Matthew Hatcher

LEI 4724
Activity Title: Angel Club
Source: Jennifer Vancho on October 9, 2008
Activities of Daily Living Skills. (n.d.). Retrieved November 21, 2015, from
http://www.recreationtherapy.com/tx/txadl.htm
Equipment: Markers, construction paper, glue, scissors.
Activity Description:
In this club or activity, participants and leader will be giving back to individuals who
help the participants in some form of way. Also, this activity allows participants to send
comforting words to fellow colleagues, help providers, and family. This activity promotes
self-esteem and self worth. In order to begin the activity, a setting must be chosen for
crafting. A nice size room like a classroom should be great. After selecting the room
make sure that all the equipment has been collected and ready to use. Have all the
participants seated with their own art supplies. There are no specific rules to what to
make and how to make art. Each participant can add his or her own creative juice to his
or her appreciation/comforting letter.
Leadership considerations:
The instructor for this activity will make sure that each participant is able to make the
card they desire. Also, the leader is in charge of making sure the room is acquire for the
activity to take place and ensuring that the supplies are also acquired before beginning the
activity. It would be a great idea for the leader to participate in this activity just in case a
proper example is needed and if he or she can help demonstrate proper equipment usage.
Adaptations:
Participants with Generalized anxiety disorder: Generalized anxiety disorder (GAD) is a
common anxiety disorder that involves chronic worrying, nervousness, and tension
(Smith 2015). If you have GAD you may worry about the same things that other people
do, but you take these worries to a new level. In this case, participants with GAD should
be up lifted and praised. Worrying only make the participants feel uncomfortable during
the activity. A good adaptation to the game would changing the concept to just overall
basic arts and crafts. The change will be in efforts to promote happy thoughts and
creative ideas.

Participants with Dementia: Dementia is a collection of symptoms including memory

loss, personality change, and impaired intellectual functions resulting from disease or
trauma to the brain. These changes are not part of normal aging and are severe enough to
impact daily living, independence, and relationships (Smith 2015). In efforts to adapt this
activity the goal is to keep the participant alert and focus and memories the participant
can recall. Therefore, the activity can be adapted in a way that these participants should
create a artwork about a memory the participant remembers or create/draw something
that the participant currently has a interest in. This way the participant will be able to be
stimulated in a cognitive manner.
Adaptations References
Smith, M. (n.d.). Generalized Anxiety Disorder (GAD). Retrieved November 21, 2015,
from http://www.helpguide.org/articles/anxiety/generalized-anxiety-disorder-gad.htm

Understanding Dementia. (n.d.). Retrieved November 21, 2015, from

http://www.helpguide.org/articles/alzheimers-dementia/understanding-dementia.htm

Matthew Hatcher
LEI 4724

Activity Title: Card Bingo

Source: Heather Myers of Innsbruck Healthcare Center
Equipment:
Any number decks of cards, depending upon the number of players
One full deck for the facilitator/instructor
Activity Description:
Bingo is a common game across the country which is played by a game of chance. This
game is played with different randomly drawn numbers which players match against
numbers created on premade cards set. For this game, seat players at a table. Pass out five
to seven cards to each player (with fewer players it takes longer with 7 cards.) Make sure
the group size is greater than ten people for a good result and variety of winners. The
players will lay each of their cards face up in front of them. The implementer will call out
cards from the full deck, when a player discovers they have the same card, they turn that
card over. The first one to turn all of their cards over is the winner. Bingo will help
increase socialization skills and cognitive maintenance. In a sense, this game has friendly
competition written all over it and it matches people together that also has interest with
bingo.
Leadership considerations:
The instructor will make sure that this activity group size will exceed more than ten
people. With a big size group there will be tons of fun and competition. In order to
promote more participation the instructor should consider rewarding participants who win
a round with prizes such as lotion, coupons, and snacks. Bingo can get very competitive
so the instructor may want to watch for disruptive behavior and confrontation between
players.
Adaptations:
Participants with hearing impairment: Hearing is very important in a regular game of
bingo. In a normal game of bingo, the numbers are called, once drawn all of the
participants will have to listen to what the speaker say in order to match the numbers.
Due to recent advancement in technology participants can use assisted technology to help
during this activity such as hearing aids. Otherwise modifications to the game can be
made such as picture matching. Instead of voicing what the participant has to match,
display it instead. Again, hearing aids will assist in hearing in this activity.
Participants with Down syndrome: Down syndrome is a condition in which extra genetic
material causes delays in the way a child develops, both mentally and physically. People
with DS may have delayed development, learning disability, short stature, or speech
delay. With bingo, learning the game and playing it with someone that has DS will be a
challenge but it I certainly possible. I would suggest that the instructor hold practice

