PSYCHOMOTOR SKILLS

Question 1

These are used to provide patient care and also to
ensure the safety of the members of the team.
“Activities primarily movement oriented”

Answer 1

Psychomotor Skills

Question 2

Five levels of psychomotor skills

Answer 2

1. Imitation
2. Manipulation
3. Precision
4. Articulation
5. Naturalization

Question 3

Five levels of psychomotor skills:

Student repeats what is done by the instructor

Answer 3

Imitation

Question 4

Five levels of psychomotor skills:
“See one, do one”

Answer 4

Imitation

Question 5

Five levels of psychomotor skills:

• Avoid modeling wrong behavior because the student will do
  as you do

Answer 5

Imitation

Question 6

Five levels of psychomotor skills:

Some skills are learned entirely by observation, with no need for formal instruction

Answer 6

Imitation

Question 7

Five levels of psychomotor skills:

Using guidelines as a basis or foundation for the skill (skill
sheets)

Answer 7

Manipulation

Question 8

Five levels of psychomotor skills:

• Making mistakes and thinking through corrective actions is a
  significant way to learn

Answer 8

Manipulation

Question 9

Five levels of psychomotor skills:

Practice of a skill is not enough, students must perform the
skill correctly.

Answer 9

Manipulation

Question 10

Five levels of psychomotor skills:

The student begins to develop his or her own style and
techniques. Ensure students are performing medically
acceptable behaviors

Answer 10

Manipulation

Question 11

Five levels of psychomotor skills:

Guided via instruction to perform a skill

Answer 11

Manipulation

Question 12

Five levels of psychomotor skills:

The student has practiced sufficiently to perform skill without
mistakes.

Answer 12

Precision

Question 13

Five levels of psychomotor skills:

Accuracy and Exactness of Skills

Answer 13

Precision

Question 14

Five levels of psychomotor skills:

Student generally can only perform the skill in a limited
setting

Answer 14

Precision

Question 15

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

Answer 15

Articulation

Question 16

Five levels of psychomotor skills

Performs skill proficiently with style

Answer 16

Articulation

Question 17

Five levels of psychomotor skills

Can perform skill in context

Answer 17

Articulation

Question 18

Five levels of psychomotor skills

Two or more skills combined, sequenced, and performed consistently
to achieve harmony and consistency

Answer 18

Articulation

Question 19

Five levels of psychomotor skills:

Mastery level skill performance without cognition

Answer 19

Naturalization

Question 20

Five levels of psychomotor skills

Also called “muscle memory”

Answer 20

Naturalization

Question 21

Five levels of psychomotor skills

Ability to multitask effectively

Answer 21

Naturalization

Question 22

Five levels of psychomotor skills

Can perform skill perfectly during scenario, simulation, or
actual patient situation

Answer 22

Naturalization

Question 23

Five levels of psychomotor skills

High level of performance is natural.
Automatic performance with little mental skills

Answer 23

Naturalization

Question 24

True or False

Phases of Skill Learning
Stage 1: Fixation/Diversification

Answer 24

False

Phases of Skill Learning
Stage One: Getting the Idea of the Movement

Question 25

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.

Answer 25

Stage One: Getting the Idea of the Movement

Question 26

Stage One: Getting the Idea of the Movement External conditions that influence or regulate skill performance and to which the learner must pay attention.

Answer 26

Regulatory Stimuli

Question 27

Stage One: Getting the Idea of the Movement External conditions that do not influence skill performance

Answer 27

Non-regulatory Stimuli

Question 28

Stage One: Getting the Idea of the Movement Skill performed under stable environmental conditions and stimuli

Answer 28

Closed Skill

Question 29

Stage One: Getting the Idea of the Movement Skills performed under changing environmental conditions and stimuli

Answer 29

Open Skill

Question 30

Stage One: Getting the Idea of the Movement A general preconception of what movements will be required to perform a skill.

Answer 30

Motor Plan

Question 31

True or False Phases of Skill Learning Stage Two: Fixation/Diversification

Answer 31

True

Question 32

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

Answer 32

Fixation

Question 33

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

Answer 33

Diversification

Question 34

The _________________ of attention proposes that our information processing system can handle a limited number of stimuli at one time

Answer 34

Bottleneck Theory

Question 35

People learn to focus their attention in necessary stimuli through coaching or practice. "Practice makes perfect"

Answer 35

Bottleneck Theory

Question 36

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

Answer 36

Massed Practice

Question 37

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

Answer 37

Distributed Practice

Question 38

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

Answer 38

Mental Practice

Question 39

D. Whole Versus Part Learning -Used for skills that are extremely complex with many parts -Split the skills into smaller chunks.

Answer 39

Part Method

Question 40

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.

Answer 40

Whole Method