Leisure Services (Third Ed., Pp. 385-485) - State College, PA: Venture Publishing

Yanely Martinez
LEI 4724
Activity File 4
Activity Title 1: Water Balloon Target
Source:
Dattilo, J. (2012). Learn About People, Inclusion, and Disability. In Inclusive
Leisure Services (Third ed., pp. 385-485). State College, PA: Venture Publishing.
Nelson, S. (2011, June 12). Water Ballon Target Practice. Retrieved September 29,
2015, from http://www.motherhoodonadime.com/kids/water-balloon-targetpractice/
Equipment: Water balloons, paper, pen, water, large bucket & chalk.
Description of Activity:
This activity is great for eye-hand coordination and large motor skills. Participants
will begin by helping the therapist fill up the water balloons and then place them in a
large bucket. Once this task is completed, participants will sit on the ground or grass to
listen to the instructions of the game by the therapist. The therapist will state: During
this water balloon target game each of us will take turns trying to make the water
balloon into the target. There is different value in the target, which are: 10, 15, 20 and
25. The goal is to make the most points from everyone. Everyone got that? Lets begin!
If there any questions are asked the therapist will answer any of the questions before
beginning the game. The participants will line up next to the bucket. Make sure that
there is a reasonable distance from the target and the bucket (around 10-15 feet). The
therapist will have a list with all the children names and will be tallying up the scores.
After one round the therapist will throw different things the participants would need to do
like, throw the water balloon with your opposite dominant hand or stand on one foot to
throw the water balloon. Once every child has gone at least 3 times, then tally up the
score and announce the winner! The therapist will give the winner an extra prize, but
everyone shall receive a small incentive for the others efforts they showed. At the end of
the activity the therapist will make a circle with the participants and have a discussion
about the activity. Some questions that can be asked are, what was the hardest
position you had to do and why? or did you enjoy the game? If not, what are some
things I can change about the activity to make it better?
Leadership considerations:
This activity works for any group size. The larger group would probably be more
competitive because of the number of individuals. The purpose of this activity is for
participants to have a fun time playing this game and at the same time be
communicating with others, increasing gross motor skills and eye-hand coordination.
The area that the activity is being performed is outside. The therapist is very involved in
the beginning of the activity because she explains the game instructions and guides the
participants to where they should be. Once the game begins the therapist supervises
and encourages the participants. He or she is keeping score, so they need to be
actively supervising. The topics of discussion are chosen based on the participants
needs and interests.
Adaptations:
*Participants with Amputations or Congenital Absences:
These participants have either a missing upper limb or lower limb. In some cases
the participants can be missing both. To replace the missing limbs, they usually have
prostheses. It is important to help care for this because they are typically expensive and
care should be taken so no damage is exposed to them during extreme heat, cold,
dampness or wetness. So it is important to consider weather. If were to be raining
outside then the activity is to be kept in a sheltered location. Promoting active
participation is important specifically for individuals having loss some or all of their
limbs. Active participation helps increase mobility skills for walking on uneven ground. If
participants do not have prostheses, then they can use limbs that they have available
like, throwing the water balloon with their feet if they are missing their upper limb.
*Participants with Visual Loss
These participants are unable to see, so they will have a difficult time aiming at a
target. To adapt the game for them to play, we can have a bucket of different sensory
objects and instead of a target, have 3 buckets (one to the right, one to the left and one
straight ahead). Each visual loss participant will be partnered up with some one who is
able to see clearly. Then as a team they must listen to the therapist instructions
carefully. For example the therapist can say, pick the fuzzy objects and put in the
bucket to the right. Then the visual loss participant will get the object and with the guide
of their partner make their way to the bucket and but the object inside. This allows visual
loss participants to use their listening skills and be very active as well.

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