rounds and repeat instructions if necessary. Finally, I would suggest giving the participant
a helper throughout the activity.
Adaptations References
Mary, L. G. (2015, September). Down syndrome. Retrieved from
http://kidshealth.org/parent/medical/genetic/down_syndrome.html
Robinson, L. (2015, September 1). Relaxation Techniques for Stress Relief. Retrieved
from http://www.helpguide.org/articles/stress/relaxation-techniques-for-stress-relief.htm

Matthew Hatcher
LEI 4724
Activity Title: I love everybody except

Source: Rachel Seltzer of Peachford Behavioral Hospital on May 09, 2003

Activities of Daily Living Skills. (n.d.). Retrieved November 21, 2015, from
http://www.recreationtherapy.com/tx/txadl.htm
Equipment: Chairs
Activity Description:
In this activity everyone sits in a circle with one less chair and a volunteer in the middle.
The volunteer begins by saying I love everybody except those with brown hair...or
those with black shoes. Now, if a participant has brown hair he or she will get up and
switch seats including the volunteer. Participants can't go to the chair next to them. The
next seat selection must be away from the previous seat. Repeat steps until the leader
feels like he or she should end the game. This activity is to promote laughter and social
interaction. This activity will surround players in a silly and smile provoking
environment.
Leadership considerations:
The instructor for this activity should keep the game fun and going. This activity can
work with a good number of people so the instructor should bring twice as many chairs
for the total amount of players to move around. Attesting to the description this activity is
supposed to be fun and silly. So depending on the population and age group the leader
should consider saying certain statements. For example, for children the instructor
should say I love everybody who run around the circle three times holding their knee.
Silly commands make a fun interesting activity.
Adaptations:
Participants with Depression: Depression is a common mental disorder that can lead to
suicide and deep emotional sadness. Some people describe depression as living in a
black hole or having a feeling of impending doom (Smith 2015). This game will be
modifed in a way that happiness id the only outcome of the game for these participants.
Allow the participants to participate often and mention statement that connect to the
participant. This way the participant will be able to get involved and have a feeling of
belonging to a group.
Participants with Bipolar disorder: Bipolar disorder consist of extreme mood swings from
depression to mania (Webmd.org). Due to excessive changes in moods the participants
will be asked to mention how they feel before, during, and after the activity to monitor
change in behavior. This activity should adapt to bipolar disorders by making connections
to behavior. Identifying behavior can make the game fun and can help change current
moods with the next round of the game. Also, prizes should be awarded to participant
who remain and show signs of happiness.
Adaptations References

Bipolar Disorder Center: Symptoms, Types, Tests, and Treatments. (n.d.). Retrieved
November 21, 2015, from http://www.webmd.com/bipolar-disorder/
Depression Symptoms and Warning Signs. (n.d.). Retrieved November 21, 2015, from
http://www.helpguide.org/articles/depression/depression-signs-and-symptoms.htm

