Fishing Activity Analysis Marissa Evelyn

Activity Analysis Form-Marissa & Evelyn
1. Occupation: Angling (Fishing)

Categorization of occupation for the client:
1. Activities of daily living
2. Instrumental activities of daily living
3. Education
4. Work
5. Play
6. Leisure
Subcategory:
Leisure Participation
7. Social participation
2. Objects and their properties required:
Tools: A fishing rod (angling), one spinning reel, weights or sinkers (typically 6-12
pounds), a bobber, lure, and a fishing hook. A tackle box can be used to store all
the tools mentioned.
Materials: A spool of fishing line, bait, and a fishing license
Equipment: No equipment is required.
Properties: The fishing rod is an angling rod, the weights or sinkers weigh 6-12
pounds, a bobber is typically red and white, and a hook is typically small and
sharp.
3. Space demands:
Size: Body of water larger than a creek
Lighting: Fishing should occur when there is enough light outside. It is typically
done in the early hours of the morning when the sun is just coming out.
Temperature: Water should be above freezing level.
Noise: Quiet environment is preferred.
4. Social demands:
Social: The client be able to share tools and materials and wait his/her turn to
cast.
Cultural: Culturally, fishing is a serene sport, therefore there is not a lot of
talking. You should be able to communicate in a way that is effective for the task
at hand. (i.e. not shouting)
Rules: The client must obey the limit of how many fish you can take home, as
well as throw back any fish that do not weigh enough (i.e., fish that is under two
pounds). In addition to this, if a clients line gets tangled with another
fishermans line, he/she should cut the line instead of continuing to reel, as this
would make the tangle worst.
5. Sequence and timing:
1. Gather all your materials from inside the tackle box (i.e., getting out your
fishing pole, line, lure, etc.); at this point you will select what type of bait, hook,
and sinkers are appropriate for the fish you are trying to catch.
2. Place spool of fishing line inside reel. It is important to leave the tip of the line
sticking out of the reel.
3. Take the tip of the exposed fishing line and thread it through the guides of the
pole. Once there is a foot and a half of line from the tip of the pole to the tip of
the line, stop threading the line (this is called the leader).
Copyright SLACK Incorporated, 2012. Thomas, H. Occupation-Based Activity Analysis: Thorofare, NJ:
SLACK Incorporated; 2012.
4. Thread the end of the line through the hole on the top of the hook. Tie a
square knot on the end.
5. Add any weights or bobbers as needed by tying square knots near the hook.
6. Grab the bait and insert the tip of the hook through the middle of the bait.
7. Determine where you would like to cast your line. Make sure the surrounding
area is clear of any obstacles prior to casting.
8. Move the pole back like youre going to pitch a baseball. Then, with the index
finger placed on the fishing line, release the fishing line as you would throw a
baseball while removing your index finger from the line.
9. Wait till you have a fish on your line.
10. Once a fish is hooked, give it some slack or resistance by pulling back on the
pole. This keeps the fish interested.
11. Slowly begin to reel the fish in.
12. Continue to give slack and reel until you have the fish above the water.
13. Stop reeling the fish in when there is a distance of about six inches between
the fishs mouth and the tip of the pole.
14. Hold the hook and line with one hand. Use the other hand to pull the fish off
the hook.
15. Store the fish in a cooler or throw it back in the water, depending on whether
you are going to keep it.
Grade up: The activity can be graded up by trying to catch bigger fish, as well as
standing up while engaging in the activity.
Grade down: Sitting down and taking breaks as needed can be a way to grade
the activity of fishing down.
Adapt: The client can use an adaptive fishing pole that has wider grips or
assistive technology such as Lend a Hand which provides additional arm
support, leverage, and strength while holding the fishing pole.
6. Body functions required:
Function
How It Is
Used
Judgment
Judgment is
used when
the client
determines
where to
fish based
on what
type of fish
they want to
catch.
None
Minimally
Challenged
Greatly
Challenged
Concept formation
Metacognition
Cognitive flexibility
Insight/awareness
Concept
formation is
used when
the client
selects bait
based off
the abstract
concept of
what the
fish eat.
Metacogniti
on is used
when a
client
begins
thinking
through
strategies
for catching
fish (e.g.,
switching
bait when a
certain fish
is not
biting).
If a client is
not catching
any fish in
one area of
the lake,
he/she
moves to
another
spot in an
attempt to
catch more
fish.
When a
client
determines
he/she is
too tired or
sunburned
to continue
fishing,
Concentration
Sustained attention
Selective attention
Divided attention
he/she is
using
insight.
Concentrati
on is
required
when the
client places
the hook
through the
bait,
carefully.
The client
focuses on
whether or
not his/her
pole is
bending to
determine if
he/she is
catching a
fish.
The client is
able to
attend to
threading
his/her line
through the
guides on
the fishing
pole despite
external
stimuli such
as
conversatio
n or setting
up camp,
he/she is
utilizing
selective
attention.
The client
focuses on
holding the
hook still
Short-term memory
Working memory
Long-term memory
Discrimination of senses:
Auditory
while
bringing the
bait over
the point of
the hook.
The client
remembers
his/her
credit card
number
while paying
for the
fishing
license.
The client
goes to grab
supplies
from the
fishing
tackle box
and
remembers
specific
information
about it
(i.e., how
much the
sinker
weighs).
The client
remembers
how to cast
a fishing
pole,
despite how
long it has
been since
he/she has
gone
fishing.
The client
hears that
the fish is
now above
water and
Tactile
Visual
Olfactory
Vestibular-proprioception
Multisensory processing
that he/she
needs to
stop reeling
his/her line
in.
The client
feels how
tight his/her
fishing line
is to
determine if
a fish is on
the end
his/her line.
The client is
able to see
distances
when
he/she is
casting to
determine
how far to
throw the
line.
The client
smells the
bait to see if
it is fresh.
(i.e., squid).
The client
ensures
he/she is
close
enough to
the edge of
the water to
cast his/her
line into the
water.
The client
uses the
sounds and
visuals
provided by
the
Sensory Memory
Spatial relationships
Temporal relationships
Recognition
Categorization
environmen
t to
determine
whether or
not he/she
has caught
a fish.
The client
knows
where the
hook and
the fishing
pole are
before
he/she
starts
casting. This
requires
visual
information.
The client
ensures the
area is clear
of people or
objects
before
casting.
If the client
sees the sun
going down,
he/she
knows
fishing is
finished for
the day.
The client
realizes that
the fish is
alive when
it is coming
out of the
water.
The client
organizes
his/her
Generalization
Awareness of reality
Logical/coherent thought
Appropriate thought content
tackle box
(i.e., putting
hooks
together
based on
size and
sinkers
based on
how much
they weigh).
The client is
able to cast
a fishing
pole
because
he/she has
thrown a
baseball
before.
The client
realizes that
he/she
cannot go
fishing if the
water is
frozen over.
The client
understands
that if the
fishing line
is tangled,
reeling will
make it
worse as it
will make
the line
tighter.
When the
client
selects
his/her bait,
he/she
realizes it
must be
smaller than
Mental functions of
sequencing complex
movement
Regulation and range of

