Ashley Font

LEI 4724 Activities Portfolio Submission #2

Facilitation Technique Category: Therapeutic Use of Exercise

Activity Title: Balance is Key Obstacle
Source: Range-of-Motion and Other Exercises. (n.d.). Retrieved from http://hesperian.org/wpcontent/uploads/pdf/en_dvc_2009/en_dvc_2009_42.pdf
Equipment: 3 Hula hoops, 1 Balance board, 1 Balance beam, 5 Bean bags, 1 Basket
Activity Description: Exercise has many positive overall health benefits. There are various
types of different exercises that can improve your daily living. Therapeutic use of exercise is one
of the many ways that can improve musculoskeletal function, maintain a state of well-being,
improve circulation, reduce rigidity, increase muscle strength, and improve balance and
coordination. The purpose of this activity is to improve the patients balance and coordination
while working on motor planning to complete the obstacle course. First, the instructor must lay
out the equipment used for the obstacle course. Stations are developed to help keep order of
movements and utilize motor planning. The stations are as follows: grab a bean bag, then hop
through hula hoops, walk across the balance beam and while standing on the balance board,
participant must toss the bean bag and try to make it into the basket. Participant must repeat until
all 5 bean bags have been tossed into the basket. Once the therapist has explained thoroughly
what the participant must do at each station and questions have been asked and answered, the
obstacle course is ready to begin. First, the participant must grab one out of the five bean bags,
which they will be traveling to each station with it. The first station includes the three hula hoops
laid on the floor. The participant must hop with both feet into the first hula hoop, then hop into
the second hula hoop with only their right foot, and finally hop into the third hula hoop with only
their left foot. By hopping and leaping into each hula hoop, the participant is building physical
stamina, refining coordination and gaining body control. Next station in the obstacle course will
be the balance beam. The participant must walk across the beam utilizing balance and
coordination while engaging their core. He/she will develop self-confidence as they walk across
the beam, decreasing any possible fear of falling. The last station includes the balance board,
where the participant must stand on it with feet shoulder width apart to maintain their balance as
they toss the bean bag into the basket. Participant must toss the bean bag into the basket before
walking or jogging over to grab another one and repeat each movement at every station until all
bean bags are in the basket. During the session, finish the session with high fives and
encouragement for completing the obstacle course, discuss difficulties of each station and
recognize any concerns.
Leadership Considerations: CTRS should be attentive at all times as the participant completes
each station. Therapist should review patients charts prior to the activity to be well aware of
their health status and certain contraindications. Before the activity commences, therapist should
explain thoroughly the instructions for the obstacle and what must be done at each step. It is
recommended that the therapist demonstrate each movement at every station beforehand for
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Ashley Font

LEI 4724 Activities Portfolio Submission #2

better understanding of what is expected. During the activity, if the participant is finding a task
extremely difficult, the therapist should find an alternative to be completed, but also encourage
one to try to do without. The therapist is to be aware of where the first aid is located in case of an
emergency.
Adaptations:
Participants with Down Syndrome: Individuals with Down Syndrome have a significant delay
in motor skills and balance development. To guarantee completion of the obstacle course, there
are certain adaptations that could be made. One example of an adaptation includes breaking
down each station prior to piecing them together. By breaking down each station, it gives the
individual a chance to perform each movement to their best ability. Practicing the movements is
helpful for the individual to then complete on their own. If the participant is fearful of falling
from the balance beam, therapist could hold their hand for a more secure feeling. If that does not
work, then simply walking in a straight line on the floor mimicking a balance beam is fine.
People with Down Syndrome tend to have low muscle tone, so hopping is not required instead,
stepping into the hula hoop and balancing is suggested. If needed, therapist could lead the
participant through the obstacle course by hand for assistance.
Participants with ADHD: ADHD is characterized by excessive activity, difficulty paying
attention and controlling behavior. This obstacle is to be modified according to the severity of
the disability. The obstacle course should be set up away from any disturbances that may distract
the participant. Instructions are suggested to be given simply, clear, and in writing for the person
to grasp a better understanding. Due to anxiety disorder which causes irritability, the therapist is
recommended to be encouraging and motivating to keep the participant in a content mood. If that
participant is have difficulty maintaining attention due to too many stations, one station may be
eliminated. Frustration should be monitored and keeping up with his/her mood. A signal, such as
a clap or waving something colorful to obtain their attention, is suggested.
Adaptations References:
Morin, A. (2014). At a Glance: Classroom Accommodations for ADHD. Retrieved September
16,
2016,
from
https://www.understood.org/en/school-learning/partnering-with-childsschool/instructional-strategies/at-a-glance-classroom-accommodations-for-adhd
Physical education for the person with Down syndrome: More than playing games? (n.d.).
Retrieved September 16, 2016, from https://www.down-syndrome.org/reviews/27/