Matthew Hatcher
LEI 4724

Activity Title: Facial Distribution

Description of Activity:
All the participants will gather in a circle. Everyone has to close his or her eyes except
the person who has to pass the face expression. The activity has to be run perfectly in
order for success. The person who is the passer will touch the shoulder of the person next

to him or her. The person who was tapped will open their eyes to receive the facial
expression to pass. He will then tap the shoulder of the person and continue along with
the cycle. When a participant give a facial expression he or she may choose to keep your
eyes open or for the remainder of the round. At the end, the original passer receives the
face from the last person in the group and then shows what the original face.
Leadership considerations: This activity works best in medium sized groups (Maximum
of 15 participants). This activity can be held in a room and outdoors. The instructor must
encourage participation and enforce the rules of the activity.
Adaptations:
Participants with Learning Disability: Give participants more time to process instructions.
Use gestures and a demonstration of facial expressions when explaining the activity to
promote participation. I would give each participant a decent amount of time to complete
the activity.
Participants with Bells Palsy: Participants with Bells Palsy will be giving a drawing
utensil during the game. For instance a dry erase board and paper and pencil. This will
help players participate by drawing out the faces he or she is not able to preform. This
activity would serve this group well because it will give these participants an alternative
way of showing a facial expression.

Matthew Hatcher
LEI 4724
Activity Title: Group Rock Paper Scissors
Source: Jessica Hohenberger, CTRS of Hawthorn Center (2003)
Equipment: Large area for running
Activity Description:
Directions to playing rock paper scissor, first players wills shape one hand into a fist
shape. Both players must move their fists up and down three times while saying together

"rock, paper, scissors" (the first coming down each time a word is said). Do not touch
each other; this motion is performed entirely up and down in the air in front of each
player. Make a gesture on the third count (or on the count after that, while saying "shoot";
this varies, but what matters is that you both gesture on the same count). There are three
gesture choices, rock, paper, and scissors. After picking a gesture, the winner is determine
by rock smashes scissors, scissors cut paper, and paper covers rock. The winner can
demonstrate their victory by "acting out" their gesture (if you make scissors and the other
person makes paper, you can close your fingers around their flat hand to mimic scissors
cutting paper). If both turn out to make the same gesture, it's a tie, and they have to try
again until a winner is found.
Here is the twist, before playing have the group sit in a circle and the instructor will
ensure that the participants know how to play rock paper scissors. Ask an individual to
visually demonstrate to the group the objectives of the game. After sample rounds
between leader and volunteer ask group to identify which player won each round to be
sure everyone understands. Divide group into two equal groups and explain that they will
choose a collective group signal. They will return to center of room and line up across
from the other team. Be sure that they are standing about an arms length apart from the
people on their sides and one step apart from the person in front of them. On the count of
"rock, paper, scissors" each team will flash their signal. Depending on the outcome of the
encounter, participants must attempt to capture opposing team members using a light tag
(if they win) or retreat to their safe zone (if they lose). Be sure to review this process
carefully with participants as it can be confusing. Game ends when one team successfully
captures all members of the opposing team.
Leadership considerations:
The instructor for this activity should focus on making sure the rules of this game are
understood and enforced. There will not be any cheating allowed in this activity. The
instructor should make this activity work for a big a group of people of size ten to twenty.
It would be best to have an even amount of people to distribute the groups accordingly. It
is recommended that the instructor have a demonstration round with the participants
before starting the activity.

Adaptations:
Participants with Bipolar disorder: Bipolar disorder is a neurological disorder that consist
of extreme mood swings from depression to mania, used to be called manic depressive
disorder. Bipolar disorder is very serious and can cause risky behavior, even suicidal
tendencies, and can be treated with therapy and medication. In this modified game of
rock paper scissors, participants will be monitored for body language and behavioral
patterns. For instance, the participant may be happy one round, then the next round he or
she will be agitated by the heat or fatigue from running. Monitoring behavior will help in
making sure these individuals are kept happy during this activity.

Participants with Physical (lower extremity) disability: If a person were to have a

physical disability in this activity, he or she will be able to use a wheelchair/motor scooter
or mobile purpose. A wheelchair is a chair fitted with wheels. The assisted device comes
in variations allowing either manual force by the seated occupant turning the rear wheels
by hand, or electric propulsion by motors. Wheelchairs are used by people for whom
walking is difficult or impossible due to illness, injury, or disability.
Adaptations References
Bipolar Disorder Center: Symptoms, Types, Tests, and Treatments. (n.d.). Retrieved from
http://www.webmd.com/bipolar-disorder/ Types of Learning Disabilities.
(2015).
Retrieved from http://ldaamerica.org/types-of-learning-disabilities/
Wheelchairs: Information & Reviews. (2015, February 26). Retrieved from
http://www.disabled-world.com/assistivedevices/mobility/wheelchairs/