emotion
Appropriateness of emotion
Coping
Behavioral regulation
the fish
he/she is
attempting
to catch.
When
casting, the
client knows
the motions
needed to
complete
the task
(i.e., bring
your arm
back then
release).
The client
does not
allow
frustration
to force
him/her to
stop fishing.
The client
knows that
the
appropriate
emotion for
catching a
fish is
happiness
and
accomplish
ment and
not anger.
The client is
still able to
enjoy
his/her
fishing trip
despite not
catching
any fish.
The client
makes sure
to handle
the fishing
pole in a
manner that
is
acceptable.
Body image
Self-concept
Self-esteem
Arousal
Consciousness
Orientation to self
Orientation to place
Orientation to time
Orientation to others
x
x
The client
feels
accomplishe
d when
he/she
catches a
fish.
The client
reels the
fish in
immediately
after it takes
the bait.
The client is
alert
enough to
look for
signs that
he/she has
a fish on
his/her line.
x
The client
knows that
he/she is at
a lake to go
fishing.
The client
knows that
when the
sun goes
down that it
is the end of
the day.
The client
realizes that
he/she went
fishing with
Energy level
his/her
father
because
they wanted
to bond.
The client
must have
enough
energy to
cast the line
into the
water.
Function
How It Is
Used
Motivation
The client
wants to
catch the
fish so that
he/she can
eat it for
dinner.
The client
resists the
temptation
to drop the
fish on the
ground
because it is
wiggling.
Impulse control
Appetite
Sleep
Detection/registration
Visual modulation
None
Minimally
Challenged
Greatly
Challenged
x
x
The client
feels how
wide the
fishing pole
is to know
how tightly
to grip it.
The client
organizes
the visual
stimuli
involved
with baiting
Integration of senses
Awareness at distances
Tolerance of ambient sounds
Location and distance of

