Yanely Martinez

LEI 4724
Activity File 3
Activity Title 2: Word Race
Source:
After School Activities. (n.d.). Retrieved September 21, 2015, from
http://activeafterschool.ca/copyright-privacy-policy.
Dattilo, J. (2012). Learn About People, Inclusion, and Disability. In Inclusive
Leisure Services (Third ed., pp. 385-485). State College, PA: Venture
Publishing.
Equipment: List of words (2-4 letter words), random equipment and objects (ex: jump
ropes, beanbags, pylons, hoops, balls, hockey sticks, rulers, pennies and etc.).
Description of Activity:
In this activity the therapist will create an area for objects, which is where all of
the objects and equipment will be located and an area for each group that is around 1015 meters from the object area. The goal of this activity is for the groups to spell the list
of words using the objects, and for the "guesser" (one participant in each group) to
guess the words that are being spelled.
The therapist will make groups of 3-4 participants. Each group will select which
participant will start as the guesser, and all of the guessers will go to a designated area
and play catch, do exercises, or any activity as long as they are not too close to the
other participants, and will not be able to hear them The other participants who are the
spellers, will begin the spelling out of the word in this manner: One participant from each
group will run to the therapist, who will be holding a list of 2-4 words, and then run back
to their group members and whisper the words to them. One at a time, one participant
from each group will run to the object area and collect only one object at a time, run
back to their group's area and place the object down. Then the next participant will run
to the object area and collects just one object again. Participants have to spell the
words using the objects they have collected. If they need a reminder of the word, a
participant can run to the therapist to look at the list of words again. When a group is
done spelling the words, they will raise their hands and yell "Done! and the leader will
call over that group's guesser. The guesser will run over and whisper the words to the
therapist. If they are correct, then that group wins. If they are incorrect, then they can
either be out, or they get a 1-minute penalty, and can't collect new objects until the
minute is up. Switch the guesser for the next round. The winner will be the group that
has guessed correctly the most words in a certain amount of time. For this activity it is
usually 10 minutes. The therapist will have checked mark every word the groups have
guessed correctly and then tally up to see which group is the winner. The therapist and
participants will sit in a circle and begin a discussion related to the game based on the
participants needs and interest.

Leadership considerations:
This activity works best large groups of people; larger than 6 participants is
preferred. Using a large area either indoor or outdoor is best for the activity; just make
sure that there is an area where all the objects can be placed and an area for
participants to actually spell out the words on the ground or floor. In this activity
participants are given the opportunity to work with others and decide on one common
choice to perform. This will allow participants to use critical thinking skill when choosing
the best objects to spell the words. The therapist will guide the beginning of the game
by explaining the directions and objective of the activity. After when the activity begins,
the therapist will be in charge of the words and be there to facilitate and supervise the
participants. It is important that therapist allow participants to work on their own in
groups so they increase their social skills, but the therapist always stands as a
supervisor. If something were to go wrong, the therapist will guide participants into the
right directions without solving the problem for them, but rather be a guide to the right
solution. Some safety considerations are any dangerous objects like broken toys, any
object with very sharp corners or objects that are way to small that can have children
choke on them. Also remind participants to be aware of their surroundings and keep
their head up. At the end of the activity the therapist will guide a discussion with
questions such as, what words were the most difficult words to spell and why? and
what objects did your group use the most to spell the words?
Adaptations:
*Participants with Epilepsy:
These participants rarely have frequent occurrence of seizures because usually
they manage their seizures with medication. When peoples seizures are controlled then
there is really not the need to adjust the activity, although they may get petit mal
seizures. In this case they may lead to confusion if instructions were provided at the
time of the seizure. All that would be required is repetition of instructions. Any therapist
working with a participant with epilepsy must always be prepared to treat a participant
having a grand mal seizure. They need to follow the basic first aid for these participants.
The therapist does not need to panic, just keep calm. During the seizure there is nothing
to do to stop it. Do not restrain the person, but clear the area so that the person does
not injure himself or herself. Do not interfere with movements, unless it is to support the
head to prevent injury. Do not force anything between their teeth or into their mouth, but
if the person is chocking, turn their head to the side. After the seizure has occurred,
allow participant to rest.
*Participants with Deaf-Blindness
These participants are best adapted by communication with family and
individuals on how to provide leisure opportunities. This way the therapist can learn how
to best communicate with the person to be able to discover their leisure preferences.
Considering the adaptations for a person who is visually impaired and a person who is
deaf are helpful when developing adaptations for deaf-blind individuals. The therapist
can consider using sensory objects like Play-Doh for spelling the words. They can also
use finger paint to try to do different words and then after writing the word have the
participant touch the actual word. For example, spell cat (c-a-t) and the have participant
pet a cat.