Professional Documents
Culture Documents
Activity Analysis Form Dancing 1
Activity Analysis Form Dancing 1
3. Space demands:
In order to complete the dance, adequate space to be able to move
around is required.
o Stand finger-tip apart from other dancers involved.
Sufficient lighting is needed so that moving around other people can be
seen easily.
Dancing involves movement and exercise therefore, the temperature
should be cooler.
Dancing can be done on a variety of surfaces but for the most optimal
performance, it should be done on a flat smooth surface.
Loud music to expedite dancing.
4. Social demands:
When learning a dance and being around other dancers, one must be able
to interact with not only their peers but the instructor as well.
Communication should be utilized throughout the session so that
understanding and expectations are expressed.
Instructors should give positive feedback to the learners to enhance their
understanding of the dance routine and how they are progressing.
5. Sequence and timing:
1. Tap right toe.
2. Tap right heel.
3. Stomp a triple step (right foot, left foot, right foot).
4. Tap left toe.
5. Tap left heel.
6. Stomp a triple step (right foot, left foot, right foot).
7. Step forward with right foot.
8. Raise left foot up and forward while clapping twice simultaneously.
Copyright SLACK Incorporated, 2012. Thomas, H. Occupation-Based Activity Analysis: Thorofare, NJ:
SLACK Incorporated; 2012.
How It Is Used
Judgment
When dancing,
judgment is required
to determine what
steps are supposed
to be made.
While dancing to the
song, one must
organize and relate
the 8 count to the
beat of the music.
This function is not
utilized when
dancing.
This is when we are
Concept formation
Metacognition
Cognitive flexibility
None
Minimal
ly
Challen
ged
Greatly
Challen
ged
Copyright SLACK Incorporated, 2012. Thomas, H. Occupation-Based Activity Analysis: Thorofare, NJ:
SLACK Incorporated; 2012.
Insight/awareness
Concentration
Sustained attention
Selective attention
Divided attention
Short-term memory
able to identify
when we do a wrong
step, and need to
correct it
accordingly.
Being aware of our
ability to dance well
or not. This happens
when someone has
previous experience
with dance versus
someone without
experience and
therefore, has more
trouble with the
activity.
When engaging in
the activity of
dance, we must be
able to concentrate
on the dance as a
whole or the sum of
the parts to
complete it
successfully.
When completing an
8- count, one must
maintain attention
to the steps in order
to carry out that
portion of the
dance.
We must focus on
the person teaching
the dance and tune
out others that are
around us.
Listening and
performing the 8count
simultaneously.
This is utilized when
we must get in
formation for the
dance, specifically
Copyright SLACK Incorporated, 2012. Thomas, H. Occupation-Based Activity Analysis: Thorofare, NJ:
SLACK Incorporated; 2012.
Working memory
Long-term memory
Discrimination of senses:
Auditory
Discrimination of senses:
Tactile
Discrimination of senses:
Visual
Discrimination of senses:
Olfactory
Discrimination of senses:
Vestibular-proprioception
Multisensory processing
Copyright SLACK Incorporated, 2012. Thomas, H. Occupation-Based Activity Analysis: Thorofare, NJ:
SLACK Incorporated; 2012.
Sensory Memory
Spatial relationships
Temporal relationships
Recognition
Categorization
Generalization
Awareness of reality
are in formation to
keep from bumping
into others.
Watching the dance
be performed,
understanding the
steps for the dance,
and actually
performing the
dance.
Understanding the
distance between us
and the people
nearby; how much
space we have to
complete the dance.
This activity requires
approximately an
hour to learn and
perform in its
entirety.
For this dance, we
must be able to
recognize the
language being
spoken by the dance
teacher so that we
can learn the steps
properly.
We categorize each
8-count throughout
the dance with a
total of five 8 counts
per section of the
direction we are
facing. Then, repeat
these steps.
Learn the dance and
be able to perform
the dance in various
settings.
Being aware of
reality is not needed
to complete the
dancing activity.
Copyright SLACK Incorporated, 2012. Thomas, H. Occupation-Based Activity Analysis: Thorofare, NJ:
SLACK Incorporated; 2012.
Logical/coherent thought
Mental functions of
sequencing complex
movement
Appropriateness of emotion
Coping
Behavioral regulation
This is required
when logically
thinking about what
steps to take for the
dance.
Focusing on the task
of dancing instead
of focusing on what
the participant may
have going on
afterward. what
class is next and
what we have to do
in that class.
The ability to control
the movements of
your limbs for a
specific count. For
example,
sequencing each
count with the
appropriate
movement.
During the activity
of dancing, we
should be happy
and enjoying the
activity instead of
being sad or mad.
When we are not
understanding a
certain dance move,
we must not
become stressed or
overly upset.
