Psychomotor skills, as the term itself implies, involve more than simple motor abilities. Muscular coordination and dexterity are basic components, of course, but these skills depend upon underlying mental processes similar to those more commonly associated with so-called intellectual and academic endeavors. In fact, recent research has uncovered an unexpectedly strong cognitive influence in the acquisition of psychomotor skills. Fitts has postulated three phases in the development of a skill. The first is the cognitive phase, during which the learner benefits from instruction in the form of description and/or demonstration. The second phase, fixation, is characterized by the formation and refinement of motor coordination. The third and final phase is that of automation. At this stage, the various components have been internalized, the intervening symbolic props have been eliminated, and the act has become automatic (Mouly, 1973).
Given the relationship between psychomotor and cognitive abilities, positive correlations obtained between psychomotor skills and educational achievement come as no surprise (Klausmeier & Ripple, 1971). Handwriting, eye movement, hand-eye coordination, etc.—all influence the acquisition of cognitive material. Nor is a strong connection between psychomotor abilities and social and personal adjustment at all unexpected. The individual who is so uncoordinated or different in his physical movements that his lack of prowess
attracts the attention of his peers is likely to be keenly aware of that disparity. Often the student with such a handicap begins to suffer from difficulties in social or emotional adjustment (Klausmeier & Ripple, 1971). One would suspect that the effect of psychomotor skills on individuals and their status in the group is even greater than is true in the area of cognitive development. If students are not accepted by their classmates, their social growth is surely diminished. Consequently, their self-concept may be damaged.