tally, emotionally, and physically. In such cases therefore, Simpson's or Harrow's model would be more appropriate than Dave's.
simpson's psychomotor domain taxonomy
Elizabeth Simpson's interpretation of the Psychomotor domain differs from Dave's chiefly because it contains extra two levels prior to the initial imitation or copy stage. Arguably for certain situations, Simpson's first two levels, 'Perception' and 'Set' stage are assumed or incorporated within Dave's first 'Imitation' level, assuming that you are dealing with fit and healthy people (probably adults rather than young children), and that 'getting ready' or 'preparing oneself' is part of the routine to be taught, learned or measured. If not, then the more comprehensive Simpson version might help ensure that these two prerequisites for physical task development are checked and covered. As such, the Simpson model or the Harrow version is probably preferable than the Dave model for the development of young children.
|psychomotor domain (simpson)|
|level||category or 'level'||description||examples of activity or demonstration and evidence to be measured||'key words' (verbs which describe the activity to be trained or measured at each level)|
|1||Perception||awareness||use and/or selection of senses to absorb data for guiding movement||recognise, distinguish, notice, touch , hear, feel, etc|
|2||Set||readiness||mental, physical or emotional preparation before experience or task||arrange, prepare, get set|
|3||Guided Response||attempt||imitate or follow instruction, trial and error||imitate, copy, follow, try|
|4||Mechanism||basic proficiency||competently respond to stimulus for action||make, perform, shape, complete|
|5||Complex Overt Response||expert proficiency||execute a complex process with expertise||coordinate, fix, demonstrate|
|6||Adaptation||adaptable proficiency||alter response to reliably meet varying challenges||adjust, integrate, solve|
|7||Origination||creative proficiency||develop and execute new integrated responses and activities||design, formulate, modify, re-design, trouble-shoot|
Adapted and simplified representation of Simpson's Psychomotor Domain ('The classification of educational objectives in the psychomotor domain', 1972). Elizabeth Simpson seems actually to have first presented her Psychomotor Domain interpretation in 1966 in the Illinois Journal of Home Economics. Hence you may see the theory attributed to either 1966 or 1972.
harrow's psychomotor domain taxonomy
Harrow's interpretation of the Psychomotor domain is strongly biased towards the development of physical fitness, dexterity and agility, and control of the physical 'body', to a considerable level of expertise. As such the Harrow model is more appropriate to the development of young children's bodily movement, skills, and expressive movement than, say, the development of a corporate trainee's keyboard skills. By the same token, the Harrow model would be perhaps more useful for the development of adult public speaking or artistic performance skills than Dave's or Simpson's, because the Harrow model focuses on the translation of physical and bodily activity into meaningful expression. The Harrow model is the only one of the three Psychomotor Domain versions which specifically implies emotional influence on others within the most expert level of bodily control, which to me makes it rather special.
As ever, choose the framework that best fits your situation, and the needs and aims of the trainees or students.
|psychomotor domain (harrow)|
|level||category or 'level'||description||examples of activity or demonstration and evidence to be measured||'key words' (verbs which describe the activity to be trained or measured at each level)|
|1||Reflex Movement||involuntary reaction||respond physically instinctively||react, respond|
|2||Basic Fundamental Movements||basic simple movement||alter position, move, perform simple action||grasp, walk, stand, throw|
|3||Perceptual Abilities||basic response||use than one ability in response to different sensory perceptions||catch, write, explore, di