If a dancer is not
understanding how
to accomplish a
certain dance move,
he/she must cope
with that situation
and perform to the
best of their ability.
Keeping a positive
attitude in order to
Copyright SLACK Incorporated, 2012. Thomas, H. Occupation-Based Activity Analysis: Thorofare, NJ:
SLACK Incorporated; 2012.
Body image
Self-concept
Self-esteem
Arousal
Consciousness
Orientation to self
Orientation to place
Orientation to time
Orientation to others
Copyright SLACK Incorporated, 2012. Thomas, H. Occupation-Based Activity Analysis: Thorofare, NJ:
SLACK Incorporated; 2012.
Energy level
understand who is
teaching the dance
to learn it in its
entirety.
For dance, it is
important to have
energy and be alert
so that the dance
can be completed
successfully.
Function
How It Is Used
Motivation
One must be
motivated to
complete the dance
from beginning to
end.
This is used when
one has to withhold
the urge to interrupt
the teacher when
she is teaching the
dance.
Having an appetite
is not needed to
complete the dance.
Sleep is not required
for the dance.
Impulse control
Appetite
Sleep
Detection/registration
Visual modulation
This is required
when watching the
teacher and
registering the
information so that
one can perform the
dance correctly with
appropriate acuity.
One must be able to
visually focus on the
teacher while
disregarding the
other participants
around them.
None
Minimal
ly
Challen
ged
Greatly
Challen
ged
Copyright SLACK Incorporated, 2012. Thomas, H. Occupation-Based Activity Analysis: Thorofare, NJ:
SLACK Incorporated; 2012.
Integration of senses
Awareness at distances
Taste
Smell
Body in space
Participants must
simultaneously use
multiple senses
such as vision and
hearing.
Being able to detect
the other
participants that are
close to you when
dancing.
This is used when
having to focus on
the music. While
performing the
dance, one must
tune out others
around them and
other background
noises.
The participants of
the dance can
determine where
the music is coming
from and the
intensity of it based
on the location of
the speakers.
The dance requires
maintenance of
balance as well as
keeping an upright
position for postural
control.
Taste is not
necessary to
complete the
activity of dance.
Smell is not
applicable in
relation to dance.
This is utilized when
dancing because
one must determine
what body parts are
being used and how
Copyright SLACK Incorporated, 2012. Thomas, H. Occupation-Based Activity Analysis: Thorofare, NJ:
SLACK Incorporated; 2012.
Localizing pain
Thermal awareness
Joint mobility
Joint stability/alignment
Muscle power
Muscle tone
Muscle endurance
Copyright SLACK Incorporated, 2012. Thomas, H. Occupation-Based Activity Analysis: Thorofare, NJ:
SLACK Incorporated; 2012.
Stretch reflex
ATNR
STNR
Eye-hand coordination
Bilateral coordination
Crossing midline
Occulomotor control
X
X
Copyright SLACK Incorporated, 2012. Thomas, H. Occupation-Based Activity Analysis: Thorofare, NJ:
SLACK Incorporated; 2012.
Gait patterns
Blood pressure
Heart rate
Respiratory rate
Respiratory rhythm
Respiratory depth
Copyright SLACK Incorporated, 2012. Thomas, H. Occupation-Based Activity Analysis: Thorofare, NJ:
SLACK Incorporated; 2012.
Voice functions
Alternative vocalization
Digestive system
Metabolic system
Endocrine system
Urinary functions
Copyright SLACK Incorporated, 2012. Thomas, H. Occupation-Based Activity Analysis: Thorofare, NJ:
SLACK Incorporated; 2012.
Not Used
Minimally
Challenged
Greatly
Challenged
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
How It Is Used
Aligns
Stabilizes
None
Minimally
Challeng
ed
Greatly
Challen
ged
Copyright SLACK Incorporated, 2012. Thomas, H. Occupation-Based Activity Analysis: Thorofare, NJ:
SLACK Incorporated; 2012.
Positions
Reaches
Bends
Grips
Manipulates
Coordinates
Moves
Lifts
Walks
Transports
environment while
dancing without losing
balance and stability.
This is utilized when
dancing with others
because one must
position themselves
with enough distance
between the other
dancers.
When clapping in the
air, one must be able to
effectively reach and
extend his/her arms
outward.
Trunk rotation and
bending is used when
turning in a new
direction throughout
the dance.
For this particular
dance, gripping is not
required.
There is not any task
objects for this dance,
therefore, manipulation
is not utilized.
Coordination is utilized
when dancing because
one must be able to
synchronize steps
simultaneously to
complete the dance.
This dance does not
require the movement
of a task object.
No lifting occurs during
this dance.
When engaging in
dance, it is important
that each participant is
able to walk without
becoming unstable to
successfully complete
the dance on their own.
