Joely Ramos

Activities Portfolio #1

LEI 4724

Activity Title: Dancing Revolution

Source: Dattilo, J., & McKenney, A. (2011). Facilitation Techniques in
Therapeutic Recreation (2nd e.d.). State College, PA: Venture Publishing.
Equipment: one chair per participant, variety of music, a means to play
music, an open space, optional: simple but enjoyable dance outfits
Activity Description: Dancing can be used as a therapeutic approach to
self-expression, exercise, plain enjoyment, sense of belonging, and so much
more. In this particular activity, participants will focus more on selfexpression tied in with physical health through the exercising associated
when someone dances. 1st, a session can start where students speak about
what types of things people express about themselves as they dance. 2nd,
warm up exercises are to be conducted to reduce likelihood of cramps or
stiffness. These warm ups can include breathing exercises, arm and leg
stretches, and anything else that warms up the body slightly. 3rd, an
instructor will demonstrate dance moves to the participants that will be used
in their dance. 4th, the students will repeat the dance moves shown to them
but add their own flavor to it. 5th, different music is played and the different
moves learned are applied according to rhythm of songs. A free style
component can be added where an individual gets 5 seconds of whatever
dance move they want to do in place. 6th, the official dance session is done
altogether with no pauses. Lastly, a cool down is followed up immediately
after the completed dance session has finished. The entire session including
the warm up and cool down, which consists of the same type of exercises,
would last about 40 minutes.
Leadership Considerations: There are various leadership considerations
that can be taken into account for this activity, each one depending on the
relationship and trust already built between facilitators and participants. To
begin with, a choreographer would make a very good fit to leading this
activity since that is their profession. However, this is also an activity that
can be self-taught which means any CTRS that is interested and has good
rhythm can do. But, if the participants have been established for a long time,
this may be a good opportunity to get a participant to be the leader and
come up with a dance routine to teach. This would build confidence,
leadership skills, and trust. It is best that the CTRS controls the music just to
ensure quality lyrics and appropriate volume. More important than getting
the dance move correct, the leader should encourage others to always be on
the move and doing it confidently.
Adaptions: Participants with Visual Disabilities: There are different
levels of visual disabilities. Some participants may be blind, while others may
have cataracts, or fogging of the eye lens, and more. Either way there are

Joely Ramos

Activities Portfolio #1

LEI 4724

ways to adapt the environment, the people, and the technology used to
better assist and cater to the participants. Dattilo (2012), ensures us that
communicating with participants, providing a familiar landmark/orientation,
and acting as a sighted guide, are all useful adaptations for this activity.
Being very verbal about what is happening in the space around the individual
with a visual impairment is important. For instance, if anyone leaves or
enters the room, it is good to say hello or goodbye immediately (Dattilo,
2012). For this activity, you will also need to verbalize the dance moves in
detail so that everyone is on the same page. For successful mobility a chair
can be placed in front of every individual which they can move around or sit
on as they express themselves in dance (Dattilo & McKenney, 2011). This will
help them be confident of where they stand in comparison to others. Keeping
all doors either fully open or fully closed is a safety hazard and adaptation
that makes participants feel safer as well (Dattilo, 2012). Finally, if any
volunteers are present, people may act as sighted guides which promotes
social interaction and trust (Dattilo, 2012).
Participants that use wheelchairs: It is very likely that a participant using
a wheelchair has little to no use of their legs. Thankfully, the adaptive
equipment is able to help them continue in activities and move just as much
as any other participant. For this activity, pairing up participants so that they
can use each others momentum to move more easily build social interaction
and creates an environment where participants feel like they are doing more
than usual. Dattilo & McKenney (2011) suggest adapting dance moves to use
more of the upper body, like rolling the shoulders forward, moving arms
above your head in a left-to-right swaying motion, and moving one arm
toward the floor and the other arm toward the ceiling in an alternating
pattern. Robertson & Robertson (2008) push the idea that participants need
to feel independent so avoiding overprotective behavior and allowing
people to make their own decisions about what they can and cannot do is
critical. Overall, the biggest adaptation for this activity is just letting the
participants participate without giving them limits.
Adaptations References
Dattilo, J. (2012). Inclusive Leisure Service (3rd e.d.). State College, PA:
Venture Publishing.
Dattilo, J., & McKenney, A. (2011). Facilitation Techniques in Therapeutic
Recreation (2nd e.d.). State College, PA: Venture Publishing.
Robertson, T., & Long, T. (2008). Foundations of Therapeutic Recreation:
Perceptions, philosophies, and practices for the 21st century.
Champaign, IL: Human Kinetics.

Joely Ramos

Activities Portfolio #1

LEI 4724