Editing Bloom's taxonomy (section)

=== Psychomotor (action-based) ===
[[File:BloomsTaxonomy-Psychomotor.png|thumb|upright=0.75|A scaffolding hierarchy of the psychomotor domain related to learning]]
Skills in the psychomotor domain describe the ability to physically manipulate tools or instruments, such as using a hand or a hammer. Objectives in this domain often focus on the development and change of physical skills or behavior.

Although Bloom and his colleagues did not create subcategories for the psychomotor domain, later educators, such as Elizabeth Simpson, proposed a taxonomy for psychomotor skills. Simpson’s taxonomy, introduced in 1972, categorizes psychomotor learning into seven levels, each describing progressively complex physical skills and behaviors.<ref>{{cite report|last=Simpson|first=Elizabeth|title=Educational objectives in the psychomotor domain |date=1972|volume=3 |pages=25–30|url=https://files.eric.ed.gov/fulltext/ED010368.pdf |access-date=3 April 2018|publisher=Gryphon House |location=Washington, D.C. |id={{ERIC|ED010368}}}}</ref> These levels include:

* Perception: Using sensory cues to guide motor activity (e.g., detecting non-verbal communication or adjusting tools based on sensory feedback).
* Set: Readiness to act, including mental, physical, and emotional preparedness.
* Guided response: The early stages of skill acquisition, involving imitation and trial and error.
* Mechanism: Intermediate skill proficiency, where movements become habitual.
* Complex overt response: The skillful and accurate performance of complex tasks.
* Adaptation: The ability to modify movements to fit specific circumstances.
* Origination: Creating new movement patterns to address novel problems or situations.

This taxonomy helps educators frame psychomotor objectives in contexts such as vocational training, sports, and performing arts, where physical dexterity is central to learning outcomes.{{sfn|Simpson|1972}}