Matthew Hatcher
LEI 4724
Activity Title: In My Suitcase
Equipment: None
Description of Activity:
In this activity, one client will start by stating what he or she will pack in their suitcase
for a specific trip of their own. The second person will state what the first person
identified, and one article that they will add to the suitcase. The third person will identify
what the first two added, and one article that he or she will add. By the end of the activity,
the final person to take a turn will have several articles to remember. Not only do the
clients have to come up with what they personally will take, their concentration level
must be high enough to focus on his or her peers. This will keep the clients attention

focused on the activity and prevent them from becoming bored or disinterested in the
activity.
Leadership considerations:
This activity can work with a population greater than six in size and any number size
group. The instructor will enforce the rules of the game and will make sure the game will
flow. The instructor will make sure everyone has participated and that he or she has a role
during the activity. It is important that the instructor monitors the participants and keeps
them locked in on the activity.
Adaptations:
Participants with ADHD will be carefully monitored during this activity. In some
situations participants with ADHD will constantly be remind to focus during the activity.
In some cases the instructor will be able to recite the instructions and the role for the
participant to carry on with the game. This helps the participant with paying attention and
being alert.
Participants with Autism: Participants with autism will also be carefully monitored due to
short attention span and other factors such as social impairments (speech delay). This
activity can increase social participation and can contribute in paying attention to detail.

Matthew Hatcher
LEI 4724
Activity Title: Keep it going
Source: Maust, D. (2004, January 29). Garden Club. Retrieved from
http://www.recreationtherapy.com/tx/txnature.htm
Equipment: Chairs and a ball.
Description of Activity:
All participants will have to sit in a chair scattered around the room. The objective is to
count every time the ball is hit by a players body part. If the ball at anytime rolls flat on
the floor or a table; the count starts over again. The ball can bounce off the walls, tables,
floor, and ceiling. The ball cannot roll flat on the floor at all. Basically, the games
suppose to last long and each round supposes to have a record-breaking number. For
instance, if the participants lasted fifty passes in round one and only twenty in round
three, the objective of breaking the record his failed.

Added Rules are:

No one is allowed to stand up as long as the ball is in play.
No kicking, spiking.
No monopolizing the ball only 2 hits in a row by same person count.
Not allowed to have just a small group pass back and forth to each other over and over.
No one can hold the ball for long periods of time.
Leadership considerations: This activity works best for small groups (Maximum of 10
participants). Consider using a room or space with an area where participants could sit in
a circle. Therapist functions as a moderator first by explaining the activity, then by
instructing participants to take their places and lastly by introducing the 10 elements.
Adaptations:
Participants with Intellectual Disability: Give participants more time to process
instructions. Having a practice round to demonstrate the activity helps the participants
lock on to the objective. For example, participants with learning disabilities would benefit
from demonstrations and strong gestures.

Matthew Hatcher
LEI 4724
Activity Title: Match Anything
Equipment: Cards, Color objects (blocks), Pictures
Description of Activity:
This is basically a matching game. The participants/clients will attempt to match as many
items possible in a timely manner. The instructor will give participants up to a minute to
match up to twenty items. Once finished the instructor will document the total of matched
item for each participant. The participant with the most items matched total in three
rounds will be crowned victorious.
Leadership considerations:

This activity can work with any population and any number size group. Make sure that
the item used in this activity are switched a round and not repetitive during the activity.
The instructor will enforce the volunteers to be cautious with the participants and
carefully monitor and report activity. This activity should mainly focused on relaxation
and the participants leisure.
Adaptations:
Participants with visual impairments: participants with visual impairments will be
assisted throughout the activity. In some situations participants will be given special
equipment such as brightly colored objects or pictures. In some cases the instructor will
be able to recite hints such as descriptions of the objects or color comparisons.

Participants with multiple sclerosis: Participants with multiple sclerosis and other
physical limitations will have a helper or the instructor to point out the objects, cards, and
pictures during the activity.

