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Relates Cues/Knows
Performs as
Demonstrated
Awareness of
Sensory Stimulus
EDUCATIONAL
OBJECTIVE LEVEL
SKILL LEVEL
Adaptation
Complex Overt
Response
Mechanism
Guided Response
Set
Perception
Psychomotor Domain
Figure 2-12. The psychomotor domain (physical skills) consists of
seven educational objective levels.
acquainted with this facet of learning. Motivation is discussed
in depth later in the chapter.
Psychomotor Domain
The psychomotor domain is skill based and includes physical
movement, coordination, and use of the motor-skill areas.
[Figure 2-12] Development of these skills requires repetitive
practice and is measured in terms of speed, precision,
distance, and techniques. While various examples of the
psychomotor domain exist, the practical instructional levels
for aviation training purposes include observation, imitation,
practice, and habit. This domain is an important component
of instruction when aviation instructors prepare students for
the practical test.
At the first level, the learner observes a more experienced
person perform the skill. The instructor has the learner
observe sequences and relationships that lead to the finished
product. Observation may be supplemented by reading,
watching a DVD, or computer-based training. The second
level is imitation in which the learner attempts to copy the
skill under the watchful eye of the instructor.
The practice level is a proficiency building experience in
which the learner tries a specific activity over and over. It
may be conducted by the learner without direct oversight of
the instructor, such as touch-and-go landings for the flight
student who has flown a successful solo flight. The habit level
is reached when the student can perform the skill in twice
the time that it takes the instructor or an expert to perform.
The evaluation of ability is a performance or skill test. If a
person continues to perfect a skill, it eventually becomes a
skill performed at the expert level.
Skills involving the psychomotor domain include learning to
fly a precision instrument approach procedure, programming
a global positioning system (GPS) receiver, or using
sophisticated maintenance equipment. As physical tasks
and equipment become more complex, the requirement for
integration of cognitive and physical skills increases.
Summary of Instructor Actions
To help students acquire knowledge, the instructor should:
• Ask students to recite or practice newly acquired
knowledge.
• Ask questions that probe student understanding and
prompt them to think about what they have learned
in different ways.
• Present opportunities for students to apply what they
know to solving problems or making decisions.
• Present students with problems and decisions that test
the limits of their knowledge.
• Demonstrate the benefits of understanding and being
able to apply knowledge.
• Introduce new topics as they support the objectives
of the lesson, whenever possible.
These additional levels of learning are the basis of the
knowledge, attitude, and skill learning objectives commonly
used in advanced qualification programs for airline training.
They also can be tied to the PTS to show the level of
knowledge or skill required for a particular task. A list
of action verbs for the three domains shows appropriate
behavioral objectives at each level. [Figure 2-13] Instructors
who are familiar with curriculum development recognize
that the action verbs are examples of performance-based
objectives.
Characteristics of Learning
The ability to learn is one of the most outstanding human
characteristics. Learning occurs continuously throughout
a person’s lifetime. To understand how people learn, it is
necessary to understand what happens to the individual
during the process. In spite of numerous theories and
contrasting views, psychologists generally agree there are
many characteristics of learning.
2-16
COGNITIVE DOMAIN AFFECTIVE DOMAIN PSYCHOMOTOR DOMAIN
Objective Level Action Verbs for Each Level
assess, evaluate, interpret, judge,
rate, score, or write
compile, compose, design,
reconstruct, or formulate
compare, discriminate, distinguish,
or separate
compute, demonstrate, employ,
operate, or solve
convert, explain, locate, report,
restate, or select
describe, identify, name, point to,
recognize, or recall
assess, delegate, practice,
　
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