Joely Ramos

Activities Portfolio #2

LEI 4724

Activity Title: Time Switch

Source: Therapeutic Games. (n.d.). Coping Skills Games and Activities.
Retrieved February 07, 2016, from
http://www.gamesforgroups.com/coping.html
Equipment: Varies...but some examples are hula-hoops, a large space free
from obstacles, jump ropes, books, crayons, paper, some pre-planned group
activities
Activity Description: There are structured and unstructured forms of
leisure, such as talking and the phone versus playing a game of basketball.
Many times because of an imbalance and lack of commitment, planning, or
even just knowledge, several people spend too much time in unstructured
leisure and not enough participating in structured leisure time. In this
activity, participants will learn the difference between the two times and how
to effectively use them. First, divide the group time into two parts, 30
minutes each. For the first part, lead a game where one main leader gives
instructions and facilitates. The game should have rules and require
everyone to participate in order to be considered structured. Although this is
not stated in the source, an example of a structured game is red light, green
light. In this game, the leader is on one side of the room or play area, and
the participants are in a line, shoulder to shoulder, on the opposite side of
the area, about 100 feet away. The facilitator can either call red, yellow, or
green light. When green light is called out, participants are able to run
toward the leader, at yellow they must walk, and at red they must stop
completely. If anyone moves at red, or runs at yellow, they will be told to go
back to the start and try again. The first person to reach the leader wins! For
the second part of leisure time, have the participants do whatever they want
within the facility for the next 30 minutes. You should have leisure equipment
such as hula-hoops, jump ropes, books, chalk, and so on, around so that they
have a few options to choose from. Then, when time is up, gather all
participants and together discuss the difference between the time switches
and the pros and cons of the structured time and the unstructured time.
Finally, ask questions such as stated on the Therapeutic Games, n.d.
website: 1. Do you ever find yourself getting into trouble when time is
structured? Unstructured? If so why? 2. What are the benefits you receive
when you are involved in structured activities? 3. Why is it important to be
able to spend unstructured free time in a positive way? 4. If you feel you
should be involved in more structured activities, how can you do that?
Leadership Considerations: Any adult with leadership skills and strong
communication performance can lead this activity. However, it is required
that they have prior knowledge about unstructured and structure leisure

Joely Ramos

Activities Portfolio #2

LEI 4724

time. They need to know what it looks like and the advantages,
disadvantages, and how people commonly tend to misuse them. For this
reason, a therapeutic recreation specialist makes the best fit for this activity,
but it is not limited to only them. Leaders should have a handful pre-planned
group games and be willing to change their preferred game plan if
participants are overly challenged or not stimulated enough.
Adaptions: Participants with Obesity: This disability is one of the most
common among Americans, both young and old. Usually being overweight is
tied to environmental and biological factors. This activity would serve
patients with obesity well since unstructured leisure time, such as watching
television is unusually high in people who are overweight (Porter, 2015).
According to Shannon (2012), awareness about how time was spent and
knowing leisure interests and experiences assisted parents in better
understanding how they could support their child to increase their active
leisure pursuits and decrease their sedentary behavior. Adapting this
activity by adding a section that allows patients to log their leisure time
would be similar to that of the experiment done by Shannon (2012). Another
adaptation can be acquired from the Journal of Leisure Research where the
author explains that many people who are obese, do not participate in
structured leisure time because they feel that others are making fun of them
or discouraging their participation (Shannon, 2014). Having a similar
population group participate in this activity, and giving participants the
security of a judge-free zone is useful in increasing motivation towards
physical activity.
Participants with Chemical Dependence: A major reason that people
remain dependent to a chemical is because of the effect it has on the brain
as it reinforces emotions of enjoyment. Dattilo and McKenney (2011) say that
to make decisions and to become self-determined, it is necessary for people
to have options they are interested in. So, for this activity, adapting it by
knowing some specific leisure interest of participants BEFORE facilitating the
activity is essential for full effectiveness. Also, in a Carruthers and Hood
(2002) case study provided by Dattilo and McKenney, programs for people
with chemical dependence had an instructional phase, a homework
application phase, and a debriefing phase (2011). This activity can be
adapted by adding the homework application phase, and asking participants
to do 30 minutes of structured leisure at least 3 times a week as an
application activity, then debriefing about its benefits at a follow up session.
Adaptations References
Carruthers, C.P., & Hood, C. D. (2002). Coping skills program for individuals
with alcoholism. Therapeutic Recreation Journal, 36, 154-172.

Joely Ramos

Activities Portfolio #2

LEI 4724

Dattilo, J., & McKenney, A. (2011). Facilitation Techniques in Therapeutic

Recreation (2nd e.d.). State College, PA: Venture Publishing.
Porter, H. R., Ph.D., CTRS (Ed.). (2015). Recreational therapy for specific
diagnoses and conditions. Enumclaw, WA: Idyll Arbor.
Shannon, C. S. (2014). Facilitating Physically Active Leisure for Children Who
Are Overweight. Journal Of Leisure Research, 46(4), 395-418.
Shannon, C. S. (2012). Leisure education within the context of a childhood
obesity intervention programme: parents experiences. World Leisure
Journal, 54(1), 16-25.