ACTIVITY ANALYSIS
Analysis:
- Process where activity is examined and broken down into simpler components
- Allows activity to be meaningful and therapeutic (good selection of activity)
- Allows OT to know skills needed for the activity and whether or not it is suited for
client
Types:
Basic
- Detailed information about an activity and how it is normally done
- Looks at steps of activity, what has to be done and the environment and tools needed
Demand
- Identify client factors needed to complete the activity
- Ensure that your activity actually treats the components you need
- Demands needed from client for activity
Applied
- Apply activity to client - is it suited?
- Match activity to client (environment, roles, values, context, needs etc)
- Does it have relevance to the client?
- Can the activity be adapted? How?
- What are the cost implications ?
Occupation vs activity:
OCCUPATION ACTIVITY
Personally experiences Goal directed
Provides meaning Small parts of behaviour
Involves multiple tasks Use objects
Goal directed Culturally defined
Uses clients abilities and skills Concrete
Provides organisation and structure
Abstract
Therapeutic activity features:
1. Familiarity and relevance
Relevant to context and culture
2. Structure
Can be changed to allow for challenge
3. Potential for variability, grading and adaptation
Make it easier or harder, adapt to clients skills
4. Break down activity
Can be taught easier, too much time explaining = not therapeutic
5. Resources
Should be easily available and should be efficiently used
6. Low risk
Mustn't cause harm
Example: making a card
BASIC ANALYSIS
1. The Activity
Creating a card from scratch, using paper and embellishments, and decorating it suitable to
the specific celebration.
2. Purpose of the activity
To make a card that has been personally designed by a patient. The patient can then use it
to give to someone together with a gift (depending on the theme that the card is decorated
with).
This activity uses fine motor skills and is a good activity to use to strengthen hand
functioning and hand-eye coordination. This activity is also using prevocational sills and it is
recreational for the patient. This activity could then be uses as a work or constructive leisure
activity
3. Typical age range
3 – elderly. Because this is a very versatile activity, any age group could enjoy doing it. The
steps may need to be changed accordingly as it could be too hard for younger children, but
overall, card making is a nice activity for all age groups to enjoy.
4. Steps
Planning: Decide on a theme that the card will be decorated with and see what sort of
colours and decorations could be used to portray the theme. Make sure to get the right
dimensions of the card so it is able to fit inside the envelope. Organize a table to work on
that is sturdy and flat. Make sure the environment is well lit so the patient can see clearly,
and there isn’t a lot of noise to distract the patient from the activity.
Preparation: Buying or collecting the necessary equipment that is needed for this activity.
You would also need to set up the environment that is going to be used, making sure all the
equipment needed is there and at hand when needed.
Execution:
1. Take a piece of A4 paper and fold it in half.
2. Measure the length and width of the envelope that you are using. Cut the card 1 cm
less on the width, and 0.5 cm less on the length.
3. Start decorating your card by sticking other colours of pieces of paper on the front,
and using stickers to display your theme. Inside of the card, create a short poem / quote
suitable to the theme and decorate with colourful stickers or letters.
Completion: Once the card has been decorated and looks nice, this activity is complete
Tidy up: Make sure to discard any off cuts of paper and clean any glue that may have
messed the table. If there is any left over stickers or decorations, pack them away in the
cupboard or in a box so they can be used again.
5. Equipment and Material
· Different colours and sizes of paper
· Decorations
· Glue
· Pencil
· Ruler
6. Environment
Must be well lit so the patient can see exactly what they are doing. There must be a sturdy
and flat table that can be used and it should not be too noisy, as the patient needs to
concentrate.
7. Key points of control
Make sure the dimensions of the card are correct so it is able to fit into its envelope
Make sure to use the right paper (if its too hard, it will be hard to fold and manipulate and if
its too soft, it will be too flimsy and not hold up the decorations).
Make sure the card’s theme matches the envelope’s theme so they can go together.
8. Safety Precautions
Be careful when using the scissors as you my cut yourself. Don’t let the patient eat the glue
or stick their fingers/hands together.
9. Who is involved
This is an individual task.
DEMAND ANALYSIS
Physical Demand Sensory Demand
Client factors Client factors
- Range of motion: Patient has to reach for - Pressure: Has to push down on paper to
the decorations and all the - necessary glue it down and - apply the right amount
equipment. of pressure when cutting
- Coordination: Hand eye coordination is - Tactile discrimination
needed for many of the skills required to - Vision: Has to see in order to make a card
make a card (cutting out, and patient has to cut and draw
gluing,drawing…)
Performance skills
- Motor skills: Fine motor skills are used
for the all movements - of the hands like
when cutting, glueing or drawing.
