Service Projects: No Excuses! Documentary and Paradise U Community Project
QUALITY PHYSICAL EDUCATION ADVOCACY
EFFECTIVE TEACHING STRATEGIES
TEACHER RESOURCES
Domains of Learning and Writing Learning Objectives
Learning takes place in multiple domains and at various degrees of complexity. The Cognitive, Psychomotor, and Affective domains are widely accepted, and you can also find support for the Social domain (Personal and Social Responsibility) and the Health Related Fitness domain. Also see Maslow's Hierarchy of Needs.
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The purpose of the taxonomies below are to make it easier to sequence learning tasks in a logical order of difficulty. For example, in physical education you would not ask students to judge the quality of a volleyball serve (level 5 of the cognitive domain) until they can describe the key cues for the serve (level 1 of the cognitive domain). Likewise, you would not expect students to be able to combine multiple psychomotor skills in game play (level 5 of the psychomotor domain) if they were unable to successfully repeat each skill in isolation (level 2 of the psychomotor domain).
Use the tables on this page to help guide you in creating Student Learning Objectives, lessons, and assessments ("SWBAT" = Students Will Be Able To). The 3 images below show a progression from lower order to higher order for the psychomotor, cognitive, and affective domains. Also see this blog series.
Use the tables on this page to help guide you in creating Student Learning Objectives, lessons, and assessments ("SWBAT" = Students Will Be Able To). The 3 images below show a progression from lower order to higher order for the psychomotor, cognitive, and affective domains. Also see this blog series.
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Click to Enlarge
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Psychomotor Domain
Standard 1 |
Cognitive Domain
Standards 2 and 3 |
Affective Domain
Standard 5 |
Social Domain
Standard 4 |
Health Related Fitness Domain
Standard 5 |
Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Standard 4. The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Standard 5. The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Standard 4. The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Standard 5. The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
- 2.6.3 The physical educator emphasizes critical-thinking and problem-solving tactics and strategies by using higher-order questions.
- 4.2.1 Physical educators systematically teach and assess all domains, using a variety of assessment techniques.
dave's psychomotor taxonomy
Bloom's Cognitive taxonomy
Bloom's affective taxonomy
social taxonomy
Adapted from: Social Domain. Leise, C., Beyerlein, S., and Apple, D.
personal and social responsibility taxonomy
Adapted from: Teaching Physical and Social Responsibility through Physical Activity. Hellison, D.
tRANSTHEORETICAL mODEL - sTRATEGIES FOR BECOMING/STAYING PHYSICALLY ACTIVE
Adapted from: Foundations of Sport and Exercise Psychology. Weinberg, R. & Gould, D. (2006).
SOLO Taxonomy (structure of observed learning outcomes)
