Teaching Psychomotor Skills

Teaching Psychomotor Skills
Psychomotor skill development is crucial to good patient care and are used to ensure
the safety of the members of the team.
Psychomotor learning development of organized patterns of muscular activities
guided by signals from the environment. It is also called sensorimotor and perceptual-
motor skills, they are studied as special topics in the experimental psychology of
human learning and performance. In research concerning psychomotor skills, particular
attention is given to the learning of coordinated activity involving the arms, hands,
fingers, and feet (verbal processes are not emphasized).
Definition of related terms:

 Skill － ability to perform kinesthetic activity in an easy, precise, harmonious way in
constant changing circumstances
 Action － the fact or process of doing something, typically to achieve an aim
Category of Psychomotor Skills

I. Imitation It is an advanced behavior whereby an individual observes and
replicates another's behavior. This is when the learner is observing
and patterning behavior after someone else. Performance may be of
low quality.
II.Manipulation Being able to perform certain actions by following instructions and

practicing.Using guidelines as a basis or foundation for the skill
(skill sheets). In this level, student begins to develop his or her own
style and techniques
III.Precision Refining, becoming more exact. Few errors are apparent. The
student has practiced sufficiently to perform skill without mistakes.
Student generally can only perform the skill in a limited setting
IV.Articulation Coordinating a series of actions, achieving harmony and internal
consistency. Performs skill proficiently with style. Can perform skill
in context
Having high level performance become natural, without needing to

think much about it. Also called “muscle memory”, mastery level
V.Naturalization skill performance without cognition. In this level students can
perform skill perfectly during scenario, simulation, or actual patient
situation.
Techniques and Strategies in Teaching Psychomotor Skills

I. WHOLE PART WHOLE TECHNIQUE
Requires that the skill be demonstrated 3 times as follows:
 WHOLE: The instructor demonstrates the entire skill, beginning to end while briefly
naming each action or step.
 PART: The instructor demonstrates the skill again, step-by-step, explaining each part
in detail.
 WHOLE: The instructor demonstrates the entire skill, beginning to end, without
interruption and usually without commentary.
This technique provides an accurate example of the skill done in repetition. This
technique provides a rationale for how the skill has been performed.
II. THE DEMONSTRATION- PERFORMANCE METHOD OF TEACHING
The explanation and demonstration may be done at the same time, or the
demonstration given first followed by an explanation, or vice versa. The skill you are
required to teach might determine the best approach.
III. PROVIDING FEEDBACK DURING DEVELOPMENT
Interrupt and correct the wrong behavior in beginners to prevent mastery (muscle
memory) of the wrong technique. Practice sessions should end on a correct performance
or demonstration of the skill. Allow advanced students to identify and correct their own
mistakes under limited supervision.
Advantages and Disadvantages of Teaching Psychomotor Skills
Advantages:
 Psychomotor skill development is crucial to good patient care.
 Psychomotor skills have an important influence on concept learning.
 It is possible to analyze the task and make a description of a response
pattern optimally suited to carrying out the activity in question.
 Knowledge of skill learning could help them to help themselves if they
have not already acquired the skills.
 Psychomotor skills are used to provide patient care and also to ensure the safety
of the members of the team.
Disadvantages:
 The teacher should keep the students active and involved.
 Not all students are fast learners and can easily catch up with a certain procedure.
 The teachers have to deal with Multiple domains of skilled activity.
Unless the initial training is satisfactory, it is quite possible for a learner to acquire unsatisfactory
response patterns in the learning stage and practice these responses in an overlearning stage so
that the bad habits becomes habitual and the performance is rendered unsatisfactory.
Some students may not be motivated to perform the skill most especially when there
is no relevance in their day to day living.
 Low reliability among instructors/ examiners
The Purposes of Teaching Psychomotor Skills
 To develop in the client at least 70% awareness, acceptance and
implementation of healthy behaviors that will lead to promotion of health,prevention
of illness, and maintenance of health in the community andother health care settings.
 To develop the attitudes, skills, and competencies with at least 75%
compliance in adapting and using the teaching content and strategies to
address the needs and level of understanding of the clients.
Settings/Application
Toddlers (at home) -toilet training

-practice speaking (mama, papa)
For pre-schoolers (classroom setting) - drawing shapes

-lines writing numbers and words
Kids -tying of shoes

- toothbrushing
Adolescent - proper hygiene

- washing of hands
-folding of clothes and beddings
Adult -household chores

- work related activities

Teaching Psychomotor Skills

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Teaching Psychomotor Skills

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Teaching Psychomotor Skills

Definition of related terms:

Category of Psychomotor Skills

II.Manipulation Being able to perform certain actions by following instructions and

Having high level performance become natural, without needing to

Techniques and Strategies in Teaching Psychomotor Skills

II. THE DEMONSTRATION- PERFORMANCE METHOD OF TEACHING

III. PROVIDING FEEDBACK DURING DEVELOPMENT

Advantages and Disadvantages of Teaching Psychomotor Skills

Toddlers (at home) -toilet training

For pre-schoolers (classroom setting) - drawing shapes

Kids -tying of shoes

Adolescent - proper hygiene

Adult -household chores

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