1. Dave’s Psychomotor Taxonomy

2. Key Verbs and Examples Taxonomy Level Key Verbs Examples
Naturalization: Automatic mastery of skills at high strategic level.
Arrange, Combine, Create, Design, Invent, & Specify.
Create your own dance routine.
Articulation: Two or more skills combined and performed consistently.
Adapt, Combine, Coordinate, Master, Modify, Solve, & Teach.
Combine inline skating stride 2 and a wrist shot.
Precision: Execute a skill reliably without help.
Complete, Control, Demonstrate, Perfect, Proficient, & Show.
Demonstrate the backhand throw to another student.
Manipulation: Reproduce activity from instruction or memory.
Balance, Execute, Implement, Perform, Re-create, & Repeat.
Perform the backhand throw using the cues listed.
Imitation: Copying the action of another.
Copy, Follow, Repeat, & Replicate.
Watch the teacher and copy her movements.

3. Bloom’s Cognitive Taxonomy

4. Key Verbs and Examples Taxonomy Level Key Verbs Examples Creating
Construct, Create, Design, Develop, Film, Invent, Make, Modify, Plan, & Program.
Invent a new dance move for the Waltz. Be creative!
Evaluating
Assess, Collaborate, Critique, Detect, Evaluate, Hypothesize, Judge, Justify, Reflect, Review,  Support, &Summarize.
Justify why you chose that offensive play against their defense.
Analyzing
Analyze, Attribute, Break Down, Compare, Contrast, Diagram, Identify, Illustrate, Integrate, Link, Outline, & Structure.
Film yourself throwing a baseball. Break down your throw into key parts and identify the cues you did and did not perform.
Applying
Apply, Calculate, Change, Demonstrate, Execute, Implement, Modify, Predict, Solve, Transfer, & Use.
Using the given information on diet and exercise for Person A, predict their change in body mass over a 2 week period.
Understanding
Classify, Compare, Describe, Explain, Give Examples Of, Predict, Summarize, & Tell in Your Own Words.
Tell me in your own words the importance of Hammer Throw in Ultimate.
Remembering
Define, Describe, Identify, Label, List, Match, Name, Recall, Record, & Write.
List 3 cues for the overhand serve in Volleyball.

5. Bloom’s Affective Taxonomy

6. Key Verbs and Examples Taxonomy Level Key Verbs Examples
Internalize: To act consistently according to one's personal beliefs and values.
Act, Avoid, Believe, Carry Out, Continue to, Display, Influence, Practice, Manage, Practice, Resist, Resolve, Revise, & Solve.
Meet all of the criteria listed on the rubric for being an active role model.
Organize: To express personal views, beliefs, or opinions.
Arrange, Build, Decide, Defend, Develop, Discuss, Examine, Identify With, Judge, Relate, Prioritize, Reconcile, & Theorize.
Defend why your favorite activity is a great activity.
Value: Attaching value to something and expressing personal opinions.
Argue, Attain, Challenge, Confront, Criticize,  Debate, Justify, Participate, Persuade, & Support.
Express why you think physical activity is important to you.
Respond: Actively responding to an activity.
Answer, Clarify, Contribute, Follow Along, Help Team, Perform, Question, React, Reply, Seek Clarification, & Write.
Contribute in a group discussion after a team building activity.
Receive: Willing to listen and open to new experiences.
Acknowledge, Ask, Be Open To, Discuss, Feel, Focus, Follow, Listen to, Perceive, & Show Tolerance for.
Listen to the teacher's points about the value of corporate fitness programs.

7. HRF - Transtheoretical Model

8. Examples Taxonomy Level Strategies
Maintenance: Making physical activity a habit.
Discuss or write down the strategies that have helped you so far and think about ways to make these strategies part of your daily routine.
Create a physical activity contract and continue setting short and long-term goals for physical activity.
Discuss what to do if you are not meeting your goals.
Talk with people important to you about how they can help you.
Find ways to make physical activity fun and fresh.
Re-assess their stage periodically.
Action: Doing enough physical activity.
Write down ways to be physically active each day.
Commit yourself to doing at least 30 minutes of activity each day.
Try a new activity that you think you might enjoy.
Plan to participate in a activity in your community (ie. 5k, league, competition, etc).
Write down or discuss ways to remind yourself to be more active during the week.
Reflect on the benefits you have already received from being physically active and what other benefits you want to receive from being physically active.
Preparation: Doing some physical activity.
Look at your activity log and plan to replace 15 minutes of inactive time each day with a physical activity.
Write down activities you enjoy and find classmates/friends with similarities.
Discuss with parents/guardians how they can reward you for meeting your goals.
Contemplation: Thinking about change.
Discuss risks for not changing and benefits of changing (balance sheet/pros and cons).
Research where they can participate in physical activities around their home and in their community.
Discuss or read about barriers to physical activity and solutions.
Make small incremental changes in normal daily routines.
Keep a log of activity and inactivity for a week.
Pre-contemplation: Not thinking about change.
Discuss or read about benefits of physical activity.
Write or discuss ways their inactivity are affecting people important to them.
Write down or discuss what physical activities they enjoy and where they could do them in their community.
Speak with their doctor about how they might personally benefit from exercise.
Write down or discuss rewards they could use for reaching goals.