Pstm Psychomotor Skills

Front 1

It is an action that require neuromuscular coordination

Back 1

Psychomotor Skill

Front 2

Those that deal with manual skills and those that could be learned through manual manipulation

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Psychomotor skill

Front 3

Involves coordinated muscular movements that are typified by intention and precise timing

Back 3

Physchomotor skill

Front 4

Psychomotor teaching principles

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Conceptualization-Visualization-Verbalization-Practice-Correction and reinforcement-Skill mastery -Skill Autonomy

Front 5

The students must understand the cognitive elements of the skill

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Conceprualization

Front 6

Why it's done, when it's done, when it's not done, and what precautions are involved

Back 6

Conceptualization

Front 7

Identify the instruments and tools that are involved in the skill

Back 7

Conceprualization

Front 8

The students must see the skill demonstrated in its entirety, from the beginning to the end to have a model of expected performance

Back 8

Visualization

Front 9

This leads to students imitation

Back 9

Visualization

Front 10

The student must hear a narration of the steps of the skill along with second demonstration

Back 10

Verbalization

Front 11

If the student is able to narrate correctly the steps of the skill before demonstrating it, there is a greater likelihood that the student will correctly perform the skill

Back 11

Verbalization

Front 12

The student having seen the skill, heard a narration and repeated the narration, now performs the skill

Back 12

Practice

Front 13

Discreet unit of practice

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-Subcomponent

-Linkage Practice

-Contiguous Practice

Front 14

This leads to student precision practice and eventual articulation

Back 14

Practice

Front 15

Practicing a small portion of the skill

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Subcomponent

Front 16

Practicing small portions linked together

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Linkage practice

Front 17

Practicing the entire skill repeatedly

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Contiguous Practice

Front 18

Skill errors need immediate correction

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Correction and Reinforcement

Front 19

Should be used to comment correct performance

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Positive Reinforcement

Front 20

This is the ability to routinely perform a sequence of skills in a practice situation without error

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Skill Mastery

Front 21

This leads to student Articulation

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Skill Mastery

Front 22

The ability to regularly perform the skill as a routine in a real life situation without error

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Skill Autonomy

Front 23

This leads to students naturalization

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Skills Autonomy

Front 24

Visualization leads students to

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Imitation

Front 25

Practice leads students to

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Precision practice and eventual articulation

Front 26

Skill mastery leads students to

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Student articulation

Front 27

Skill autonomy leads to

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Student naturalization

Front 28

Phases or stages of skill learning

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1.Getting the idea of the movement

2.Fixation Diversification

Front 29

The initial step of getting the idea of the movement

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Having a goal

Front 30

The student is confronted with a clear-cut need or problem

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Getting the idea of the movement

Front 31

Stimuli that influence the motor activity and must be attended ti

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Regulatory stimuli

Front 32

Those that do not influence the performance of the skill, such as color of the disinfectant

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Non-regulatory stimuli

Front 33

Is one in which environmental condition and relevant stimuli remain stable throughout the performance of the skill

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Closed skill

Front 34

Are performed in a clinical setting because they take place in a changing environment and regulatory stimuli vary throughout the skill performance

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Open Skills

Front 35

It is more for the students because unpredictable and changing stimuli to which their attention mus be given

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Open skills

Front 36

General mental perception of what movements will be required to attain the goal

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Motor Plan

Front 37

In unsuccessful in the goal of the skill, again go through the process of getting the idea of the movement

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Fixation/Diversification

Front 38

When the performance is successful, students proceed to

Back 38

Fixation/Diversification

Front 39

The students must practice and refine the skill until it can be reproduced in the same way at any time

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Fixation

Front 40

The students must practice performing the skill in changing environments so it can be modified as necessary at any time

Back 40

Diversification

Front 41

Closed skills result in

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Fuxation

Front 42

Open skills requires

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Diversification

Front 43

The students refines his/her performance, alter it as necessary to meet new stimuli and in the process, fixes it in memory

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Diversification

Front 44

Students must use selective attention when performing a skill or they would be distracted from the priorities of the moments

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Attention

Front 45

Proposes that our information processing system can handle a limited number of stimuli at a time

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The Bottleneck Theory of Attention

Front 46

Reaches a Bottleneck where some stimuli may be filtered out consciously or unconciously

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Competing Stimuli

Front 47

People learn to focus their attention to necessary stimuli through

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Coaching and Practice

Front 48

Comes from within the student. It is like a Littles internal voice that tells us whether we performed well or not

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Intrinsic Feedback

Front 49

Is given by the teacher or other objective source

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Extrinsic Feedback

Front 50

It augments the intrinsic Feedback

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Extrinsic Feedback

Front 51

Other term for extrinsic feedback

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Augmented Feedback

Front 52

Forms of augmented feedback

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-Knowledge of results

-Knowledge of performance

Front 53

Refers to external verbal feedback about performances outcome

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Knowledge of Results

Front 54

External information about the action process involved in the performance

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Knowledge of performance