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## Psychomotor Domain 

The psychomotor domain is skill based and includes physical movement, coordination, and use of the motor-skill areas. [Figure 3-12] Development of these skills utilizes 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 the following: 

⦁ $_{Observation }$ 

⦁ Imitation 

⦁ Practice 

⦁ Habit 

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These basic levels make up the broad instructional process, indepen d ent of the specific domain chosen and are important components of instruction when aviation instructors prepare learners 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 learner who has flown a successful solo flight. The habit level is reached when the learner 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 learners acquire knowledge, the instructor should: 

⦁ $_{Ask learners to recite or practice newly acquired knowledge. }$ 

⦁ $_{Ask questions that probe learner understanding and prompt them to think about what they have learned in }$ different ways. 

⦁ $_{Present opportunities for learners to apply what they know to solving problems or making decisions. }$ 

⦁ $_{Present learners with problems and decisions that test the limits of their knowledge. }$ 

⦁ $_{Demonstrate the benefits of understanding and being able to apply knowledge. }$ 

⦁ $_{Introduce new topics as they support the objectives of the lesson, whenever possible. }$ 

