This paper emphasizes the need for the recognition of the importance of cognitive processes and appropriate learner strategies for achievement in psychomotor tasks. A taskanalysis procedure in an informational processing perspective is proposed that should help classify tasks in order to M e strategies that instructom might teach and learners might use. The primary objective is not only to aid initial learning in formal instructional programs. We are also concerned with learners developing an ability to generalize to and to accommodate potential future related task demands once they have finished their programs and are on their own.