Activity Analysis Form Dancing 1

Activity Analysis Form
1. Occupation: Country Line Dancing

Categorization of occupation for the client:
Subcategory:
1. Activities of daily living
2. Instrumental activities of daily living
3. Education
4. Work
5. Play
6. Leisure
Leisure Participation
7. Social participation
2. Objects and their properties required:
Tools: A stereo or computer to play the music as well as the CD or YouTube
video used for the particular dance.
Materials: No materials are needed to successfully complete the activity.
Equipment: We do not need any equipment for this activity to be done.
3. Space demands:
In order to complete the dance, adequate space to be able to move
around is required.
o Stand finger-tip apart from other dancers involved.
Sufficient lighting is needed so that moving around other people can be
seen easily.
Dancing involves movement and exercise therefore, the temperature
should be cooler.
Dancing can be done on a variety of surfaces but for the most optimal
performance, it should be done on a flat smooth surface.
Loud music to expedite dancing.
4. Social demands:
When learning a dance and being around other dancers, one must be able
to interact with not only their peers but the instructor as well.
Communication should be utilized throughout the session so that
understanding and expectations are expressed.
Instructors should give positive feedback to the learners to enhance their
understanding of the dance routine and how they are progressing.
5. Sequence and timing:
1. Tap right toe.
2. Tap right heel.
3. Stomp a triple step (right foot, left foot, right foot).
4. Tap left toe.
5. Tap left heel.
6. Stomp a triple step (right foot, left foot, right foot).
7. Step forward with right foot.
8. Raise left foot up and forward while clapping twice simultaneously.
Copyright SLACK Incorporated, 2012. Thomas, H. Occupation-Based Activity Analysis: Thorofare, NJ:
SLACK Incorporated; 2012.
9. Stomp back and down on left foot.

10. Tap right toe back.
11. Clap one time.
12. Repeat steps 7-11.
13. Slide to the right putting right foot down first.
14. Slide left foot along and tap left toe behind right foot.
15. Slide right foot and stomp.
16. Bring left foot next to right and stomp left foot.
17. Slide to the left putting left foot down first.
18. Slide right foot along and tap right toe behind left foot.
19. Slide left foot and stomp.
20. Bring right foot next to left and stomp right foot.
22. Pivot right foot to make body turn left.
23. Slide left foot in next to the right foot.
24. Step out to left with left foot.
25. Slide right foot next to left foot.
26. Step forward with right foot and stomp.
27. Rock back on left foot.
28. Repeat steps 21 and 22.
30. Pivot on right foot while turning left.
31. Stomp on left foot.
32. Bring right foot forward.
33. Pivot again on right while turning left.
34. Slide right foot forward to meet the left foot.
35. Stomp right foot.
36. Repeat steps 1-35.
Body functions required:
Function
How It Is Used
Judgment
When dancing,
judgment is required
to determine what
steps are supposed
to be made.
While dancing to the
song, one must
organize and relate
the 8 count to the
beat of the music.
This function is not
utilized when
dancing.
This is when we are
Concept formation
Metacognition
Cognitive flexibility
None
Minimal
ly
Challen
ged
Greatly
Challen
ged
Insight/awareness
Concentration
Sustained attention
Selective attention
Divided attention
Short-term memory
able to identify
when we do a wrong
step, and need to
correct it
accordingly.
Being aware of our
ability to dance well
or not. This happens
when someone has
previous experience
with dance versus
someone without
experience and
therefore, has more
trouble with the
activity.
When engaging in
the activity of
dance, we must be
able to concentrate
on the dance as a
whole or the sum of
the parts to
complete it
successfully.
When completing an
8- count, one must
maintain attention
to the steps in order
to carry out that
portion of the
dance.
We must focus on
the person teaching
the dance and tune
out others that are
around us.
Listening and
performing the 8count
simultaneously.
This is utilized when
we must get in
formation for the
dance, specifically
Working memory
Long-term memory
Discrimination of senses:
Auditory
Tactile
Visual
Olfactory
Vestibular-proprioception
Multisensory processing
telling the dancers

