Educational Objectives
What should teachers teach? What should learners learn? What is the purpose of education? What objectives might students and teachers set themselves so that learning and teaching become goal-directed? Such questions inform the setting of educational objectives.
Bloom’s Taxonomy of Educational Objectives
The word ‘taxonomy’ is usually related to biological classification, where we find the terms family, genus, species, etc. The purpose of a taxonomy is to improve the organization and communication of ideas. But could ideas themselves be classified?
According to educational psychologist, Benjamin Bloom (1956), taxonomies of educational objectives can indeed be classified, and he groups them into three domains:
Cognitive
Affective
Psychomotor
For each domain Bloom lists specific educational goals or objectives. These are elaborated below.
The Cognitive Domain
Educational objectives for the cognitive domain describe six categories:
Knowledge
Understanding
Application
Analysis
Synthesis
Evaluation
Knowledge or information is the most basic type of educational objective where the learner can give evidence of their ability to remember or recall terms, definitions, facts, theories, conventions, arguments, etc.
Understanding or comprehension is where the learner, confronted with a communication, is able to translate, interpret or elaborate the information contained in it.
Application is where the learner, confronted with a new problem is able to apply familiar ideas to it, without having to be prompted, and solve it.
Analysis is where the learner can demonstrate fuller comprehension by the ability to break down given material into parts and detect how these parts are related and organized.
Synthesis or creativity is where the learner can work with a given set of parts and combine them into a new whole.
Evaluation is where the learner can demonstrate the ability to form judgements of value about some solution, method, materials, etc.
Contemporary versions of Bloom’s taxonomy prefer to modify the term ‘knowledge’ into ‘memory’, and place synthesis or ‘creativity’ above evaluation. This is a controversial topic and will not be addressed here.
The Affective Domain
Bloom also created a taxonomy for the affective domain. This describes five categories, as follows:
Receiving
Responding
Valuing
Organizing
Characterization by a value of value complex
Receiving is where the learner is aware of the existence of some phenomena, and is willing to receive or attend to it.
Responding is where the learner is interested, motivated and committed to the phenomena.
Valuing is where the learner has accepted, adopted and committed to a value.
Organizing is where the learner, confronted with multiple values, is able to conceptualize them as part of a system, organize their relationships, and establish the dominant and pervasive ones.
Characterization by a value of value complex is where the learner develops a worldview or a philosophy of life that integrates the various aspects of their lives into a unique, personal and consistent set of characteristics.
Harrow’s Taxonomy of the Psychomotor Domain
Bloom never wrote on the psychomotor domain. However, this gap was filled by Anita Harrow (1972), who describes six categories, as follows:
Reflex movements
Basic-fundamental movements
Perceptual abilities
Physical abilities
Skilled movements
Non-verbal communication
Reflex movements are not voluntary but an essential base for voluntary movement. These are used when maintaining balance, walking or running.
Basic-fundamental movements occur in the learners during their first year of life. These include visually tracking an object, reaching, grasping, and manipulating an object with the hands. These emerge without training, but can be further refined with practice.
Perceptual abilities are inseparable from motor functions, and include kinaesthetic, visual, auditory and tactile discriminations, and coordinated abilities. The difference types of kinaesthetic discrimination include: body awareness, body image and body relationship to surrounding objects in space.
Physical abilities are essential to the efficient functioning and development of skilled movements. They include: endurance, strength, flexibility, and agility.
Skilled movements are a degree of efficiency in performing a complex movement task. They are those movements that involve total bodily involvement, organized within a larger field space, in many cases without a base of support. Sometimes these movements require making delicate adjustments to unexpected or uncontrollable cues.
Some skilled movements require adapting basic-fundamental movements; others require the use of a tool; others still require mastery of body mechanics. No matter where a learner is in terms of skill complexity, they are beginners in terms of the level of skill attained when they are introduced to a new skill.
Non-verbal communication describes both the innate and the learned movements that communicate the performer’s feelings to an observer. Each learner develops a style of moving which reflects their feelings and values. These values motivate performers to learn new skills and by acquiring new skills learners are then able to extend their ability to communicate.
Non-verbal communication includes postures, gestures, and facial expressions. Some of these movements, such as dance skills, are performed to communicate to the viewer or simply be observed. Others, such as sports skills, create an image of effortless beautiful motion.
Application
These taxonomies can be applied to boxing training in order to help coaches and trainers design effective and comprehensive training programs.
For example, regarding the cognitive domain:
At the knowledge level, a boxer should be able to demonstrate an understanding of the basic concepts and principles of boxing, such as the different punches and footwork techniques.
At the comprehension level, a boxer should be able to demonstrate an understanding of how the different concepts and principles of boxing fit together and can be applied in various situations.
At the application level, a boxer should be able to demonstrate the ability to apply the concepts and principles of boxing in practice and training drills.
At the analysis level, a boxer should be able to demonstrate the ability to analyze and evaluate their own performance in the ring and identify areas for improvement.
At the synthesis level, a boxer should be able to demonstrate the ability to synthesize and integrate different concepts and principles of boxing in order to create new strategies and techniques.
At the evaluation level, a boxer should be able to demonstrate the ability to evaluate and assess the effectiveness of their own techniques and strategies in the ring.
As another example, the affective domain can be particularly important for developing the mental toughness and resilience necessary for success in the sport. A coach might use techniques such as visualization or positive self-talk to help a boxer receive and respond to coaching and instruction. They might also encourage the boxer to value and commit to the training process, and to develop an organized and disciplined approach to their training.
In addition to these general goals, the affective domain can also be used to address specific attitudes and emotions that may be relevant to boxing training. For example, a coach might work with a boxer to develop a healthy level of aggression and competitiveness, while also helping them to manage anxiety or fear that might interfere with their performance.
Finally, in the context of boxing training, the psychomotor domain is extremely important for developing the physical skills and abilities necessary for success in the sport. Boxers must be able to perform a wide range of movements and techniques, including punches, footwork, and defence. These skills are developed through practice and repetition, and involve the integration of both cognitive and affective aspects of learning.
Boxing training may involve the use of various techniques and drills to develop specific psychomotor skills. For example, boxers may practice shadow boxing to improve their punching technique and footwork, or use heavy bags and focus mitts to develop their power and accuracy. They may also engage in sparring or other forms of live training to develop their reaction time and coordination.
Overall, taxonomies of learning objectives are an important tool that can be used to help coaches and trainers design effective and comprehensive training programs for boxers. By focusing on the different levels of learning and understanding, coaches and trainers can help boxers progress and improve their skills over time.
References
Bloom, B., 1965. The Taxonomy of Educational Objectives: Handbook 1. Longman Higher Education.
Bloom, B., 1965. Taxonomy of Educational Objectives: Handbook 2. Longman Higher Education
Harrow, A., 1977. A Taxonomy of the Psychomotor Domain. New York: David McKay.
