Activity Analysis Exploring Occupation - Kings - Activity

1829 words - 8 pages

Activity Analysis
Name of Activity: Making cookies
1. Time taken to complete / Timing / length of session / number of sessions
· Time taken for chocolate chip cookies approximately 65 minutes per session.
· Baking was undertaken in 3 sessions.
2. features of environment
· Activity was undertaken in the kitchen.
· Spacious worktop space to weigh ingredients and prepare the mixture.
· The temperature of the kitchen should be room temperature (about 18 -20 degrees), the recipe states some ingredients in the recipe should be at room temperature.
· An oven to bake the cookies.
· Bright lighting.
· Quiet environment.
· A sink
3. Brief description of the activity
Making chocolate chip cookies following a recipe, using listed ingredients from a recipe.
4. preparation before activity
· All ingredients need to be bought before carrying out the baking.
· Pre-heat the oven.
· Grease the baking tray before placing the cookies on it.
5. Appropriateness for different ages / sexes / cultural group
Children – 4 +
· Child needs to be able to Follow simple instructions.
· Be numerate although younger children could be supported by adult with this.
· Health and safety awareness of danger of gas – this part could be carried out by an adult
· A fun activity that helps to develop fine and gross motor skills.
· Boosts self-esteem and confidence when making a delicious cookie they can eat.
· Develops concentration.
· A way of spending quality time with parents.
Young adults
· Should be able to perform baking independently if they are numerate and can operate the oven safely.
· May encourage them to develop an interest in baking.
· Confidence building by independently producing cookies.
Adults / Older Adults
· Same as above
· Can help with depression and improving mood.
· Sharing cookies with others – promoting social interaction.
6. Equipment or resources required
· Large bowl
· Sieve
· wooden spoon
· weighing scales
· Baking tray
· Oven
· List of ingredients (butter, sugar, egg, flour and chocolate chips)
· Apron
· Cooling rack
7. Precautions / contraindications
· Maybe unsafe for those who are unaware of associated dangers when using an oven.
· Handling equipment such as knives and scissors may become hazardous – individuals who are prone to self-harm.
8. Stages of activity (individual tasks) in sequence
1. wash hands.
2. Pre-heat the oven.
3. weighing out ingredients correctly.
4. combining the ingredients to make the mixture.
5. divide mixture into small balls and place on a greased baking tray.
6. Bake cookies in the oven.
7. remove cookies and place on a cooling rack.
8. wash up equipment.
9. put away equipment.
9. Performance components;
a. Gross movements
· Reaching for ingredients when weighing ingredients and adding to mixture.
· Mixing the ingredients with a wooden spoon.
· Removing cookies from the oven to place on the cooling rack.
b. Fine movements
· Using fingers to make small balls of the dough.
· Using fingers to combine ingredients to make a dough.
· Holding a wooden spoon, teaspoon.
· Manipulating buttons on the oven.
· Tying the bow to do up the apron.
c. Positioning / Mobility
· To be able to be in upright standing position whilst preparing the cookie dough and putting the tray into the oven to bake.
· Upper body strength with a good range of movement in the upper limbs and joints to be able to stir ingredients together.
d. Balance
· The ability to maintain an upright standing position while mixing the cookie dough.
· Bending at the knees when placing the cookies in the oven and when removing from the oven.
· To be able to walk from the worktop area to the oven.
e. Spatial awareness
· Allowing enough working space and being aware of ingredients around you so that you do not spill them.
· Mindful of others so you do not bump into them.
f. Sensory components
Visual - being able to read the recipe, ingredient labels, timer, looking at the colour of
cookies and judging whether they are baked.
Hearing - timer- when its set and goes off as a reminder to take cookies out of the oven.
Smell - If left too long being able to smell burning.
Touch - thermal awareness, the ability to sense heat when taking out the cookies from the
a. Concentration
Continuous concentration is required to carry out the baking. Can become challenging if left
and continued at a later stage as there is a danger of forgetting the steps that have already
been carried out.
b. Making choices / decisions
· Being able to tell if the dough has formed correctly.
· Checking the cookies in the oven and deciding whether they are fully baked and ready to eat.
c. Perceiving cause and effect
· Understanding that combining the ingredients together will form a dough, and as a result of baking the dough will produce cookies.
d. Planning / sequencing
· The planning aspect of this activity that is required would be the ingredients in the recipe to be bought before baking is undertaken.
· Pre – heat the oven before the cookies are put in the oven to bake.
e. Following instructions
· Following the steps in the recipe systematically in the correct order.
f. Memory
Short term memory
· Being able to remember the last step you carried out and moving onto the next step.
