T his chapter focuses on training complex psychomotor performance skills, advocating a part-task approach that involves de-coupling the conjoined cognitive and motor domains for targeted training. Psychomotor performance skills typically include two types of component skills: production of motor actions and recognition of environmental conditions that trigger actions. Production and recognition skills are often intertwined in a seamless cycle of adaptive action that appears effortless when observed in an expert performerwhether that is a surgeon performing an arthroscopic ligament repair, a head sawyer segmenting a log to maximize the lumber footage, or a linebacker in American football knifing into the backfield to make a tackle-for-loss.Despite the intertwined nature of the production and recognition components of psychomotor performance, there are benefits to keeping them artificially separated for the sake of targeted part-task training. Actually, it is quite typical of psychomotor training approaches to isolate and target production skills for part-task training, often using behavioral principles of chaining small, sequential steps or shaping a skill sequence from simple to complex. Newer theories of training psychomotor performance in sports favor decision training over * Note: I would like to thank Edward Fadde for providing inspiration and expertise for the semitruck driver training scenario that is portrayed in this chapter.behavioral motor training (Vickers, 2007). Decision training entails incorporating recognition skills earlier in the acquisition and practice of psychomotor production skills, for instance, having a quarterback in American football practice reading defenses while practicing footwork drills. More traditionally, integrated training of recognition and production components of psychomotor skills occurs during whole-task practice. However, whole-task practice can be expensive and instructionally inefficient. Full team football scrimmages, for example, produce much less coaching of individual players than small-group drill periods. Instructional inefficiency, along with increased risk of injury in competitive play, is why college football coaches typically minimize the number and length of full-contact team scrimmages (J. Tiller, personal communication, May 24, 2003). While whole-task practice, including high-fidelity simulation, is assumed to facilitate transfer of learning to performance, high instructional costs suggest that it should be used judiciously (Alessi & Trollip, 2001). In many cases, it can be instructionally efficient to keep the production and recognition components of psychomotor skills separate for the sake of targeted training activities that are optimized for either the psycho or the motor part and are therefore more efficient. This part-task approach to training psychomotor performance skills is based on the simple but profound notion that recognition and production components can be decoupled for targeted training and then re-coupled for transfer to performance.The par...