In which phase of psychomotor skill development does the instructor act more as an evaluator and coach rather than as a teacher?

The phase of psychomotor skill development where the instructor takes on the role of an evaluator and coach is the associative phase. During this stage, learners have already acquired the foundational skills and are working on refining them through practice and feedback. Instructors focus on observing the students' performances and offering constructive guidance to enhance their skills further.

In this phase, students begin to gain more control over their actions and can perform tasks with less reliance on external instruction. The role of the instructor shifts away from direct teaching to more supportive functions, helping students identify their strengths and areas for improvement. This coaching aspect is crucial, as it encourages learners to self-assess and develop their skills independently.

The cognitive phase is focused on gaining a basic understanding of the skill and is characterized by conscious effort and significant instructor input. The autonomous phase involves performing skills with a high degree of proficiency and little conscious thought, making coaching less prominent at that point. Conceptualization is not a standard phase in psychomotor skill development, so it does not fit within this context.