282 • Therapeutic Recreation Practice: A Strengths Approach
From Anderson, L., & Heyne, L. (2012).
Table 11.5 Activity Analysis Domains
(adapted from Avedon, 1974; Gunn and Peterson, 1984; Stumbo and Peterson, 2004; Sylvester, Voelkl, and Ellis, 2001; Wilkins, n.d.)
Physical Aspects – Act, Do, Move
Social Aspects – Relate, Belong
Primary body position (prone, kneeling, sitting, standing)
Number of participants
Body parts involved
Physical proximity/spacing
Movements (fine motor, gross motor)
Physical contact level
Primary senses (sight, hearing, touch, smell, taste)
Primary social interaction pattern (see Table 11.6)
Coordination
Amount of structure
Hand-eye coordination
Communication style (verbal, non-verbal, formal, casual)
Strength
Opportunity for casual conversation
Speed
Opportunity for sharing
Endurance (muscular, cardiovascular)
Turn-taking
Energy
Noise level
Cardiovascular
Clothing and other cultural norms
Flexibility
Types of rewards (immediate, delayed, extrinsic)
Cognitive Aspects – Think, Learn
Number and complexity of rules
Complexity of thought processes (strategy, sequencing,
matching, decision-making, problem-solving, planning)
Verbalization of thought processes
Memory (long-term, immediate recall)
Concentration (consistent, intermittent)
Discrimination skills (colors, objects, spatial, gestures)
Directionality (up/down, left/right, over/under, etc.)
Judgment
Ability to listen and follow directions
Academic skills (reading, writing, math)
Specific knowledge areas needed for activity
Affective Aspects – Perceive, Feel
Emotions the activity may most likely elicit
- Joy, gratitude, serenity, interest, hope, pride,
amusement, inspiration, awe, love, guilt, pain,
anger, fear, frustration
Opportunities for expressing emotions
Need to control emotions
Self-esteem enhancement
Group esteem enhancement
Level of perceived risk
Consequences (success/failure, pride/embarrassment)
Level of stress/relaxation
Opportunities to make choices
Orientation to person, place and time
Spiritual Aspects – Believe, Value
Leadership/Administrative Aspects
Opportunities for reflection
Leadership style and skills
Opportunities to use character strengths and virtues
Equipment needed
Quiet spaces can be built into activity
Facility or environment needed
Opportunities for aesthetic appreciation
Cost of the activity
Proximity to nature
Duration of activity
Level of meaningfulness of activity to participant
Number of participants required
Opportunity to share beliefs and values with others
Age or gender restrictions
Chapter 11–Implementation in Strengths-Based Therapeutic Recreation Practice • 283
Intraindividual
Actions take place in the mind of the individual, or involve the
mind and a part of the body, requiring no contact outside
oneself (e.g., daydreaming, meditation, jumping jacks)
Extraindividual
Actions directed by a person to an object in the environment
requiring no contact with another person (e.g., watching TV,
playing Solitaire, crafts, computer games)
Aggregate
Action directed by a person to an object in the environment
while in the company of others doing the same thing but
requiring no interaction (e.g., watching a movie, Bingo)
Interindividual
Action of a competitive nature by one person directed toward
another (e.g., tennis, chess)
Unilateral
Action of a competitive nature with three or more people; the
focus is on one antagonist (e.g., tag, hide-and-seek)
Multilateral
Action of a competitive nature, with three or more people and
no one antagonist; everyone is “in it for themselves” (e.g.,
Scrabble or other board games, marathons)
Intragroup
Action of a cooperative nature by two or more people who
want to obtain a mutual goal; requires interaction (e.g., choir,
performing a play)
GOAL
Intergroup
Two or more intragroups working competitively against each
other (e.g., team sports)
Figure 11.6 Elliot Avedon’s Social Interaction Patterns (Avedon, 1974)