The distinctiveness of the beginning and end points of psychomotor skills can be categorized as discrete (a single step or few steps) and continuous (having subtle beginning and ending points). Closed skills (no active influence from the environment) and open skills (influenced by the environment) are another means of categorizing psychomotor skills (Smith and Ragan, 2005). Learners can be assisted in acquiring the new psychomotor skills by employing learning strategies such as visualization of performance, mnemonics, and analogies.
Assessment of cognitive as well as psychomotor tasks is conducted through observation using a performance rating. Feedback should include a clear understanding of how well the learner performed the task.