Activity File 9

Activity Title 3: Ball Toss

Source:
Price, J. (2001, January 7). Ball Toss. Retrieved December 14, 2015, from
http://www.recreationtherapy.com/tx/remotivate.htm
The Best Stretching Exercises for Your Upper Arms. (n.d.). Retrieved November 1,
2015, from http://www.fitday.com/fitness-articles/fitness/exercises/the-beststretching-exercises-for-your-upper-arms.html
Equipment: 1 Beach ball
Description of Activity:
The therapist will begin the activity by explaining to participants that they are
going to play a game called Ball Toss. They will arrange the participants in a circle and
they will stand in the middle of the circle of participants. At first, they will go around the
circle and throw the ball to each participant. This will prompting them to throw it back to
the therapist and increase the participants gross motor skills. Then once the therapist
has gone around the circle once or twice, they will prompt the participants to throw the
ball to each other across the circle. If it lands by their feet, the therapist will encourage
them to kick the ball gently. If the beach ball happens to go over the heads of the
participants, then the therapist will encourage them to reach up and catch it. After the
participants have down those two drills, the therapist will have participants say their
names out loud when throwing the ball so the other participants can remember their
peers name. Once everyone has said their name, they will now shout one of their
peers names and throw the ball to them. This increases memory in participants and
allows them to increase social skills with one another.
To avoid any sore arms, the therapist will take the time to lead a quick stretch
after the game. The stretch will consist of: (1) Place your palms together above your
head, and extend your arms upwards keeping your palms in contact. Then, with your
back kept straight, move your arms slowly backwards until you feel a mild tension in
your muscles. Hold this position for 15 to 20 seconds and then slowly return to your
original position and relax. (2) Hold your palms together behind your back. Straighten
your arms and rotate your wrists such that your fingertips point downwards. Then,
slowly lift your arms up as high as your muscles permit. Hold this position for 15 to 20
seconds and then move slowly back to your original position and relax. After completing
these stretches, participant with get together and have a discussion about the game
they just played. The therapist will begin the discussion by asking participants what they
thought of the activity and then continuing based on participants responds.
Leadership considerations:
This activity works best for large groups of participants. The more participants
there are, then the more challenging and fun the activity will be. The activity is played in
an outdoor setting because of the gross motor movements the participants will be doing,
but if there is a large facility that is indoor, the activity can be done there too. What
matters is that there is a large space to play. For the activity, use a large and brightly
colored beach ball so that the participants can see the ball better. The therapist will

Activity File 9
explain the activity to participants and guide everyone into a circle form. For the first few
rounds of the game, the therapist will be directly engaged with the participants. When
the other rounds come, then the therapist will just guide participants into the right
direction, but will not be directly playing the participants. At this time the therapist is
supervising the game. After the game is over, the therapist will have all participants
gather and begin a discussion. The discussion questions the therapist will choose will
be based on the participants needs and interests. The only safety hazard to be aware
of is how participants play with the beach ball. Advise participants that the beach ball is
only to be played with correctly. The beach ball is not to be used to throw at someone or
to do any other sort of damage.
Adaptations
*Participants with Hearing Loss:
When participants have hearing loss they are unable to understand speech
through ear alone, either with hearing aid or not (Datillo, 2012). To have participants
engage and understand the activity, the therapist will have an interpreter to make
communication between everyone simpler. When playing the name, the therapist will tell
other participants to not scream because it can cause the hearing loss participant to get
nervous and confused. Another way that the therapist can explain the activity to these
participants is by displaying them on images. The therapist will have each step on one
card with an image of what is to be done during that part of the activity (success). Some
participants are able to speech read other people when they talk (Datillo, 2015), so it is
important that when the therapist talks to these participants that it is directly to them and
that all the words are clearly pronounced (Accommodations for Students, 2012).
*Participants with Thoracic Spinal Cord Injury:
Participants with spinal cord injuries have suffered damage to the spine, which is
permanent because the spinal cord cannot regenerate. Thoracic spinal cord injuries
result in paralysis between the waits and shoulders and these participants usually are in
wheelchairs (Datillo, 2012). The game is to be played inside with a flat surface, so
participants using wheelchairs can move around with ease. To avoid participants with
the spinal cord injuries feel that they have a limitation; the game will have a new rule,
which participants cannot move from their spots. The reason for this rule is because
when participants are in wheelchairs they cannot move so quickly, so it would not be fair
for the participants that cannot move. The therapist must encourage participants in
trying new things. Many participants may not want to play the game because they are
insecure and afraid. As a therapist, they will demonstrate to these participants how to
play the game and that they should not be afraid the ball and that it is okay to miss the
ball when thrown (Bracken & Shepard, 1980).
Adaptations References
Accommodations for Students with Hearing Loss. (2012, August 1). Retrieved
November 12, 2015, from http://successforkidswithhearingloss.com/relationshiphl-listen-learn/accommodations/.
Bracken, M., & Shepard, M. (1980). COPING AND ADAPTATION FOLLOWING ACUTE

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SPINAL CORD INJURY: A THEORETICAL ANALYSIS. Paraplegia, 74-85.
Retrieved November 18, 2015, from http://www.nature.com/sc/j
ournal/v18/n2/pdf/sc198013a.pdf.
Dattilo, J. (2012). Learn About People, Inclusion, and Disability. In Inclusive Leisure
Services (Third ed., pp. 385-485). State College, PA: Venture Publishing.