to get in place to
begin the learning
process.
There are steps
required to
complete the dance,
therefore, we must
remember these
steps as we are
going through the
process.
After learning the
dance, we must
remember how to
perform it later.
Being able to
discriminate the
song that is being
played and the
voices around us.
Tactile senses are
not required to
complete this
dancing activity.
Visual senses occur
when discriminating
between the people
that are around you.
This sense is not
utilized to complete
the dance
successfully.
Discriminating
where we are in
relation to the
people around us so
that we do not
bump into them.
This is used when
listening to the
music for the dance,
seeing the people
around us, and
knowing where we
Sensory Memory
Spatial relationships
Temporal relationships
Recognition
Categorization
Generalization
Awareness of reality
are in formation to
keep from bumping
into others.
Watching the dance
be performed,
understanding the
steps for the dance,
and actually
performing the
dance.
Understanding the
distance between us
and the people
nearby; how much
space we have to
complete the dance.
This activity requires
approximately an
hour to learn and
perform in its
entirety.
For this dance, we
must be able to
recognize the
language being
spoken by the dance
teacher so that we
can learn the steps
properly.
We categorize each
8-count throughout
the dance with a
total of five 8 counts
per section of the
direction we are
facing. Then, repeat
these steps.
Learn the dance and
be able to perform
the dance in various
settings.
Being aware of
reality is not needed
to complete the
dancing activity.
Logical/coherent thought
Appropriate thought content
Mental functions of
sequencing complex
movement
Regulation and range of

emotion
Appropriateness of emotion
Coping
Behavioral regulation
This is required
when logically
thinking about what
steps to take for the
dance.
Focusing on the task
of dancing instead
of focusing on what
the participant may
have going on
afterward. what
class is next and
what we have to do
in that class.
The ability to control
the movements of
your limbs for a
specific count. For
example,
sequencing each
count with the
appropriate
movement.
During the activity
of dancing, we
should be happy
and enjoying the
activity instead of
being sad or mad.
When we are not
understanding a
certain dance move,
we must not
become stressed or
overly upset.
If a dancer is not
understanding how
to accomplish a
certain dance move,
he/she must cope
with that situation
and perform to the
best of their ability.
Keeping a positive
attitude in order to
Body image
Self-concept
Self-esteem
Arousal
Consciousness
Orientation to self
Orientation to place
Orientation to time
Orientation to others
motivate the people

around us to do
well.
Having knowledge
of your height can
influence where you
stand in formation in
order to avoid
blocking others.
According to ones
capabilities, they
must be able to
identify their
characteristics on if
they are able to
dance or not.
The teacher and
learners must have
confidence in
themselves so that
they can present the
dance.
This activity requires
a high level of
arousal because the
dance is fast paced.
Being alert and
awake while dancing
is required so that
we can successfully
complete it.
Orientation of self is
not needed for this
dance.
Orientation to place
is not utilized for
this activity of
dancing to be
complete.
Orientation of time
is not required to
complete the dance.
When interacting
with the teacher, it
is important to
Energy level
understand who is
teaching the dance
to learn it in its
entirety.
For dance, it is
important to have
energy and be alert
so that the dance
can be completed
successfully.
Function
How It Is Used
Motivation
One must be
motivated to
complete the dance
from beginning to
end.
This is used when
one has to withhold
the urge to interrupt
the teacher when
she is teaching the
dance.
Having an appetite
is not needed to
complete the dance.
Sleep is not required
for the dance.
Impulse control
Appetite
Sleep
Detection/registration
Visual modulation
This is required
when watching the
teacher and
registering the
information so that
one can perform the
dance correctly with
appropriate acuity.
One must be able to
visually focus on the
teacher while
disregarding the
other participants
around them.
None
Minimal
ly
Challen
ged
Greatly
Challen
ged
Integration of senses
Awareness at distances
Tolerance of ambient sounds
Location and distance of

