Awareness. The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation.

Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations (sometimes called mindsets). For example: Readiness to execute tasks (early planning and strategies).

The early stages in learning a complex skill include imitation and trial and error. Adequacy of performance is achieved by practicing. For example: Ability to execute tasks (appropriate use of tools/ apparatus/instrument/ steps as per instructions or manuals): Ability to work independently (assistance/ supervision).

The intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency. For examples: Ability to utilise safety measures (chemical or physical analysis/ safety regulations or instructions or manuals or protocols/ statement of ethics): Ability to produce result / outcome (physical products/physical skills/ tangible or intangible outcomes).

The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance. For example: Ability to complete task efficiently (time/ amount of resources/ high responsiveness/ less manpower/ cost/errors)

Skills are well developed and the individual can modify movement patterns to fit special requirements. For examples: Ability to respond or react (physical response/idea: Ability to adapt to changes.

Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills. For example: Ability to be innovative and creative in executing tasks.