ACTIVITY SHEET

Brandon Jones
LEI 4724
Activity File 22
Activity Title: No electronics just cards
Source: http://www.todaysparent.com/family/activities/10-kid-friendly-card-games/

Equipment: ten to thirty set of cards, paper handout of rules

Description of Activity:
The goal of this activity is to improve cognitive ability and strategic thinking but also to introduce
options for hobbies or activities that are not electronic. This activity also requires social engagement
which should help with self-esteem, self-confidence, and recreation participation. This activity is
meant for small groups so rules can be clearly explained, demonstrated, and executed. As an
introduction to card games this activity is meant for participants with little to no experience in this
type of recreation. Due to this the selection of cards games to will be limited to Matching, I Declare
war, or Go Fish. Therapist should only use card games they can explain and demonstrate. This is also
a link that should help therapist if they get confused on rules or need a refresher on rules at any time
(http://www.todaysparent.com/family/activities/10-kid-friendly-card-games/). This activity at
maximum should have three groups each having four participants. After twenty minutes of playing
each card game participants will switch card games. There should be three rotations in total allowing
each participant to play every card game offered.
Leadership considerations: This activity works well with small groups from three to twelve
participants. This activity should be done inside while giving participants options to play on table or
on floor. Therapist should act as a facilitator, teacher, demonstrator, and motivator while effectively
communicating all spectrums of activity. As a facilitator one would have to know how to play or
demonstrate the activity, explain, and facilitate the tempo or engagement of each individual in
activity. I recommend using having multiple decks of cards just in case cards get lost or damaged.
Adaptations:
Participants with autism- Will be given rules to read before therapist verbally explains rules to ensure
individual knows all aspects of how to play game. Participants is also allowed to place cards on floor
and use piece of paper to cover cards if difficult to hold cards for entire game. If necessary also allow
participant to have a partner, either other participant or therapist to help play the game against other
players.
Participants with Intellectual Disability- Clarify that if they ever need any assistance during game
that they can raise their hand to gain attention for extra help. Also allow more time before and during
activity to understand rules of game, concept of choosing of different card games, and how to play
the game to win. Are allowed assistance from therapist for any of these areas. If needed allow
participant to watch activity with therapist to allow further explanation while activity is going on. If
necessary allow participants to use less cards for games such as war or matching to reduce cards and
simply games

ACTIVITY SHEET
Brandon Jones
LEI 4724
Activity File 23
Activity Title Halloween Competitive Tag
Source: http://www.gamesforgroups.com/

Equipment: Thirty orange cones, fifty flag football belts

Description of Activity:
This activity incorporates creative expression and leisure awareness to explore tag in a new in a
new perspective. This activity incorporates the wearing of Halloween costume but isnt
mandatory and only can benefit participants who choose to participate in activity in this kind of
way. Thus its not mandatory to wear costume, but few days before the actual date of activity
which should be around or during week of Halloween. Therapist should tell participants of
benefits of wearing costume in context of activity. Benefits of wearing costume gives participant
special ability which are limited but will give advantage to participants. In this activity the two
special abilities are healing or strength. Typically this activity is done with all participants being
split into two teams each having a base on opposite side of playing area. Once this is done game
is fairly simple to understand in which, all participants are required to wear a flag football clip on
belt. Once all participants are in base, understand boundaries of playing area, and have clip on
belt activity is ready to begin. Once activity starts all participants have to leave base ( four cones
set up as a square) onto playing area .Participants get out if other teams pulls flag that is on waist
or if flag gets undone for any specific reason and falls on floor. Once flag is not secured on waist
participants have to return to base until its time to begin a new game. Participants who are in
costume who have special ability of strength are allowed to two hand touch or pull flag to get
opponent out while normal participants not in costume can only pull flags. Participants who are
healers are allowed to bring back one teammate per game that is already out back into base.
Conditions that have to be met in order to properly heal teammate is healer has to be actively in
game and cant be out, have to notify therapist who is refereeing activity or active game play
before they heal teammate , and have to touch teammate for three seconds anywhere on body to
bring them back in. Participant s arent allowed to hold or tie belt and doing so means they are
automatically out and have to go back to base.
Leadership considerations: This activity should be done inside where participants a lot of room to
run and hide. This activity can be done in groups from sixteen to thirty. With that being said the
therapist should have two areas set up to participate in activity that are used as bases. Therapist
should be able to effectively explain, demonstrate activity and communicate rules associated with it.
Also should be able to facilitate and referee games so that it is always being played in a controlled
manner that follows all rules.
Adaptations:
Participants with ADHD- Allow participants more time to understand rules of game and be lenient on
how rules are applied to individual in the beginning. After two games if still having difficulty
therapist should have a teammate explain rules to participant and following after therapist should go
over rules again and next game should hold participants hand and walk individual through game
while its being played so participant gets a feel of how therapist would like them to engage in
activity. Therapist should monitor participant at all times to help keep on track and remain. If
necessary after participant has had walked through, therapist should use visual cues while game is