sounds
Moving against gravity
Taste
Smell
Body in space
Participants must
simultaneously use
multiple senses
such as vision and
hearing.
Being able to detect
the other
participants that are
close to you when
dancing.
This is used when
having to focus on
the music. While
performing the
dance, one must
tune out others
around them and
other background
noises.
The participants of
the dance can
determine where
the music is coming
from and the
intensity of it based
on the location of
the speakers.
The dance requires
maintenance of
balance as well as
keeping an upright
position for postural
control.
Taste is not
necessary to
complete the
activity of dance.
Smell is not
applicable in
relation to dance.
dancing because
one must determine
what body parts are
being used and how
Comfort with touch
Localizing pain
Thermal awareness
Joint mobility
Joint stability/alignment
Muscle power
Muscle tone
Muscle endurance
they are moving in

space to keep from
running into others.
Comfort with touch
is not used in this
dance.
During the dance,
there is a risk of
getting injured
therefore, one must
be able to
acknowledge where
the pain is coming
from and taking
appropriate action.
Thermal awareness
is not needed to
complete the
dancing activity.
One must have
relatively full range
of motion in order to
complete the dance
successfully.
When dancing, it is
required to have
proper alignment to
allow for the
functional use of
upper and lower
extremities.
Maintaining proper
posture as well as
having lower body
strength to move
through dance.
Normal tone must
be present and
utilized
appropriately.
This dance requires
one to be standing
for a substantial
amount of time, and
repetition of the
Stretch reflex
ATNR
STNR
Righting and supporting

reflex
Eye-hand coordination
Bilateral coordination
Crossing midline
Fine motor control
Gross motor control
Occulomotor control
same motions over

and over.
Being aware of
ones own joint and
muscle flexibility to
avoid an injury.
ATNR is not utilized
in dancing.
STNR is not used in
the activity of
dance.
For certain dance
moves, an
individuals body
must have this
reflex in order to
keep from falling.
This dance requires
one to be able to
clap and step
forward at the same
time.
Stomping one foot
while
simultaneously
sliding the other
foot.
Without our
knowledge, our
body automatically
contracts muscles to
stabilize and keep
from falling over.
FIne motor control is
not needed to
complete the dance.
Both the upper and
lower extremities
are utilized in this
dance. Stepping,
sliding, stomping,
and clapping are all
examples of how
gross motor control
is used.
The participants of
X
X
Gait patterns
Blood pressure
Heart rate
Respiratory rate
Respiratory rhythm
Respiratory depth
Physical endurance, aerobic

capacity
the dance must use

saccades and
pursuits in order to
follow along with the
teacher to learn the
dance.
With this dancing
requiring to move,
step, and rotate the
participant must
display normal gait
patterns.
It is important to be
aware of ones blood
pressure so that
modifications can be
made if needed.
Each participant
must have sufficient
blood supply to all
limbs so that the
individual can
partake in the
dance.
Dancing will
increase each
members rate of
respiration due to
high physical
activity.
Each dancer as well
as the teacher must
be able to control
their breathing to
keep from passing
out.
Although this
activity might create
shallow breathing, it
is important to take
deep breaths
throughout the
dance.
Since this activity
requires physical
Voice functions
Voice rhythm and fluency
Alternative vocalization
Digestive system
Metabolic system
Endocrine system
Urinary functions
Genital and reproductive

function
Protective functions of the

skin
Repair functions of the skin
exertion over the

course of an hour, it
is essential to have
proper endurance of
the heart and lungs.
Voice functions is
not needed to
dance.
This component is
not used for this
particular dance.
This skill is not used
in order to complete
the dance.
Normal digestive
functioning must be
obtained to
complete the dance.
Metabolizing food in
order to convert it to
energy for the
dance.
This system is
important to be
functioning properly
to regulate
hormones and help
with engaging in
this active dance.
One must be to
control their urge to
urinate while
completing the
dance.
Women must be
able to complete the
care of a menstrual
cycle if it should
occur during the
dancing activity.
Basic protective
functions of the skin
must be intact to
avoid injury.
If a participant has
an injury or attains
an injury, they must

take appropriate
measures to take
care of their body.
6. 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
Thumb flexion
Thumb abduction
Finger flexion
Finger extension
Trunk flexion
Trunk extension
Trunk rotation
Lower extremities
Not Used
Minimally
Challenged
Greatly
Challenged
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
7. Performance skills required:

