Psychomotor learning has been characterized as relating to organismic and situational factors necessary for the acquisition and performance of behaviors that are generally reflected by movement (Singer, 1975, 1980). Psychomotor skills include actions such as contacting, manipulating, or moving an object and controlling the body or parts of the body. These types of motor skills require a great deal of information processing (see Ackerman & Cianciolo, 2000; Adams, 1987 discussed in Section II). Adams (1987) preferred to use “skill” to encompass “motor,” “perceptual-motor,” or any other term to cover the broadest behavioral definition of learning involving the use of movement. Rosenbaum et al. (2001) go further, and propose that there is virtually no difference between “intellectual” “psychomotor” implies that the “domain” is more a convenient heuristic rather than an independent entity. Regardless of the ambiguity in definition, there seems to be some consensus on the skills we examine for clues concerning how to instruct the learner.


Motor Skill Motor Learning Acquisition Phase Observational Learning Mental Practice 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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© Springer Science+Business Media, LLC 2007

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