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Open Collection of Student Writing (OCSW)

Game Day

Play versus Leisure

At first, participation in game day for OTA 2320 did feel more like a leisure activity because it felt like a break from doing actual schoolwork.  Although it was “work” to make the goals for the games measurable and to present to class about the games and how they can be used in therapy intervention.  In this way game day felt like a leisurely activity.  However, school personally is now much more enjoyable in this program than it ever has been throughout my academic career.  This causes me to pause and say that game day actually felt much more like play because it was more of a spontaneous yet obligated activity for school.  To define it as a leisurely activity would characteristically need to have nonobligatory as part of the activity description.

Measurable Goals for Each Game presented on Game Day

#1 Game: 21

Measurable goal: Client will participate in a tabletop therapeutic activity for 10 minutes for 4 weeks with Min a to increase trunk control and balance to increase safe gait with controlled movement.

#2 Game: Clue

Measurable goal: Client will participate in tabletop therapeutic activity for 15 minutes for 2 weeks to increase attention to task and sequencing skills for increased cognitive awareness.

#3 Game: Uno

Measurable goal: Client will socially interact with other residents participating in tabletop therapeutic activity for 15 minutes for 5 weeks to demonstrate ability in sequencing tasks and developing problem-solving skill in generalization of IADLs.

#4 Game: Ants in Pants

Measurable goal: Client will participate in tabletop therapeutic activity for 10 minutes for 3 weeks to work on finger isolation for improved handwriting ability.

#5 Game: Jenga

Measurable goal: Client will participate in tabletop therapeutic activity for 20 minutes for 4 weeks to improve pincer grasp to improve handwriting legibility.

Group Dynamics for Game Day: Ants in Pants

Group participants for the Ants in Pants game was M M, E F, and K L.  Each group member met after school to discuss and finish game day project.  E volunteered to write the handout as discussed on a google doc so that each participant could give feedback after the meeting if necessary.  M and K sat close to E as the game day handout was written up and analyzed by each student.  As each question was answered, sometimes arguments as to what the best answer is ensued.  E was insistent that we only needed one answer for each question although we had multiple answers given for each group participant.  This at times may have caused other group participants to hold back giving more information than they knew their classmates may not desire to hear.  Although each participant still spoke their mind it was not always received well by each participant.  On the other hand, all participants largely are all agreeable in the end goal of finishing the project and it was a successful completion of the project.

Using Games in Occupational Therapy Treatment

Using games in occupational therapy treatment is a very exciting thought for me and if appropriate for the client and their setting I will gladly introduce such a modality to increase meaningful participation in therapy and thus increase the volition for the client to do therapy.  As I have become more interested in pediatric psychosocial areas of occupational therapy, I would love to use games as a means to help a client socially participate and to increase cognitive skills.  However, in any setting I end up working in games can be a very powerful modality for the client and their goals.  Being able to use games as part of therapy makes me love occupational therapy even more.  Especially with all the technology use and all the depersonalization that occurs now something such as using games in therapy is needed now more than ever.

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Salt Lake Community College

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