Computer and Information Science; Vol. 6, No. 1; 2013 ISSN 1913-8989 E-ISSN 1913-8997 Published by Canadian Center of Science and Education 15 Conceptual and Methodical Procedures of Psychomotor Learning Jarmila Honzikova 1 & Jan Janovec 2 1 University of West Bohemia, Plzen, Czech Republic 2 Jan Evangelista Purkyne University, Usti nad Labem, Czech Republic Correspondence: Jarmila Honzikova, Faculty of Education, University of West Bohemia, Klatovska 51, Plzen 30614, Czech Republic. Tel: 420-377-636-500. E-mail: jhonziko@kmt.zcu.cz Received: August 12, 2012 Accepted: October 29, 2012 Online Published: December 12, 2012 doi:10.5539/cis.v6n1p15 URL: http://dx.doi.org/10.5539/cis.v6n1p15 Abstract Author article stakes part in several projects focused just on development of technical creativity and imagination in students of faculties of education, teachers and primary school pupils. The article deals with the teacher’s approach to the teaching of psychomotor skills, while specifically seeking to answer whether among teachers of technical education and practical activities, there are groups with significantly different approaches to teaching in terms of chosen objectives, methods and forms of teaching. This claim was first examined using a questionnaire survey focused on the objectives of education and further using Q-methodology concerning methods and forms. These examinations were performed as part of the “Nonverbal Creativity in Technical Education” project - GACR 406/07/0109 and as part of the “The Development of School-age Pupils’ Competencies in the Area of Psychomotor Skills” project by the Internal agency of the Faculty of Education at Jan Evangelista Purkyne University. Keywords: psychomotor skills, educational objectives, teaching methods, forms of teaching, Q-methodology, teaching project, creative thinking 1. Introduction Teaching psychomotor skills is one of the main tasks of technical education and practical activities subjects. There are two opposing opinions of psychomotor skills teaching processes. On the one hand, it is the process of simple imitation and multiple repetitions, on the other hand, a process during which the teacher leads pupils to think during learning, utilize their knowledge, check the progress and results of their work, analyze their mistakes and prevent them. This claim is universally accepted among the experts however its empiric study has yet been applied but marginally. 2. Psychomotor Learning The process of psychomotor skills acquisition is divided into several phases, of which the first, cognitive phase is most important. The neglect of this phase leads to difficulties in further psychomotor skills acquisition. During this initial stage the pupil familiarises with the activity, process and execution. A very important moment here is a practical demonstration supplemented by verbal instructions. This phase is very difficult in terms of perception, imagination, memory, thinking and speech (Cap & Mares, 2001). The received information is used within the second phase, when the first attempts at the activity are carried out. Attention is paid to control and the pupil’s self-control, working with errors and feedback. During the last phase the pupil proceeds more independently. This phase takes the longest. Practical demonstration, verbal instruction, the exercise self-control and control, analysing errors and their removal - in other words feedback is still very important at this stage. Here the activities become automatic. “During the acquisition of psychomotor skills and the performance of demanding psychomotor activities much depends on thought, knowledge, generally on all cognitive moments and processed experience” (Cap & Mares, 2001). Psychomotor skills and abilities are also dependent on the motives and emotions, which are thereby affected. If the activity lacks motivational features, it becomes less effective and could lead to aversion toward further learning. Some changes in psychological and physiological processes occur during the acquisition of psychomotor skills. The movements and rhythm become standardized (e.g. hammer blows are initially unequally strong). Individual movements are combined in a whole (driving nails, knitting, crocheting), and gradually turn