at the lowest level of Harrow’s taxonomy, while complex neuromuscular
coordination make up the highest levels (Seels & Glasgow, 1990).

1. Reflex Movements

- learning in response to some stimuli

Ex: flexion, extension, stretch, postural, adjustments • Basic Fundamental Movement inherent movement
patterns which are formed by combining of reflex Ex: Coordinated movements such as jumping rope, punting,
or catching

Key Words (Verbs) — To flex, to stretch, to straighten, to extend, to inhibit, to lengthen, to

shorten, to tense, to stiffen, to relax.

Examples (Observable Behavior) — The learner; Responds physically instinctively.

2. Basic Fundamental Movements

- recquires inherent movement patterns which are formed by combining of reflex.

Key Words (Verbs) — To crawl, to creep, to slide, to walk, to jump, to run, to grasp, to reach,
to tighten, to support, to handle.

Examples (Observable Behavior) — The learner; Changes location. Moves in space while
remaining in one place. Moves extremities in coordinated fashion.
3. Perceptual Abilities

- refers to interpretation of various stimuli that enable one to make adjustments to the environment.
Visual, auditory, kinesthetic, or tactile discrimination. Suggests cognitive as well as psychomotor
behavior.

Ex: Coordinated movements such as jumping rope, punting, or catching. • Physical Activities require
endurance, strength, vigor, and agility which produces a sound, effeciently functioning body

Ex: all activities w/c require a) strenuous effort for long periods of time; b) muscular extertion; c) a
quick, wide range of motion at the hip joints; and d)quick, precise movements

Key Words (Verbs) — To catch, to bounce, to eat, to write, to balance, to bend, to draw from
memory, to distinguish by touching, to explore

Examples (Observable Behavior) — The learner; Discriminates visually e.g. Classify objects
by colors. Discriminates auditory e.g. Differentiate sounds, track noises. Discriminates
kinesthetically. Discriminates tactually. Coordinates two or more perceptual abilities e.g. Walk
on rope without falling.

4. Physical Abilities

Physical abilities require endurance, strength, vigor, and agility which produces a sound,
efficiently functioning body. This may include activities of strenuous effort for long period of
time that results in muscular/cardiovascular endurance

Key Words (Verbs) — To endure, to improve, to increase, to stop, to start, to move precisely, to
touch, to bend.

Examples (Observable Behavior) — The learner; Exerts tension. Moves quickly. Stops
immediately. Endures fatigue. e.g. Performs sit-ups, Wrestles in the ring, Bends a rod.

5. Skilled Movements

Skilled movements are the result of the acquisition of a degree of efficiency when performing a
complex task. A high level of efficiency is achieved to perform a complex task.
Key Words (Verbs) — 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.

Examples (Observable Behavior) — The learner; Changes or modifies basic body movement
patterns. Uses a tool or implement in adaptive or skilled manner. e.g. Improves catching and
batting skills, Performs a hurdle run, Types words on computer.

6. Non-discursive Communication

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 (Verbs) — To gesture, to stand, to sit, to express facially, to dance skillfully, to
perform skillfully, to paint skillfully, to play skillfully.

Examples (Observable Behavior) — The learner; Moves expressively. Moves interpretatively.

Communicates emotions. Communicates esthetically. Expresses joy. e.g. Approves using a facial
expression, gestures, posture. Performs a dance, drama, play, circus.