Activity1

TamaraMiller

a.Pictionary

b.Sources:

Aphasia.RetrievedSeptember24,2017,from
http://www.asha.org/public/speech/disorders/Aphasia/

DixonMS.CTRS,C.C.PictionaryPlus.RetrievedSeptember20,2017,from
https://www.recreationtherapy.com/tx/txpict.htm

TypesofAphasia.(2013,March18).RetrievedSeptember24,2017,from
http://www.strokeassociation.org/STROKEORG/LifeAfterStroke/RegainingIndependence/Comm
unicationChallenges/TypesofAphasia_UCM_310096_Article.jsp#.WclpJMh96Uk

c.Equipmentneeded:Markerandwhiteboardorpaper

d.ActivityDescriptionfollowingguidelinesfortaskanalysis:
1.Divideintotwoteams
2.Onepersonfromeachteamwillplayrockpaperscissorstodecidewhogoesfirst

3.ThewinnerwillchooseawordfromtheWordrawappandkeepthewordasecret
fromtherestoftheteam.
4.OnGothepersonwillbegindrawingtorepresenttheirword
5.Teammateswillcallouttheirguessesforwhattheythinkthedrawingisof
6.Drawermaynotgiveoutclues,onlyyesornoanswers
7.Ifthedrawingiscorrectlyguessedinunder2minutes,theteamwillreceive1point;if
theydonotguesscorrectly,theyreceive0points.
8.Teamswilltaketurnsuntilateamreaches7points,oruntiltimehasrunoutforthe
activity.

e.Theprimaryinteractionpatternisintragroup.Teamswillbeworkingtogethertoreacha
mutualgoalofguessingthepicturecorrectly.Theywillbeusingpositiveverbalandnonverbal
interactions.Thetwogroupswillbetryingtobeateachother,buttheywillnotbeworking
directlyagainsteachother.

f.Peoplewithaphasiahavedifficultiescommunicatingwithothers,suchasdifficultyproducing
languageandcomingupwiththewordstheywanttosay.ForPictionary,onlytheguessers
needtocommunicatesowhensomeonewithaphasiaisplaying,theycanwritedowntheir
guessesontheirownwhiteboardandholditupastheiranswer.Itisalsohelpfultoeliminate
backgroundnoiseandloudvoices,soinsteadofeveryoneansweringatonce,allguesserswill
raisetheirhandsuntilcalledonbythedrawer.
 182 CHAPTER 7

Activity: Q'f V\
PHYSICAL ASPECTS:
l. What is Lhe primary body position required?
_ _ lying down siuing __ other:-----------
_ _ kneeling _ _ standing
2. What body parts are required?
Larms _ _ feet _ _ upper torso
..k:::i-;;mds _ _ neck _ _ lower torso
_ _ legs --head
3. What types of movement does the activity req7
_ _ bending - - punching reaching
_ _ stretching _ _ catching
_ _ standing _ _ throwing _ _ skipping/hopping
_ _ walking _ _ hilling - - running
4. What are the primary senses :ssiuired (or the activity?
_ _ touch _v_ siight _ _ smell
_ _ taste _ _ hearing
5. What is the amount of coordination and movement between body parts required by the
activity?
Much I 2 3 G 5 Little
6. What is the degree of hand-eye coordination needed for the activity?
Much I 2 G 4 5 Little
7. What is the degree of strength needed for the activity?
Much I 2 3 4 G Little
8. What is the degree of speed needed for the activity?
Much I 2 3 4 (}) Lillie
9. What is the degree of endurance needed for the activity?
Much I 2 3 4 0 Little
10. What is the degree of energy needed for the activity?
Much l 2 3 4 0 Little
11. Whin is the degree of flexibility needed !or the
Much I 2 3 4 \..}_) Lillie
SOCIAL ASPECTS
1. What is the primary social interaction pattern required in the activity?
- - lntraindividllal (action taking place within the mind or action involving the mind and a
part of the body; requires no colllact with another person or external object)

Figure 7.3 Activity Analysis rating form

 ACTIVITY ANALYSIS 183

_ _ Extraindividual (action directed by a person toward an object; requires no contact

another person)
- - Aggregate (action directed by a person toward an object while in the compm1y of other
persons who also are directing actions toward objects; action is not directed toward t>ach other;
no interaction required among participants)
- - Interindividual (action of a competitive nature directed by one person toward another)
- - Unilateral (action of a competitive nature among three or more persons, one of whom is
an antagonist; interaction is in simultaneous competitive relationship)
_ _ Multilateral (action of a competitive nature among three or more persons with no one
an antagonist)
Intragroup (action of a cooperative nature by two or more persons intem upon reaching a
mutual goal; action requires positiw verbal or nonverbal interaction) t
1
_ _ Intergroup (action of a competitive nature between two or more imragroups) :1
1
2. What is the minimum (fewest) number or maximum (greatest) number or people required for '!
th'e activity? "i
!