- Praxis/ motor planning: Planning and
executing planned movements are used
when decorating or seeing what the next
step is.
- Hand function: Reaching, positioning and
gripping are used as the - patient needs
to cut, draw and glue in order to make a
card
Cognitive, perceptual and motivational Social demand
demands
Performance skills
Client factors - Non verbal communication: Because the
- Tactile perception: Patient has to be card is used for celebration or an event –
able to touch and feel what they are the patient must be able to express the
using and understand how to use it. emotions through the message of the card
- Attention: Patient has to be able to
concentrate and has a long attention
span in order to finish this activity
- Concepts: Has to be able to grasp
concepts like scoring
- Thinking
- Decision making: Able to choose theme
of card and decide on decorations and
colours
Performance skills
- Sequencing: Must be able to follow steps
given, clean up, pack away and
complete making the card
- Planning: Must be able to decide on
what the next step is and do the things in
the right order (wait for glue to dry before
closing card
- Selecting: Must be able to select colours
and decorations for - the card. Also must
be able to handle and use the equipment
correctly
2019 Nov
Ms. Rapetswa's kitchenette caught alight while she was cooking on a paraffin stove, and she
was burnt while trying to extinguish the flames.
with partial thickness burns to her right elbow and hand, as well as her chest and neck.
her low mood. Her CA level of action is Norm Awareness Experimental (therapist directed).
Prior employed as a personal assistant in a financial services firm.
She values her family and taking care of them. enjoys shopping and visiting her friends.
her pain limits her engagement in these activities.
decided to do a baking activity to treat active range of motion (ROM) in the right upper limb
and hands, pain management as well as meal preparation.
QUESTION 12
Using applied analysis, justify whether you think this is an appropriate treatment activity.
Your answer should focus on the following aspects: (10)
• The appropriateness of the activity for the client:
o Appropriate culturally, socio-economically and in terms of age.
o Also needs to be appropriate in terms of therapy goals.
• The motivation for the activity:
o Relationship to the patient’s roles, rituals, routines and values.
o An activity does not have be familiar, but it should be relevant to the client.
• The adaptability of the activity:
o Related to the changes you can make to match cultural demands,
socio-economic demands or age.
o An activity can also be adapted in terms of structuring.
• The environment in which the activity will take place:
o Physical and social environmental demands of activity.
o Physical and social context of the person.
• The precautions required for the activity.
- These should be noted and adhered to within the activity
2018 Nov
QUESTION 13
Describe what you have learnt about the importance of activity analysis from your 2018
fieldwork experience.
Use an applied analysis format to structure your answer and use specific examples from
your fieldwork practice to illustrate what you have learnt. (10)
Applied analysis:
● Environment:
o Physical and social environmental demands of activity.
o Physical and social context of the person.
● Motivation:
o Relationship to the patient’s roles, rituals, routines and values.
o An activity does not have be familiar, but it should be relevant to the client.
● Appropriateness:
o Appropriate culturally, socio-economically and in terms of age.
o Also needs to be appropriate in terms of therapy goals.
● Adaptability of the activity:
o Related to the changes you can make to match cultural demands,
socio-economic demands or age.
o An activity can also be adapted in terms of structuring.
● Vocational application:
o Relevance of content to work, leisure or self-care.
● Cost implication:
o Try to be as realistic as possible about your costing and match your costing to
the client’s own economic resources.
● Safety:
o Think about if there are any adaptations that can be made to improve safety.
● Time required for completion:
o so for example, when baking, you have to wait for your cake to cool before
you can ice it, etc.
● Potential for individual or group work.
● Precautions or contra-indications
o These should be noted and adhered to within the activity.
o These may relate to your safety aspects but may also relate to a person’s
condition or context.
2016 Nov
Same case as 2019
Mrs. Rapetswa in which you have decided to treat the following aims:
- Improve range of motion (ROM) of elbow flexion and extension
- Improve pain management
Justify your choice of activity using the format for applied analysis and explain how the
activity will be used to meet these aims. (15)
Applied analysis
2015 Nov
Mr. Laurence Arendse is a 22 year old male, who is a 3rd year drama student
involved in a MVA in which he suffered an incomplete T10 spinal cord injury.
his low mood. His CA level of action is norm awareness experimental (transitional).
Prior he was working part time designing costumes
he values his friends, family, his studies and cooking.
smokes 10 cigarettes a day and drinks socially.
following aims:
Improve muscle strength and endurance in the trunk (currently grade 2+)
Sensory education (lower limbs)
QUESTION 2
Select a personal management activity for a treatment session and justify your choice of
activity using an applied analysis format. Explain how the activity will be used to meet these
aims.