Domains of Learning

​Learning takes place in multiple domains and at various degrees of complexity: Cognitive, Psychomotor, and Affective. While these domains are widely accepted, there is support for the others listed on this page.
  • Cognitive Domain: knowledge and mental skills.
  • Psychomotor Domain: motor skills.
  • Affective Domain: feelings, values, dispositions, attitudes.
  • Social Domain: teamwork, communication, leadership.
​The purpose of the taxonomies on this page is to make it easier to sequence learning tasks in a logical order of difficulty. 
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For example, 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). ​​

Examples of Progressive Objectives

The 3 images below show a progression from lower order to higher order learning objectives for the cognitive, psychomotor, and affective domains. ​
SWBAT = Students will be able to

Bloom's Cognitive Taxonomy

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Dave's Psychomotor Taxonomy

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Bloom's Affective Taxonomy

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Social Domain Taxonomy

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Alternative Cognitive Taxonomy - SOLO Taxonomy

Alternative Cognitive Taxonomy - Webb's Depth of Knowledge Taxonomy

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Alternative Psychomotor Taxonomy - Generic Levels of Skill Proficiency

The generic levels of skill proficiency (GLSP) is a classification system to ensure that tasks are matched to the ability of the learner. The GLSP is a system that has four levels of motor skill proficiency.
  • Pre-Control: Unable to repeat movements, extraneous movements, awkward, incorrect performance.
  • Control: Movements are less haphazard, more consistent, beginning to perform correctly, repetitions are somewhat alike.
  • Utilization: Movement is more automatic, can be performed correctly with consistency.
  • Proficiency: Skill has become automatic, repeated performances appear almost identical.

Alternative Social Taxonomy - Teaching Personal and Social Responsibility

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Physical Education Standards and Domains of Learning

  • Standard 1 - Develops a Variety of Motor Skills (Psychomotor Domain): Through learning experiences in physical education, the student develops motor skills across a variety of environments. Motor skills are a foundational part of child development and support the movements of everyday life. The development of motor skills contributes to an individual’s physical literacy journey.
  • Standard ​2 - Applies Knowledge Related to Movement and Fitness Concepts (Cognitive Domain): Through learning experiences in physical education, the student uses their knowledge of movement concepts, tactics, and strategies across a variety of environments. This knowledge helps the student become a more versatile and efficient mover. Additionally, the student applies knowledge of health-related and skill-related fitness to enhance their overall well-being. The application of knowledge related to various forms of movement contributes to an individual’s physical literacy journey.
  • Standard ​3 - Develops Social Skills Through Movement (Affective Domain and Social Domain): Through learning experiences in physical education, students develop the social skills necessary to exhibit empathy and respect for others and foster and maintain relationships. In addition, students develop skills for communication, leadership, cultural awareness, and conflict resolution in a variety of physical activity settings.
  • Standard ​4 - Develops Personal Skills, Identifies Personal Benefits of Movement, and Chooses to Engage in Physical Activity (Affective Domain and Social Domain): Through learning experiences in physical education, the student develops an understanding of how movement is personally beneficial and subsequently chooses to participate in physical activities that are personally meaningful (e.g., activities that offer social interaction, cultural connection, exploration, choice, self-expression, appropriate levels of challenge, and added health benefits). The student develops personal skills including goal setting, identifying strengths, and reflection to enhance their physical literacy journey.
See this blog series for more information