sounds
Moving against gravity
a hook so
that nonessential
information
is ignored
The client
uses a
sense of
vison
(bending
pole) and
touch (taut
line) to
realize
he/she have
hooked a
fish
The client
recognizes
how far
away the
water is
from
him/her to
cast with
accuracy.
The client is
able to
withstand
noise that
comes from
nature.
The client
determines
how far the
line went
after he/she
cast it by
hearing the
splash as it
enters the
water
The client is
able to reel
in his/her
line despite
the pull of
gravity ( or
hopefully a
fish) on the
end of the
line
Taste
Smell
Body in space
Comfort with touch
Localizing pain
Thermal awareness
Joint mobility
x
x
The client
senses
where the
hook is even
though
he/she
cannot see
it before
casting.
The client is
able to
tolerate the
texture of
the fish.
The client
realizes
when
his/her legs
are fatigued
from
standing too
long.
The client
reacts to
the
temperature
outside by
adding or
removing
clothing.
The client is
able to
move
his/her
glenohumer
al joint with
Joint stability/alignment
Muscle power
Muscle tone
Muscle endurance
Stretch reflex
ATNR
STNR
Righting and supporting
reflex
a normal
range of
motion to
cast the
fishing line.
Joints must
be aligned
in order to
grasp the
fishing pole.
The client
has enough
strength to
cast his/her
line into the
water.
The client is
able to
isotonically
contract
with one
arm to hold
the fishing
pole while
the other
arm
functions to
reel the fish
in.
The clients
endurance
is
challenged
while
standing for
an extended
period of
time.
x
x
x
The client
maintains a
sense of
balance
Eye-hand coordination
Bilateral coordination
Crossing midline
Fine motor control
Gross motor control
Occulomotor control
even while
standing to
fish.
The client
uses visual
stimuli from
the hook to
apply bait
with his/her
hand.
The client
holds the
fishing pole
with one
hand while
reeling with
the other
hand.
The client
reaches into
his/her
tackle box
to grab out
bait.
The client
ties a
square knot
to fasten
the hook to
the end of
the line.
The client is
able to
externally
rotate the
arm in order
to cast.
The client
scans the
visual field
(i.e., lake,
pond, etc)
to ensure
there are no
barriers in
Gait patterns
Blood pressure
Heart rate
Respiratory rate
Respiratory rhythm
Respiratory depth
the way
before
casting.
The client
walks side
to side to
follow the
fish as
he/she is
reeling it in.
The client
needs
normal
blood
pressure to
supply the
muscles
with oxygen
which
prevents
fatigue
during
fishing.
Adrenaline
from
catching
fish may
increase the
clients
heart rate.
The demand
for oxygen
increases as
the client
labors to
reel the fish
in.
Respiratory
rhythm may
increase
during the
excitement
of catching
a fish.
When
Physical endurance, aerobic

capacity
Voice functions
Voice rhythm and fluency
waiting to
catch a fish,
oxygen
depth may
increase as
the client
relaxes.
The client
must be
able to
maintain
the integrity
of his/her
cardiovascul
ar system
while
engaging in
the
repetitive
motion of
reeling for
extensive
periods of
time.
The client
communicat
es with
other
individuals
while
organizing
the fishing
site and
obtaining
supplies.
When giving
instructions
on how to
tie a square
knot onto
the line, the
client
speaks in a
rhythm that
is conducive
Alternative vocalization
Digestive system
Metabolic system
Endocrine system
Urinary functions
Genital and reproductive

function
to the
learner.
The client
may show
elation by
gasping for
joy when
catching a
fish.
x
The clients
digestive
system
breaks
down food
that was
consumed
prior to
fishing and
converts it
to energy to
complete
the task.
The clients
adrenal
glands start
working
when a
client hooks
a fish.
The client
uses the
restroom
prior to
fishing to
avoid
leaving the
fishing pole
unattended.
The clients
genital and
reproductive
functions
are
secondary
Protective functions of the

skin
Repair functions of the skin
to this
activity. The
system is
constantly
maintaining
the clients
hormone
balance.
If the client
becomes
cold, the
skin will
raise the
hair follicles
to keep the
body warm.
If the client
cuts his/her
skin on the
fishing
hook, the
skins
protective
functions
will take
over and
form a scab.
7. Muscular analysis of movements required:

