DYNAMIC

PHYSICAL
EDUCATION
FOR ELEMENTARY
SCHOOL CHILDREN
Developmental Levels and Domains
of Learning
Chapter 2

R O B E R T P A N G R A Z I
FIFTEENTH EDITION

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Developmental Levels

Developmental Level I
Kindergarten – Second Grade (Ages 5-7)

Developmental Level II
Third Grade – Fourth Grade (Ages 8-9)

Developmental Level III

Fifth grade – Sixth Grade (Ages 10-11)
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Developmental Level I
 Least difficult
 Form the foundation for more complex skills
 Much concentration is required to perform
skills
 Performed individually or with a partner
 Examples:
 Tossing and catching
 Striking a stationary object
 Playing games incorporating fundamental
locomotor movements
Copyright © 2007 Pearson Education, Inc., publishing as Benjamin Cummings
Developmental Level II

 More difficult
 Skills are performed in a more consistent
manner
 Less concentration required
 Performed in small groups
 Examples:
 Different speeds of objects
 Different sizes of objects
 Games requiring locomotor movements and
specialized skills (throwing, catching, etc.)
Copyright © 2007 Pearson Education, Inc., publishing as Benjamin Cummings
Developmental Level III
 Advanced individual and specialized skills and
activities
 Skills often performed automatically without
thinking
 Able to perform well in group activities
 Examples:
 Cognitive decisions about when to use a skill
 Strategy is incorporated into a game
 More emphasis on manipulative activity and less
on movement concept activities
Copyright © 2007 Pearson Education, Inc., publishing as Benjamin Cummings
Domains of Learning
 Psychomotor Domain
 Skills involving physical and psychological
components
 Thinking and doing together
 What separates physical education from other
learning
 Cognitive Domain
 Skills involving thought processes
 Affective Domain
 Skills involving emotional thought or feeling
 Improving self-esteem
Copyright © 2007 Pearson Education, Inc., publishing as Benjamin Cummings
Psychomotor Domain
 Imitation – observe a skill and attempt to repeat
it
 Manipulation – perform a skill according to
instructions
 Precision – reproduce a skill with accuracy,
usually independent of original source
 Articulation – combine more than one skill in
sequence with harmony and consistency
 Naturalization – complete one or more skills
with ease, becoming automatic
Copyright © 2007 Pearson Education, Inc., publishing as Benjamin Cummings
Cognitive Domain
 Knowledge – to recall information
 Comprehension – translate information from one
form or another; to interpret
 Application – apply learned materials to a new
and concrete situation
 Analysis – ability to identify component parts of
a whole and the relationship among the parts
 Synthesis – combine two or more elements into a
new combination or set of relationships
 Evaluation – ability to judge the value of work
based on internal or external criteria
Copyright © 2007 Pearson Education, Inc., publishing as Benjamin Cummings
Affective Domain

 Awareness – for a child to willingly accept his or

her role in the class setting
 Cooperation – to openly contribute to class
activities by offering and accepting stimulus from
other students
 Actualization – to display a strong sense of self-
worth, positive attitude, and complete effort

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 Christ-Like Character
 Supporting State and National Standards 
Patience Self-Control
Kindness Gentleness
Joy Goodness
Peace Unity
Faith Respect
Trust And so much more!
Teamwork (Leadership,
problem solving…)

GALATIANS 5:22 (FRUIT OF THE SPIRIT)

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