No objects need to be
X
X
Copyright SLACK Incorporated, 2012. Thomas, H. Occupation-Based Activity Analysis: Thorofare, NJ:
SLACK Incorporated; 2012.
Calibrates
Flows
Endures
Paces
Skill- Process
How It Is Used
Paces
Attends
Heeds
Chooses
None
Minimally
Challeng
ed
Greatly
Challen
ged
Copyright SLACK Incorporated, 2012. Thomas, H. Occupation-Based Activity Analysis: Thorofare, NJ:
SLACK Incorporated; 2012.
Uses
Handles
Inquires
Initiates
Continues
Sequences
Terminates
Searches/locates
Gathers
Organizes
this activity.
Using tools is not
required for this
activity.
Handling of tools or
objects is not required
for this activity.
The participants may or
may not ask questions
throughout the dance
lesson in which case
they should be
answered appropriately
by the teacher.
The dancer follows
along with each step or
count without
hesitation.
Ideally, as the dance
lesson progresses, the
learner should
complete all of the
steps to the dance in
one attempt.
Sequencing is very
important for this
activity. The dancer
should be able to
sequence the dance
moves in the order
learned to complete the
activity.
Each member of the
activity should be able
to terminate each
learned dance move as
each 8-count comes to
an end.
Searching or locating is
not required for the
dance.
Gathering tools is not
required for this
activity.
Tools and or materials
are not used in this
Copyright SLACK Incorporated, 2012. Thomas, H. Occupation-Based Activity Analysis: Thorofare, NJ:
SLACK Incorporated; 2012.
Restores
Navigates
Notices/responds
Adjusts
Accommodates
Benefits
Skill- Social interaction
How It Is Used
Approaches/starts
Produces speech
None
Minimally
Challeng
ed
Greatly
Challen
ged
Copyright SLACK Incorporated, 2012. Thomas, H. Occupation-Based Activity Analysis: Thorofare, NJ:
SLACK Incorporated; 2012.
Gesticulates
Speaks fluently
Turns Toward
Looks
Places self
Touches
Regulates
Copyright SLACK Incorporated, 2012. Thomas, H. Occupation-Based Activity Analysis: Thorofare, NJ:
SLACK Incorporated; 2012.
Questions
Replies
Discloses
Expresses emotion
Disagrees
Thanks
Transitions
such as motivation,
happiness, and
excitement.
If the learners of the
dance have questions,
they must request
appropriate information
that is relevant to the
dance.
When the teacher asks
questions, the learners
should reply
appropriately and vice
versa.
Disclosing of
information is not
needed to complete the
dance.
With dance being an
interactive activity,
appropriate emotion
must be displayed in a
way that is relevant to
the situation.
It may be important to
clear up disagreements
between the learner
and teacher in
correlation with the
dance moves and how
they are to be
completed.
If the teacher
compliments the
learners, they should
react in a thankful
manner.
When the teacher is
instructing the dance,
the learners should not
disrupt the
conversation because it
takes away from
others learning
experience.
Copyright SLACK Incorporated, 2012. Thomas, H. Occupation-Based Activity Analysis: Thorofare, NJ:
SLACK Incorporated; 2012.
Times response
Times duration
Takes turns
Matches language
Clarifies
Acknowledges and
encourages
Empathizes
Heeds
If participants of the
dance have questions,
the teacher should
respond in a timely
manner.
The teacher should
teach the dance in the
time it should be done,
and let the dancers
reflect on those
instructions afterward.
When the teacher is
conversing with the
learner, they must take
turns in the
conversation for it to
flow smoothly.
The teacher must
display appropriate
language and tone of
voice according the
level of understanding
of the performer.
If the learner does not
understand what the
teacher is trying to
express, the learner
should ask for
clarification in order to
comprehend what is
being conveyed.
In order for the learners
to want to participate in
the dance, the teacher
should acknowledge
and encourage the
dancers to interact and
perform the dance.
The teacher should
empathize with the
learners if they are
expressing a
misunderstanding of
the dance moves.
In order for the learners
Copyright SLACK Incorporated, 2012. Thomas, H. Occupation-Based Activity Analysis: Thorofare, NJ:
SLACK Incorporated; 2012.
Accommodates
Benefits
to be motivated to
complete the dance,
the teacher should use
appropriate
interactions.
It may be necessary for
the teacher to make
minor accommodations
for the learners. One
may be the movement
of tables and desks
within the room to
make space for the
dance lesson in order to
avoid future
complications.
There are multiple
benefits that may come
about during or from
the dance lesson. Some
examples include,
physical exercise, or
creating a social
environment that is
non-judgmental for all
new dance learners.
Copyright SLACK Incorporated, 2012. Thomas, H. Occupation-Based Activity Analysis: Thorofare, NJ:
SLACK Incorporated; 2012.