Muscle
Shoulder flexion
Shoulder extension
Shoulder abduction
Shoulder adduction
Shoulder internal
rotation
Shoulder external
rotation
Elbow flexion
Elbow extension
Wrist supination
Wrist pronation
Wrist flexion
Wrist extension
Not Used
Minimally
Challenged
x
Greatly
Challenged
x
x
x
x
x
x
x
x
x
x
x
Thumb flexion
Thumb abduction
Finger flexion
Finger extension
Trunk flexion
Trunk extension
Trunk rotation
Lower extremities
x
x
x
x
x
x
x
x
8. Performance skills required:

Skill- Motor
How It Is
Used
Aligns
The client
aligns
his/her body
with the
fishing pole.
The client
maintains an
upright
position
while
casting.
The client
holds the
fishing pole
approximatel
y a foot and
a half from
the body.
The client
reaches to
grab a hold
of the fishing
line before
tying the
hook onto
the line.
The client
reaches into
the tackle
box to grab
bait.
The client
grips the
Stabilizes
Positions
Reaches
Bends
Grips
None
Minimally
Challenged
Greatly
Challenged
Manipulates
Coordinates
Moves
Lifts
Walks
Transports
Calibrates
Flows
fishing pole
while
reeling.
The client
manipulates
the bait
while putting
it on the
hook.
The client
holds the
hook still
while putting
the bait on
the hook.
The client
sways to
maintain
balance.
The client
lifts the fish
off the hook.
The client
walks toward
the body of
water where
he/she will
fish.
The client
carries the
tackle box
from the car
to the edge
of the water.
The client
casts the line
with enough
force to land
in the water.
The client
reels in the
line in a fluid
motion
instead of a
selective
Endures
Paces
motion.
The client is
able to stand
while reeling
without
his/her
muscles
giving out.
The client
reels at the
right pace
(i.e., too
slow will
prevent the
fish from
being
interested
but too fast
may jerk the
fish off the
line).
Skill- Process
How It Is
Used
Paces
The client
maintains
steady
rhythm while
threading
the line into
the guides.
The client
focuses on
the visual
stimulus of
the pole
bending,
which
indicates a
fish has
been hooked
on the line.
The client
purchases a
license to
fish as
Attends
Heeds
None
Minimally
Challenged
Greatly
Challenged
Chooses
Uses
Handles
Inquires
Initiates
required by
the
Department
of Fish and
Game.
The client
selects the
correct or
appropriate
bait, hook,
and sinkers
from the
tackle box.
The client
puts the bait
on the hook
and not on
other parts
of the fishing
pole
The client
uses an
appropriate
amount of
grip strength
to stabilize
the fishing
pole when a
fish has
been
hooked.
The client
asks peers
for help if
he/she
struggles to
tie the hook
and sinkers
on the
fishing line.
The client
begins to
reel
immediately
after
Continues
Sequences
Terminates
Searches/locates
Gathers
Organizes
gripping the
pole when a
fish has
been
hooked.
The client
keeps
reeling the
fish in
without
stopping
until the fish
is above
water.
The client
ties the hook
to the line
before
applying
bait.
The client
releases the
fishing line
to finish
casting once
the line has
reached the
water.
The client
looks inside
the tackle
box for the
proper size
hook.
The client
retrieves bait
from the
tackle box
and brings it
over to the
pole.
The client
places the
fishing pole,
tackle box,
Restores
Navigates
Notices/responds
Adjusts
and any food

