PSYCHOMOTOR SKILLS Flashcards
These are used to provide patient care and also to
ensure the safety of the members of the team.
“Activities primarily movement oriented”
Psychomotor Skills
Five levels of psychomotor skills
- Imitation
- Manipulation
- Precision
- Articulation
- Naturalization
Five levels of psychomotor skills:
Student repeats what is done by the instructor
Imitation
Five levels of psychomotor skills:
“See one, do one”
Imitation
Five levels of psychomotor skills:
- Avoid modeling wrong behavior because the student will do
as you do
Imitation
Five levels of psychomotor skills:
Some skills are learned entirely by observation, with no need for formal instruction
Imitation
Five levels of psychomotor skills:
Using guidelines as a basis or foundation for the skill (skill
sheets)
Manipulation
Five levels of psychomotor skills:
- Making mistakes and thinking through corrective actions is a
significant way to learn
Manipulation
Five levels of psychomotor skills:
Practice of a skill is not enough, students must perform the
skill correctly.
Manipulation
Five levels of psychomotor skills:
The student begins to develop his or her own style and
techniques. Ensure students are performing medically
acceptable behaviors
Manipulation
Five levels of psychomotor skills:
Guided via instruction to perform a skill
Manipulation
Five levels of psychomotor skills:
The student has practiced sufficiently to perform skill without
mistakes.
Precision
Five levels of psychomotor skills:
Accuracy and Exactness of Skills
Precision
Five levels of psychomotor skills:
Student generally can only perform the skill in a limited
setting
Precision
Five levels of psychomotor skills
The student is able to integrate cognitive and affective
components with skill performance. Understands why the
skill is done a certain way. Knows when the skill is indicated
Articulation
Five levels of psychomotor skills
Performs skill proficiently with style
Articulation
Five levels of psychomotor skills
Can perform skill in context
Articulation
Five levels of psychomotor skills
Two or more skills combined, sequenced, and performed consistently
to achieve harmony and consistency
Articulation
Five levels of psychomotor skills:
Mastery level skill performance without cognition
Naturalization
Five levels of psychomotor skills
Also called “muscle memory”
Naturalization
Five levels of psychomotor skills
Ability to multitask effectively
Naturalization
Five levels of psychomotor skills
Can perform skill perfectly during scenario, simulation, or
actual patient situation
Naturalization
Five levels of psychomotor skills
High level of performance is natural.
Automatic performance with little mental skills
Naturalization
True or False
Phases of Skill Learning
Stage 1: Fixation/Diversification
False
Phases of Skill Learning
Stage One: Getting the Idea of the Movement
Initial step in getting the idea of the movement is having a
goal; that is, the learner is confronted with a clear-cut need or
problem.
Stage One: Getting the Idea of the Movement
Stage One: Getting the Idea of the Movement
External conditions that influence or regulate skill performance and to which the learner must pay attention.
Regulatory Stimuli
Stage One: Getting the Idea of the Movement
External conditions that do not influence skill performance
Non-regulatory Stimuli
Stage One: Getting the Idea of the Movement
Skill performed under stable environmental conditions and stimuli
Closed Skill
Stage One: Getting the Idea of the Movement
Skills performed under changing environmental conditions and stimuli
Open Skill
Stage One: Getting the Idea of the Movement
A general preconception of what movements will be required to perform a skill.
Motor Plan
True or False
Phases of Skill Learning
Stage Two: Fixation/Diversification
True
Stage Two: Fixation/Diversification
Practicing the skill in the same way each time to fix
a reproducible pattern in memory
-Requires learner to perform the action consistently and accurately. Closed condition or skill
Fixation
Stage Two: Fixation/Diversification
Practicing the skill in a variety of ways so that it can be reproduced in a modified way to meet changing environments at any time.
-Requiring learner to adapt and modify behavior to changing environment. Open condition or skills
Diversification
The _________________ of attention proposes that our
information processing system can handle a limited number
of stimuli at one time
Bottleneck Theory
People learn to focus their attention in necessary stimuli through coaching or practice.
“Practice makes perfect”
Bottleneck Theory
C. Practice
-continuously repeated practice sessions with very short or no rest periods between trials.
-Basic skills. Long study or practice sessions to encourage learning
Massed Practice
C. Practice
-practice sessions interspersed with rest periods that are equal to or greater than the practice time.
-Has break time and sub-topics is divided into multiple sessions
Distributed Practice
C. Practice
-a technique that has been widely studied in movement science and applied in physical education.
-Widely studied in movement science and physical education
Mental Practice
D. Whole Versus Part Learning
-Used for skills that are extremely
complex with many parts
-Split the skills into smaller chunks.
Part Method
D. Whole Versus Part Learning
-Used with skills of low complexity or where the parts are extremely
interrelated or organized
-Practice entire piece as a whole.
Whole Method