Il
!::{_minimum number :_maximum number
3. What clothing is needed fu be socially appropriate? IAJ/I Vl *o'r\1-\ tD<k (R- OvVIL\J
4. How much physical proximity is required by the activity?
Close I 0 3 4 5 Distant i:1
5. How much physical contact is required by the activity?
Much I 2 3 4 Q Little
!I

G
6. What degree of communication is required by the activity? :1
High l 3 4 5 Low 'f
7. What degree of noise is generated by the activity?
Much

COGNITIVE ASPECTS
0 2 3 4 5 Little

l. H'w many rules are required In the activity?

Many 2 3 4 C) Few
2. How complex are the rules to understand?
Complex I 2 3 4 Q Simple
3. What degree of strategy is required In the activity?
l 2 3
4. What degree of complexity is involved in scoring?
4
0 Little

Much 2 3
5. What degree of long-term memory Is required in
4
0 Little

Much 1 2 3 4 Lillie
6. What degree of short-term memory or recall is required in the activity?
Much I 2 3 \_Y 5 Little

Flgu1e 7.3 (continued)

,184 CHAPTER 7

Much 0
7, What degree of verbalization of thought process is required in the activity?
2 3 4 5 Little
8. What degree of concemration is required in the activity?
Much 1 G 3 4 5 Little
9. What degree of is required by the activity?
Much I \!..) 3 4 5 Little
10. What degree of is required by the activity?
Much I \:_) 3 4 5 Little
l l. To what degree are each of the following skills used in the activity?
Reading Much 2
0 4 5 Lillie
Writing Much
0 2 3 4 5 Little

ffi
Math Much 1 2 3 4 Little
Spelling Much 2 3 4 Little

12. To what degree does the participant need to identify or use the following?
Form and shape Much I 2 CS) 4 5 Little
Colors Much I 2 3 4 0 Little
Size Much 1 <(!) 3 4 5 Little
Numbers Much I 2 3 4
Q) Little
Body parts Much I
'0 3 4 5 Liu le
Directionality Much 1 2
G 4 5 Little

AFFECTIVE ASPECTS
1. To what degree does the participant have the opportunity or outlet to express the following?
Joy Much
0 2 3 4 5 Little

e
Guilt
Pain
Much
Much
I
I
2
2
3 -4
4
0 5
Liu le
Little
Anger Much l 2 4 5 Little
Fear
Frustration
Much
Much
l
l
2
3
4
4
G 5
Lin le
Little

2. To what degree must the participant control or inhibit the expression of the following?
Joy Much I 2 3 4 (0 Little
Guilt
Pain
Much
Much
I i
2 gj 4
4
5
5
Little
Little
Anger
Fear
Frustration
Much
Much
Much
$0 I
2
2
3
3
3
4
4
4
5
5
5
Little
Lillie
Little

Figure 7.3 (continued)

 ACTIVITY ANALYSIS 185

ADMINISTRATIVE ASPECTS
I. What type of leadership style ls required by
_ _ specific activity-skill expertise
- - general activity-skill expertise - - no specific leadership style needed
2. L type of equipment is needed for the activity?
specific commercial product (specify: >--
_canbemade(specify: ) Df"
- - no equipment required 'I
3. What type of facility is required by the activity?
__ specific natural environmem (specify:----
-/pecific created environment (specify:
specific environment required
4. Whays duration of the activity?

_ _ natural end
- - continuous
5. the number of participants required for the activity?
--any number can participate O..+ Y
- - fixed number or multiple (specify:----

Figure 7.3 (continued)

The Activity Analysis Rating Form was developed to help therapeutic recreation special-
ists analyze activities according to a standardized rating system. It is intended to help sys-
tematize the way in which activities are scrutinized for their potential to meet client needs,
and thus produce predictable client outcomes. The Activity Analysis Rating Form has five
sectionst (1) physical, (2) social, (3) cognitive, (4) affective, and (5) administrative.

Physical Requirements
All recreational activity requires some physical action. Often it is difficult to distinguish
what action is required to participate from what action may be associated with an activ-
ity. Some activities do not require specific actions. There are many ways to fly a kite,
whereas other activities, such as square dancing, have definite ways of moving. The task
is to identify the actual demands of the activity.
One can begin analyzing the physical requirements of an activity by noting the basic
body position, then determining the body parts involved. Each involved body part must
be identified separately, such as fingers, hand, wrist, and elbow, or by grouping parts
into larger categories, such as arms or upper torso. The amount of detail needed usually
relates to the population that is receiving the recreational services. For example, more