or chairs
close enough
to the fishing
site to be
conducive
for the
activity of
fishing
The client
returns the
hook,
sinkers, and
bait back to
their proper
places in the
tackle box
when the
activity is
completed.
The client
moves out of
the way of
people,
trees, or any
other
obstacles
before
casting
his/her line
The client
identifies the
tightness of
the line and
the bending
of the pole,
and
responds by
reeling the
fish in.
The client
cuts the line
if it is
snagged on
an obstacle.
Accommodates
Benefits
The client
remembers
to sit after
casting to
prevent
fatigue in
the lower
extremity.
The client
moves away
from other
fishers if
his/her line
has
repeatedly
tangled with
other fishers
lines.
Skill- Social interaction
How It Is
Used
Approaches/starts
The client
waves at or
verbally
greets other
fishers
nearby.
The client
verbally
requests for
a fishing
license in a
way that is
understanda
ble.
The client
motions for
another
fisher to
come near
when they
are too far to
hear
him/her.
The client
gives
Produces speech
Gesticulates
Speaks fluently
None
Minimally
Challenged
Greatly
Challenged
Turns Toward
Looks
Places self
Touches
directions to
a fishing
buddy using
appropriate
vocabulary
and
speaking
slowly
enough for
them to
understand
him/her.
The client
positions
his/her body
in the
direction of
the other
fishers while
conversing
with them.
The client
establishes
eye-contact
with other
fishers while
conversing
with them.
The client
allows for a
socially
appropriate
space
between
his/her body
and others
he/she is
conversing
with.
The client
says, thank
you, and
smiles after
receiving a
pat on the
Regulates
Questions
Replies
Discloses
Expresses emotion
back for
catching a
fish.
The client
keeps his/her
hands to
his/herself
while
conversing
with other
fishers,
unless it is
socially
appropriate
to touch the
social
partner.
The client
asks if the
other fishers
at the fishing
site have
caught any
fish today.
The client
explains how
the fishing is
going today,
if asked by
other fishers.
If another
fisher asks
how the
clients
family is,
he/she
responds by
divulging
information
about his/her
family.
The client
smiles when
he/she
catches a
Disagrees
Thanks
Transitions
Times response
Times duration
fish.
If another
fisher
suggests
using a bait
that is
inappropriat
e for the fish
the client is
trying to
catch, the
client
disagrees by
politely
correcting
them.
When
receiving a
compliment
on his/her
fishing skills,
the client
displays a
smile and
says thank
you.
The client
moves from
a
conversation
about bait to
a
conversation
about fishing
poles, fluidly.
If another
fisher
requests for
the clients
name,
he/she
responds
immediately.
The client
responds to
Takes turns
Matches language
Clarifies
Acknowledges and
encourages
a question
about bait by
supplying a
concise
answer
regarding
the bait the
client is
using.
The client
waits for
another
fisher to
finish casting
before
starting
his/her own
cast.
The client
does not
shout while
others are
trying to
relax.
If another
fisher the
client is
teaching
becomes
confused
about how to
bait a hook,
the client
tries to
explain the
concept
again by
using
different
wording.
The client
congratulate
s another
fisher if
he/she
Empathizes
Heeds
Accommodates
Benefits
catches a
fish.
The client
comforts
another
fisher when
he/she has
not caught a
fish by the
end of the
day.
If another
fisher
expresses
concern
about how
close the
clients line
is to theirs,
the client
reels in the
line and recasts in a
new spot
further away
from the
fisher.
The client
avoids
conversing
with a fisher
who is
deeply
concentrated
on reeling in
a fish.
If the client
had
forgotten to
bring money
for his/her
fishing
license the
last time
he/she went
fishing, the
client will
ensure
his/her
wallet is in
the car
before
leaving as to
avoid an
awkward
social
interaction
with the
Department
of Fish &
Game
representativ
e

Fishing Activity Analysis Marissa Evelyn

Transféré par

Informations du document

Description originale:

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Fishing Activity Analysis Marissa Evelyn

Transféré par

Droits d'auteur :

Formats disponibles

Activity Analysis Form-Marissa & Evelyn

1. Occupation: Angling (Fishing)

Appropriate thought content

Regulation and range of

Tolerance of ambient sounds

Location and distance of

Moving against gravity

Comfort with touch

Fine motor control

Gross motor control

Physical endurance, aerobic

Voice rhythm and fluency

Genital and reproductive

Protective functions of the

Repair functions of the skin

7. Muscular analysis of movements required:

8. Performance skills required:

and any food

Skill- Social interaction

Vous aimerez peut-être aussi