Skill- Motor
How It Is Used
Aligns
When dancing, one

must be able to
properly align
themselves according
to what dance move
they are participating
in.
One must be able to
move through the
Stabilizes
None
Minimally
Challeng
ed
Greatly
Challen
ged
Positions
Reaches
Bends
Grips
Manipulates
Coordinates
Moves
Lifts
Walks
Transports
environment while
dancing without losing
balance and stability.
dancing with others
because one must
position themselves
with enough distance
between the other
dancers.
When clapping in the
air, one must be able to
effectively reach and
extend his/her arms
outward.
Trunk rotation and
bending is used when
turning in a new
direction throughout
the dance.
For this particular
dance, gripping is not
required.
There is not any task
objects for this dance,
therefore, manipulation
is not utilized.
Coordination is utilized
when dancing because
one must be able to
synchronize steps
simultaneously to
complete the dance.
This dance does not
require the movement
of a task object.
No lifting occurs during
this dance.
When engaging in
dance, it is important
that each participant is
able to walk without
becoming unstable to
successfully complete
the dance on their own.
No objects need to be
X
X
Calibrates
Flows
Endures
Paces
transported during this

dance.
Calibration with objects
is not needed or used
for this dance.
In order for the dance
to be performed
smoothly, movements
of arms and feet must
be done so in a fluid
manner.
With dance being an
active physical activity,
endurance is important
to the overall
completion of the
dance.
To complete the dance
successfully, one must
pace their rate and
tempo so that
performance can be
reached at its full
potential.
Skill- Process
How It Is Used
Paces
A dancer may complete

small pacing
movements to keep up
with the dance lesson
process.
The participant is fully
engaged in the activity
and successfully carries
out the steps required
for the entire dance.
The teacher has
requested that the
participant learn this
dance an in that, the
participant should
agree without
hesitation.
Choices are not made
by the participants of
Attends
Heeds
Chooses
None
Minimally
Challeng
ed
Greatly
Challen
ged
Uses
Handles
Inquires
Initiates
Continues
Sequences
Terminates
Searches/locates
Gathers
Organizes
this activity.
Using tools is not
required for this
activity.
Handling of tools or
objects is not required
for this activity.
The participants may or
may not ask questions
throughout the dance
lesson in which case
they should be
answered appropriately
by the teacher.
The dancer follows
along with each step or
count without
hesitation.
Ideally, as the dance
lesson progresses, the
learner should
complete all of the
steps to the dance in
one attempt.
Sequencing is very
important for this
activity. The dancer
should be able to
sequence the dance
moves in the order
learned to complete the
activity.
Each member of the
activity should be able
to terminate each
learned dance move as
each 8-count comes to
an end.
Searching or locating is
not required for the
dance.
Gathering tools is not
required for this
activity.
Tools and or materials
are not used in this
Restores
Navigates
Notices/responds
Adjusts
Accommodates
activity and therefore

organization is not
required.
Restoring the
workspace is not
required by the dancers
(only by the teachers).
It is important for both
the teachers and the
learners to provide one
another adequate
space for each
individual within the
work space. In this,
proper navigation and
movements can be
made without inflicting
harm to others.
Learners should
respond appropriately
to the verbal and nonverbal cues given by
the instructors.
No major adjustments
are to be made within
this dance routine.
Accommodations
should be obtained
from the teacher if the
learners are not
understanding the
required tasks of the
dance.
Benefits
Skill- Social interaction
How It Is Used
Approaches/starts
The teacher must start

