12-TEACHING PSYCHOMOTOR SKILLS

• Psychomotor Skill


  A well-organized and coordinated activity requiring manual manipulation of things, movement, and language.
• Regulatory stimuli


  External conditions that influence or regulate skill performance and to which the learner must pay attention.
• Nonregulatory stimuli


  External conditions that do not influence skill performance.
• Closed skill


  A skill performed under stable environmental conditions and stimuli.
• Open skill


  A skill performed under changing environmental conditions and stimuli.
• Motor Plan


  A general mental preconception of what movements will be required to perform a skill.
• Fixation


  Practicing the skill in the same way each time to fix a reproducible pattern in memory.
• 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.
• Arousal


  A state of being stirred to action.
• Intrinsic feedback


  Awareness of performance that arises from within the individual.
• Extrinsic (augmented) feedback


  Awareness of performance that is supplied by an external source.
• Massed practice


  Continuously repeated practice sessions with very short or no rest periods between trials.
• Distributed practice


  Practice sessions interspersed with rest periods.
• Attention


  The difficulty of paying attention to several essential stimuli at one time.
• Bottleneck theory


  Proposes that our information system can handle a limited number of stimuli at a time.
• Motor learning


  An internal process associated with practice or experiences that results in a relatively permanent change in a person's ability to perform a motor skill.
• Motor performance


  Performing skilled actions.
• Retention test


  Evaluation in the same environment used during a practice or therapy session to measure how well performers learn practiced tasks.
• Transfer test


  Evaluation in a different environment than that used during a practice session to measure how well performers generalize learning to perform tasks unpracticed in a different environment.
• Cognitive stage


  The initial phase of skill acquisition characterized by inaccuracies, slowness, and movements that appear stiff and uncoordinated.
• Associative stage


  The phase of skill acquisition focused on fine-tuning a skill and producing the most efficient action.
• Autonomous stage


  The stage of skill acquisition where the skill becomes automatic and second nature.
• Autonomous / Automatic stage


  A stage where performance requires little attention and information processing, allowing the learner to perform multiple tasks simultaneously.
• Gaining Attention


  The instructional event where a stimulus is introduced to focus the learner's attention, such as emphasizing the importance of taking vital signs like Blood Pressure (BP).
• Informing the Learner of the Objective


  An event where the learner is informed of the objective, like emphasizing the accuracy required when taking BP.
• Stimulating Recall of Prerequisites Information

  An event where learners recall previous skills and execute subroutines, like reviewing concepts related to BP and how to use a stethoscope.
• Presenting the Stimulus Material

  An event involving the introduction of stimulus events, equipment, and tools in the proper sequence, such as introducing the sphygmomanometer and steps for taking BP.
• Providing Learning Guidance


  Encouraging recall of rules and sequences, and practicing through proper prompting, like asking students to demonstrate steps in front of the class.
• Eliciting Performance


  Involves asking learners to perform part and total skills, such as working in pairs to take each other's BP.
• Providing Feedback


  Checking and giving constructive feedback on correctness and accuracy, ensuring immediate feedback on the performance of part and total skills.
• Assessing the Performance


  Involves having learners submit BP readings and answers, demonstrating the total skill according to criteria.
• Enhancing Retention and Transfer

  Assigning patients to students to practice skills, providing refresher training, and practice to enhance retention and transfer of skills.
• Error Detection


  A process developing with motor learning, involving memory of sensory feedback to detect errors during or after actions.
• Slow-Positioning Task


  A task where sensory feedback guides the action to its endpoint to detect errors during the action.
• Fast-Timing Task


  A task using sensory feedback to detect errors after the action has ended.
• Focusing on Actions Not Movements


  Emphasizing that learners focus on actions rather than individual movements, practicing tasks or actions aligned with task goals.
• Prepractice Variables


  Factors like motivation, goal setting, intensity of practice, massed vs. distributed practice, and contextual interference influencing skill learning.
• Practice Fixation / Diversification

  Practicing and refining the general motor pattern, with teachers arranging or supervising practice to fix sequential order of movements in memory.
• Practice Amount Variation


  The amount of practice varying based on skill complexity, learner's motivation, and knowledge of related skills.
• Generalizations in Skill Learning

  Key principles like using short practice sessions, distributed practice, and ensuring practice duration allows progress without forgetting.