being played to assist participant function is activity as an individual can all extra balloons until they
run out to create animation if necessary. Allow participant and partner to present animation character
created to class from where they worked on project at, dont need to
Participants with Amputations- Participants are allowed to participant in activity with any artificial
limb or assistive device that helps them in any way shape or form. Participants are also allowed to
have a partner thats specific duty is to heal or get them back into game once there out. This
participant is also allowed to be healed or brought back into game with no limitations thus a healer
does no loose healing ability for bringing participant back in game and therapist is allowed to heal or
bring back participant in the activity at any time with no limits but this cant be done if participant
only has one teammate left in game. Participant is also allowed to have resting periods, which means
at any time participant can leave playing area and be safe from other team to take a break or rest.
This also includes entering the game at any time once break is over. There is no limitations for
individual on how many times they can leave or enter the game from resting period.

ACTIVITY SHEET

Brandon Jones
LEI 4724
Activity File 24
Activity Title: Candy Scavenger Hunt.
Source: http://www.recreationtherapy.com/tx/txhunt.htm
Equipment: 500 fun facts, 500 small pieces of candy, thirty candy buckets or bags, ten orange
cones
Description of Activity:
This activity is done in a buddy system or two participants per group groups and purpose is to
improve social inclusion amongst participants. This activity will also improve skills such as
leadership, communication, and land navigation. This activity begins with participants being
randomly assigned into groups by therapist. Once participants are in groups they will come up with a
team name. After groups are assigned each group will receive candy bucket or bag that they will put
all candy they find during activity in. There are three primary rules for this activity. First all
participants have to stay in groups and if caught separated will have a five minute penalty that
doesnt allow them to search for candy during that time. The second rule is all participants have to
stay with designated playing area and if caught outside of area will receive a five minute penalty as
well. The last rule is participants have to wait until end of hunt or activity to eat candy. Participants
start activity together in the center of playing area marked by orange cones. Participants will have
fifteen minutes to find as many pieces of candy as possible within playing are designated by
facilitator. Along with each piece of candy will be a fun fact about Halloween attached by tape. Facts
will be on small sheets of white paper that can be written or printed and cut. Examples of fun facts
include A owl can turn its head 360 degrees, Ninety percent of all kids in the United states will
eat a piece of candy on Halloween, and Everybody doesnt celebrate Halloween. Once scavenger
hunt is done participants are given time to eat candy and read fun facts in groups. During this time
its optional for therapist to offer an extra piece of candy to participants who read aloud and share
favorite fun fact with everybody.
Leadership considerations: This activity can be done with groups of all sizes but preferable
between twenty to thirty participants. There is little equipment so being able to explain rules and
proper strategies for collecting the most candy as possible is key to success of activity. This activity
should be explained and demonstrated first before having participants play in activity.
Adaptations:
Participants with Multiple sclerosis- If participant cant participate in activity entire time, allow them
to find as much candy as possible without overexerting self and triple amount of candy at the end.
Example, if group found seven times by three and reward group with 14 more pieces of candy for
their effort. If necessary allow participant to build confidence by giving three hints. A hint is directly
asking therapist were a piece of candy is hidden, and therapist immediately showing group were to
find a piece of candy.
Participants with Dyslexia - Allow more time to understand rules of activity and strategy of how find
candy. Therapist should assist participant in reading fun facts after activity. Also if participant wants
to can share favorite fact with help of therapist and partner and automatically receives three pieces of

candy. If necessary therapist should make a visual map with no words but just visual pictures of
playing area that describe hints of were participant can check on their own with partner to find candy.