Long term memory
· Having previous knowledge of utensils and how to use them.
· Being familiar with ingredients in the recipe.
g. Awareness of risks
· Awareness of safety procedures whilst using an oven.
· It is necessary to wear oven gloves to remove baking tray from the oven to prevent hands getting burnt.
· Cookies should be left to cool before transferring them on to a cooling rack.
a. Opportunity for creativity?
· There are opportunities for creativity, you could adapt the recipe and use nuts or dried fruit instead of chocolate chips.
· Cookies can be created in different shapes and colours by using coloured icing.
b. Frustration tolerance / problem solving
· The person must be able to problem solve for example knowing what to do if forgotten to add an ingredient or missed a step in the recipe.
· The task could be frustrating if the cookies do not turn out the way they should or burn in the oven.
c. Managing risk / responsibility
· Awareness of risk when using an oven will be hot.
· Safety awareness – wearing oven gloves to take out the cookie tray from the hot oven.
· Handling utensils carefully for example knives or scissors to cut open packets.
a. Individual task or group task?
· Usually an individual task. But can be completed in a small group perhaps the activity could be divided among the group to prevent any errors.
· If baking with children, some aspects of the baking maybe challenging for a child and may need assistance from an adult.
a. Communication requirements / skills
Individual – No communication is required when baking cookies alone.
Group – If baking in a small group sharing tasks such as weighing the ingredients and passing
it onto someone else to mix together with the other ingredients.
Communicating which steps in the recipe need to be carried out and which ingredients have
already been added.
In this case, listening skills would also be essential being aware of next steps to be carried
out and following any instructions given by others.
b. Co-operation / leadership
· When working in a small group participant could take turns, this would give each participant the opportunity to speak or take part in the activity.
· It may be an occupation that a group is engaging for the first time and it may be useful in this case for someone with experience to lead the group.
· If baking with children, the adult could lead the activity.
Potential for grading up (making more difficult)
I. Material and equipment
· Cookies could be presented in different themes or shapes according to the preference of the person you are making for.
· When carrying out this activity in a group – you will have share equipment amongst those in the group.
I. Environment
There needs to be adequate space for the group to undertake the baking
III. Method
· A more complicated recipe could be used.
· Use cookie cutters to make different shape cookies.
· Use icing to decorate the cookie
· Add additional ingredients with chocolate chips or omit chocolate chips and use alternatives.
IV. Related activities
· Sharing cookies with family friends.
· Take up a class to learn advance techniques in baking.
Potential for down grading (making easier)
Material and equipment
· Pre-prepared ingredients.
· Microwave.
· Use a cookie mix.
· A mixer
· Arrange all ingredients and equipment so they are all close at hand for easy access when required.
· A perching stool.
II. Environment
· Individual task carried out in a quiet kitchen.
· Kitchen set at room temperature
III. Method
· Ingredients could be measured ahead of time to make the activity simple.
· Cookies can be baked in the microwave. This would eliminate any potential dangers with using an oven for example children would be able to place the cookies in the oven. Baking the cookies in the microwave would also cut down baking time.
· A mixer could be used to mix ingredients, this could also cut down the time it takes to make the dough.
· A perching stool could be used to avoid standing for long periods of time for people who don’t have lower limb strength or lack stamina.
· A cookie mix could make the preparation of the dough simpler by adding just water and cutting the time it takes to prepare the dough.
IV. Related activities
Get ideas and recipes to try from Pinterest.
Potential for engaging the client
Meaning; actual meaning, symbolic meaning, personal value, opportunities for development
· Making cookies as a gift to give to others could be a meaningful activity.
· Baking is valued in some cultures and creates a sense of community.
Motivation for the activity;
· Engaging in an enjoyable activity.
· Meaningful occupation, sharing cookies with others bringing people together.
Predictability of results / impact on habits / relevance to roles;
· A useful habit to develop from this activity would be washing of hands. A
habit formed for any food preparation or for general hygiene.
· Clearing up and washing of equipment could also be part of a daily habit and perform as
part of a daily routine after eating meals.
Impact on identity?
Giving cookies to friends and family could be a way of socialising with others and bringing
people together creating a sense of community and friendships.

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