TEACHING PSYCHOMOTOR SKILLS Flashcards
Set of skills in order to effectively apply critical thinking skills in certain situation that we do or face
Used to provide patient care and also to ensure the safety of the members of the team.
Psychomotor Skills
Well defined and developed psychomotor skills are vital in provision of patient care to ensure safety within the workplace and perform properly, effectively, and efficiently all the laboratory routine and special procedures
Hand-eye coordination task
Emphasize coordinated physical activity using the arms, hands, fingers, and feet
Psychomotor Skills
Ex: throwing a ball, driving a car, operating machines, playing instrument, typing job
5 levels of Psychomotor Skills (Robert Armstrong):
Learn by watching and copying
Student repeats what is done by the instructor
Instructor must be very careful in modeling, showing, introducing a certain behavior
Imitation
“See one, do one”
Avoid modeling wrong behavior because the student will do as you do
Some skills are learned entirely by observation, with no need for formal instruction
Student will certainly follow what they literally see
5 levels of Psychomotor Skills (Robert Armstrong):
Actions performed are through memorization or by following instructions
Using guidelines as a basis or foundation for the skill (skill sheets)
To build and develop the skills
Making mistakes and thinking through corrective actions is a significant way to learn
Students are prone in making mistakes or errors and can recover by discerning or doing corrective actions
Manipulation
Practice of a skill is not enough, students must perform the skill correctly
Corrective actions: students are able to exhibit or perform the skill correctly
Student begins to develop his or her own style and techniques.
Ensure students are performing medically acceptable behaviors
Able to execute medically acceptable behavior during clinical laboratory practice
5 levels of Psychomotor Skills (Robert Armstrong):
The student has practiced sufficiently to perform skill without mistakes
Student generally can only perform the skill in a limited setting
Students performance becomes more expert and actions being performed becomes more precise
Precision
Capacity of student to perform things are more exact, explicit, detailed or error free
5 levels of Psychomotor Skills (Robert Armstrong):
Students can perform several skills together or simultaneously in harmonious ways
The student is able to integrate cognitive and affective components with skill performance.
Students are geared toward proficiency
Where they can already perform with confidence and style
Articulation
Students already have the exact calculations on how to perform or exhibit a certain skill or behavior
Understands why and how the skill is done a certain way/ manner.
Knows when the skill is indicated
Performs skill proficiently with style
Can perform skill in context
5 levels of Psychomotor Skills (Robert Armstrong):
Mastery level skill performance without cognition
Action performed becomes second nature
Automatically, student can perform without the need of cognition
Skills become natural
Also called “muscle memory”
Naturalization
Ability to multitask effectively and efficiently without the fear of committing mistake or errors
Can perform skill perfectly during scenario, simulation, or actual patient situation
Phase of Skill Learning:
The initial step in getting the idea of the movement is having a goal
Student identify the need of the movement in order to address the problem or student can configure the problem first or establish the applicable move or movement
Stage One: Getting the Idea of the Movement
Learner is confronted with a clear-cut need or problem.
Factors that influence initiation of movement:
external conditions that influence or regulates skill performance and to which the learner must pay attention
External conditions: perceived stimulus (touch, pressure, heat)
Physical factors that stimulate the need to act or move
Regulatory Stimuli
Factors that influence initiation of movement:
External conditions that do not influence the skill performance
Performers need to have a good perception of this stimuli to adapt their skills to best suit the environment
Non Regulatory Stimuli or Environmental stimuli
Weather conditions, crowd noise, failure of equipment, physical condition of the working environment
Factors that influence initiation of movement:
skills performed under stable environment conditions and stimuli
Skills that are not affected by the environment
Self-based and occur in fixed or predictable situations
Closed Skill
Performers uses exactly the same technique every time and is in control of what happens next
Gymnast or divers, medical practitioners are most engaged in this type of skills
Factors that influence initiation of movement:
skills performed under changing environmental conditions and stimuli
Skills affected by the environment
Mainly perceptual and usually externally-paced
Usually occur when performers have to make decision and adapt their skills to changing or unpredictable environment
Open Skill
Performer is not in control of what will happen next
Basketball or volleyball game
Factors that influence initiation of movement:
ability to organize the body’s actions, knowing what steps to take and in what order to complete a particular or specific task
Getting dressed, blood extraction, disinfecting the surface area
Motor Plan
difficulty in motor planning
Have normal strength and muscle tone but struggles with planning and coordination to use their muscles
Dyspraxia
Phase of Skill Learning:
This is the phase after the initial phase
Stage Two: Fixation & Diversification
Fixation vs Diversification:
Practicing the skill in the same way each time to fix a reproducible pattern in memory
More related to self-paced skills or skills controlled by the performer
Practice skills are reproducible in the same way as recurring or remembered in the memory
Fixation
Fixation vs 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.
More related to externally-paced skills, skills are controlled by the environment
Includes the decision and reaction from the performer in order to meet changing environments anytime
Diversification
proposed by Broadbent in 1958
Bottleneck Theory
proposes that our information processing system can handle a limited number of stimuli at one time
Perceiving and responding is only one after the other, so that the brain would not be overflowing
Bottleneck Theory of attention
Individuals have a limited amount of attentional resources that they can use at one time
Our attention is influenced by certain degree of stimuli and information that are all filtered so most important are perceived first and address immediately
Compared all the external and environmental stimuli like visual, auditory, tactile, and other factors to a bottle full of sand
Attention
Kinds of Practice:
continuously repeated practice sessions with very short or no rest periods between trials. (Cramming)
Involves continuous practice of a task without rest
Heard in rehabilitation therapy or exercise when a patient has experienced stroke, brain or spinal cord injury
Massed Practice
Paralysis: hemiplegia and hemiparesis
More practice, the stronger the skills become
Each time a meaningful task is practiced neural pathways are reinforced to function and become stronger
Kinds of Practice:
practice sessions interspersed with rest periods that are equal to or greater than the practice time.
Spaced repetition
Technique where students distributes his or her study effort in a given course over many study sessions, that are relatively short in duration
Distributed Practice
Time or timing is an important factor to consider
Learning is interrupted over many session, schedule must be correctly interpurse to ensure learning is not repeated or reinforced before the memory has started to be depleted or loss
Kinds of Practice:
a technique that has been widely studied in movement science and applied in physical education.
Motor imagery
Mental rehearsal of activity in the absence of gross muscular movements
Mental Practice
Enhanced acquiring technical and procedural skills
Act of visualizing certain actions in your head in order to help you prepare in performing them in reality
Whole vs Part Learning:
breaking down the skill into natural parts or segments
Practicing skills separately until they are learned
Integrating them to perform the skill in its entirety
Part Learning
Practicing the skills portion by portion until such time can be integrated to perform the skill entirely
Part practice is preferred for skills that are low in organization but high in complexity
Whole vs Part Learning:
should be used with skills of low complexity or where the parts are extremely interrelated or organized
Not partial to the skills that are easy to do and not complicated
Whole method
Desired goals that will tell or assign which method to be used in order to which one will likely to result greatest amount of positive transfer to the whole performance
A if only the first statement is correct
B if only the second statement is correct
C if both of the statements are correct
D if neither of the statements is correct
Advantages of Part Learning
- Simplifies the skill
- Does not allow the learners experience early success
A
A if only the first statement is correct
B if only the second statement is correct
C if both of the statements are correct
D if neither of the statements is correct
Advantages of Part Learning
1. Increase motivation of learner
2. Permits practice on problematic components without wasting time on those skills that are already mastered
C
