Psychomotor Assessment in Teaching and Educational Research

Abstract

The early identification of motor difficulties through psychomotor assessment is fundamental for the planning of individualized and differentiated educational programs. In the field of motor activity, observation plays a crucial role. This is characterized by the knowledge of the level of psychomotor and auxiological development, the definition of aims and methodology, and the allocation of timing required for observation. Therefore, psychomotor assessment not only measures performance, but it also analyzes an array of aspects linked to it in a multidisciplinary view. In this study, a qualitative assessment of the motor performance of 379 preschool children residing in the province of Salerno was carried out using the Movement ABC checklist. In particular, the data obtained from observations on the motor behavior of the child was analyzed, in reference to the relationship between the body and the environment for the first four sections. The results showed a discontinuity in relation to the linear progression in terms of difficulty of motor tasks, as presented in the checklist. This highlighted features of everyday life and classroom activity that could help in guiding teaching for the recovery, development and enhancement of psychomotor skills.

The Effectiveness of Psychomotor Evaluation Using Peer Assessment in the Practicum Activities

“…Peer assessment aims to describe an assessment process that encourages future learning and reduces any difficulties that may occur. Psychomotor observation requires coordinated action between each party, the approach, and methodology established in the skills aspect must conform to traditions and constraints in educational research (Viscione, 2017). The peer assessment technique is a formative assessment that directs students to collaborate in the assessment process.…”

Development of Psychomotor Skill and Programme Outcome Attainment of Civil Engineering Students in Malaysia

“…Furthermore, the analytical skills of students that gained in the cognitive domain and psychomotor skills will influence the students" evaluation of the laboratory experiments Suesse et al, 2015). Thus, the students" psychomotor skills, in fact assume a constant relationship with the surrounding environment (Viscione et al, 2018).…”

“…In addition, the versatile and dynamic nature of psychomotor observation presupposes a careful analysis of the variables that may affect the action. Psychomotor skill assessment requires observation within the context of the situation, the conscious intention of neutrality of the observer"s behaviour and its evaluation and also the need to understand the subjective aspects of motor behaviour (Viscione et al, 2018). Therefore, further focus has been placed on the cognitive and affective domains among many researchers where cognitive skills are developed within the traditional classroom instruction and assessed through assignments, tests or examinations.…”

“…Besides, the importance of psychomotor skill development and stimulation during the students" early years in their academic programme was emphasised by Carretero & Romero (2015). Accordingly, this skill was assessed in terms of performance and other important elements related to it based on various stakeholders" perceptions (Viscione et al, 2018). Sajjad (2011) found that a perception-based study could be implemented as a method of enhancing the T & L procedures.…”

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“…Psychomotricity emphasizes children's development according to the others, common vision found during the evolution of psychomotricity concept and sustained by Viscione et al (2017) who considered that the psychomotor education will always be an important component to achieve a certain progressive autonomy of the children related to the environment.…”