Joely Ramos

Activities Portfolio #9

LEI 4724

Activity Title: Lets Fish!

Source: Hammer, G. (2003). Therapeutic Recreation Activities & Tx Ideas:
Quiet games. Retrieved April 02, 2016, from
http://www.recreationtherapy.com/tx/txgmpsv.htm
Equipment: fish shapes cut from construction paper, scissors, glue, a lot of
small magnets, yarn, paper clips, and dowel rods (or any long, safe stick can
work)
Activity Description: This activity is a creative activity that brings the
leisure of fishing a lot closer and available than usual. First, a volunteer or
the facilitator should set some things up before facilitating the activity.
Several fish shapes should be cut out of construction paper. Whoever is
doing this part of the activity can be creative by looking for stencils online,
drawing on the construction paper to bring the crafts to life, or using
different colors, shapes, and sizes to create a variety of fish. On the back of
each cut out fish, a designated person should glue on small magnet strips,
and let it dry. Next, each dowel rod should have a long piece of yarn tied
tight to one end, making the allusion of a fishing pole. At the tip of every
piece of yarn, there should be a paper clip that is slightly open to make it
look like a hook. Place the fish in the middle of the room scattered around a
specific perimeter, so that this will be the pond. Put the fishing poles
around the pond. Have participants come together and sit or stand around
the fish on the ground, and pick up a rod. If you have a lot of participants,
you can have them get in pairs of two and tell them they are going to be
working together. Explain the activity as if they were really outside and about
to go fishing. Tell them that at your go, they will be able to try to catch as
many fish with their poles. If they are in partners, one will catch the fish and
the other one will take it off the hook and collect and count them. In the next
round, partners can alternate so that everyone gets a chance to do both
things. At the end, give an award of snack gold fish to everyone who
participated.
Leadership Considerations: A therapeutic recreation (TR) specialist is
adequate for leading this activity, but anyone with leadership skills that
knows the participants and what to do in case of an emergency can facilitate.
Most dowel rods are wooden material, so making sure that they are smooth
as to not give participants splinters is recommended. Also, demonstration of
how to use the rod correctly should be implemented in the instructions so
that it is clear that hitting is prohibited. It is advised to have the crafts done a
day prior to doing the activity so that there is sufficient time for the glue to
dry and have a smooth sailing activity.
Adaptions: Participants with Selective Mutism: Selective Mutism (SM)
is usually developed in childhood and is characterized by the failure to
speak in certain social situations (WebMD, 2011). Although, this form of

Joely Ramos

Activities Portfolio #9

LEI 4724

mutism does not stop the person from speaking, there are high levels of
shyness and social anxiety that come with having selective mutism
(WebMD, 2011). This activity does not require socializing, but it can relieve
the tension and positively enforce speaking by having fun with other people.
An adaptation that can be made is to have these participants walk around
frequently rather than sit because it helps them develop a clear perception
of space and its relationship to their bodies which may excite them and
make them want to comment (Dattilo, 2012). The more excited and
comfortable the participants are, the more likely they are to want to
communicate. The Child Mind Institute (n.d.), says that children with SM
should never be pressured to speak, but when they do positive reinforcement
should be given immediately. So, instead of giving the goldfish snacks at the
end, the facilitator can give it out to participants who verbally participate.
Participants with Spina Bifida: Spina bifida refers to incomplete
development of the spinal cord, the meninges (the protective covering
around the brain and spinal cord) and/or vertebrae with incomplete fusion of
these structures such that they do not completely close over the posterior
aspect of the lower spine. The defect may result in loss of sensation and
major muscle weakness in the lower portion of the body (My Child Without
Limits, 2016). Part of the complications participants face is not being able to
control their bowel activity very well, so allowing them to use the restroom
frequently or freely is a necessary adaptation for this activity (Foster, 2014).
In addition to this, keeping the area very clean in order to prevent infection
from developing and affecting the exposed nerves is another adaptation
(My Child Without Limits, 2016). Having sanitary wipes available and making
sure the floor has been mopped, swept, and sanitized is important.
Adaptations References
Dattilo, J. (2012). Inclusive Leisure Service (3rd e.d.). State College, PA:
Venture Publishing.
Child Mind Institute. (n.d.). Selective Mutism (SM). Retrieved April 02, 2016,
from http://childmind.org/guide/selective-mutism/
Foster, M. R., Ph.D. (2014). Spina Bifida Treatment & Management. Retrieved
April 04, 2016, from http://emedicine.medscape.com/article/311113treatment
My Child Without Limits. (2016). Spina Bifida. Retrieved April 02, 2016, from
http://www.mychildwithoutlimits.org/understand/spina-bifida/
WebMD. (2011). Mutism, Selective. Retrieved April 02, 2016, from
http://www.webmd.com/mental-health/mutism-selective