the lesson of the dance
and the dancers must
respond accordingly.
The teacher should
deliver directions that
are clear for the
dancers to understand
so that they can
Produces speech
None
Minimally
Challeng
ed
Greatly
Challen
ged
Gesticulates
Speaks fluently
Turns Toward
Looks
Places self
Touches
Regulates
perform the dance

correctly.
It is appropriate for the
teacher to express the
dance with gestures
and movements so that
the learner can
understand it
completely.
When relaying the
message to the
dancers, the teacher
must speak in a fluent
manner without
speaking too slow or
too fast.
It is appropriate for the
teacher to face the
dancers when talking
and teaching them the
dance.
Eye contact is
important for the
teacher to make with
each participant so that
understanding and
learning occurs.
When teaching the
dance, the teacher
must position herself
appropriately distant to
the learner to acquire
understanding of their
performance.
If a participant is not
understanding a certain
dance move, the
teacher may step in
and make contact with
the learner to help
achieve performance.
The teacher must
demonstrate and
regulate appropriate
behavior for the dance
Questions
Replies
Discloses
Expresses emotion
Disagrees
Thanks
Transitions
such as motivation,
happiness, and
excitement.
If the learners of the
dance have questions,
they must request
appropriate information
that is relevant to the
dance.
When the teacher asks
questions, the learners
should reply
appropriately and vice
versa.
Disclosing of
information is not
needed to complete the
dance.
With dance being an
interactive activity,
appropriate emotion
must be displayed in a
way that is relevant to
the situation.
It may be important to
clear up disagreements
between the learner
and teacher in
correlation with the
dance moves and how
they are to be
completed.
If the teacher
compliments the
learners, they should
react in a thankful
manner.
When the teacher is
instructing the dance,
the learners should not
disrupt the
conversation because it
takes away from
others learning
experience.
Times response
Times duration
Takes turns
Matches language
Clarifies
Acknowledges and
encourages
Empathizes
Heeds
If participants of the
dance have questions,
the teacher should
respond in a timely
manner.
The teacher should
teach the dance in the
time it should be done,
and let the dancers
reflect on those
instructions afterward.
When the teacher is
conversing with the
learner, they must take
turns in the
conversation for it to
flow smoothly.
The teacher must
display appropriate
language and tone of
voice according the
level of understanding
of the performer.
If the learner does not
understand what the
teacher is trying to
express, the learner
should ask for
clarification in order to
comprehend what is
being conveyed.
In order for the learners
to want to participate in
the dance, the teacher
should acknowledge
and encourage the
dancers to interact and
perform the dance.
The teacher should
empathize with the
learners if they are
expressing a
misunderstanding of
the dance moves.
In order for the learners
Accommodates
Benefits
to be motivated to
complete the dance,
the teacher should use
appropriate
interactions.
It may be necessary for
the teacher to make
minor accommodations
for the learners. One
may be the movement
of tables and desks
within the room to
make space for the
dance lesson in order to
avoid future
complications.
There are multiple
benefits that may come
about during or from
the dance lesson. Some
examples include,
physical exercise, or
creating a social
environment that is
non-judgmental for all
new dance learners.

Activity Analysis Form Dancing 1

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Activity Analysis Form Dancing 1

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Activity Analysis Form

1. Occupation: Country Line Dancing

Materials: No materials are needed to successfully complete the activity.

Equipment: We do not need any equipment for this activity to be done.

9. Stomp back and down on left foot.

telling the dancers

Appropriate thought content

Regulation and range of

motivate the people

Tolerance of ambient sounds

Location and distance of

Moving against gravity

Comfort with touch

they are moving in

Righting and supporting

Fine motor control

Gross motor control

same motions over

Physical endurance, aerobic

the dance must use

Voice rhythm and fluency

Genital and reproductive

Protective functions of the

Repair functions of the skin

exertion over the

an injury, they must

7. Performance skills required:

When dancing, one

transported during this

A dancer may complete

activity and therefore

The teacher must start

perform the dance

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