Matthew Hatcher
LEI 4724
Activity title: The Self-esteem Gauntlet
Equipment: None
Description of activity:
The instructor will form two lines with participants facing each other. First, have one
person walk or skip in between the two lines and "run" the gauntlet. As the person walks
through the line, others pat him on the back, give them "high 5" or a hug, share kind
words, or smile at them. Encourage the person to go through the gauntlet slowly and to
listen to the words and gestures given to him. The expected outcome for this activity will
promote good feelings about self, feeling good at giving others compliments, increased
self-esteem, group cohesion.
Leadership considerations:

This activity will work best with a large group of people. This activity will serve greatest
in a room and/or outdoors. The leader or instructor should encourage participants to say
positive things and to be polite through out the activity. There will be no rude comments
or intolerable behavior accepted.
Adaptations:
Participants with Depression: In this activity, participants with depression will be praised
and complimented through out the activity. This activity is beneficial because the activity
goal is to uplift every participant who decides to walk down in the gauntlet.
Participants with a physical disability: participants with a physical disability will be able
to participate as well. Volunteers, participants, and the instructor can assist the participant
down the gauntlet to receive praise from his or her peers.

Matthew Hatcher
LEI 4724
Activity title: The "Um" Game
Submitted by Anna Mallard of Activity Therapist at New Hope for Children, Jedburg, SC
on September 11, 2003
Equipment: A bag of items commonly used in daily life scenarios.
Description: The instructor will have the participants sit in a circle and have each person
take turns describing an item given to them from the bag. Next the participant will have
one minute to depict the item. If the participant says the word "Um' with in anytime of
the game, pauses for more than five seconds, or uses another word such as "and" or "so",
they will sit down and wait until the next round to participate. If the participant is
successful at describing the item he/she will receive a point. When the word Um is
heard during the game, participants are encourages raising their hands to notify the
leader.

Leadership considerations: This activity will work best with a group of people 10-20 in
numbers. This activity can be executed inside or outside a facility (Patio, inside room,
park grounds, etc). The instructor will lead this activity and will have to make sure the
participants are paying attention and allowing the game to flow smoothly.

Adaptations:
Participants with Physical Disability: In this activity, participants with physical
disabilities will be able to voice themselves instead of raising a hand. Also, the participant
can be giving a bell or a device, which alerts the instructor throughout the game.
Participants with Social (pragmatic) communication disorder: participants with this
disorder will constantly be encouraged to participate. Even if they have to write out their
response. Participation and effort is always acknowledged.

Matthew Hatcher
LEI 4724
Activity Title: Web Game
Equipment: A lot of yarn
Description of Activity:
In this activity patients will be arranged in a circle. One patient will be given a ball of
yarn. Have him or her state their name, and state what goal he/she wants to accomplish in
treatment or while they are here. While they hold one end of the yarn with one hand, they
then throw the ball of yarn to another participant. That person then states his/her name,
states their goal and then holding the yarn in one hand, the other hand throws the ball of
yarn to another. This continues until everyone has a piece of the yarn and a "web" forms.
While everyone is still holding their yarn, the instructor will mention that it takes
teamwork to form this web. Then have 2-3 patients let go of their yarn, the web falls
apart. The therapist then mentions, that everyone needs to work together, support and
encourage one another to accomplish their goals.
Leadership considerations:

This activity should be surrounded by a positive environment/atmosphere. The instructor

should know that this activity is for building character and self-esteem. This activity can
promote social interaction and build new friendships. When prepping for an activity it is
good to have the participants pumped and in a good mood. This activity works best in any
size group preferably more than six people. This activity can be held in a room and
outdoors.
Adaptations:
Participants with PTSD: Give participants more time to express feelings and to
participate in the activity. Do a demonstration of the activity in attempt to calming a
participant. I would encourage the participants to take their time and to think positive.
This can help the participants overcome stressors.
Participants with Chronic Fatigue Syndrome: Participants with Chronic Fatigue
Syndrome will be closely monitored and will be eyed for muscle relaxation. This activity
can be altered in a way that muscles will not be stimulated as much. So instead of
standing participants will be sitting during the activity.