This assessment has two (2) component tasks:

Task 1:

You are required to design a poster that could be used as an educational and promotional tool at CQUni’s Open Days (held in late August each year). The poster needs to include:

• a definition of occupational therapy (including our central focus on occupation),
• definitions of, and comparisons between, activity and occupation,
• a definition of activity analysis, explanation of how and why it is used in the practice of occupational therapy, and an example of a basic activity analysis.

You can be as creative as you wish with your poster design but must also be mindful that it contains useful information, and that it is readable from a distance of 3-4 metres.

Instructions:

1. Use computer software such as PowerPoint or Publisher to create the poster
2. Set up your page dimensions according to international paper sizes; your poster should be formatted as either A1 (594 x 841mm) or A2 (420 x 594mm). See this website for information about international paper sizes: https://www.papersizes.org/a-paper-sizes.htm
3. You can use images as well as text to create an appealing poster but be sure to include picture credits when the images are not your own and ensure these are sourced from the creative commons. This can be done by using the “insert online pictures” command on Microsoft programs or by using the “free to modify share and use” license filter on Bing image search.
4. Once you have created a poster you are happy with, save and upload it in PDF format using standardised naming conventions.

Task 2: You are required to compile a Bibliography using APA 7^th formatting.

Whilst it is not expected that you include in-text citations on your poster, it is expected that you will use a minimum of five (5) literature resources to inform your content. This can include resources such as textbooks, journal articles, government or association websites, etc. Please be mindful to try to limit your resources to those that are peer reviewed and having been published within the last 10 years (2014-2023). Picture credits are additional to the minimum of five (5) literature resources required.

** It is NOT expected that you will produce a professionally printed poster for this task, however, you will need to create a poster that has the potential to be printed.

Please refer to the Assessment Tile on OCCT11001's Moodle site for further detail.

• definitions of occupational therapy, activity, occupation and activity analysis (9 marks)
• identification of how OT's may use activity analysis clinically, including provision of an appropriate example (4 marks)
• literature sources are relevant and peer reviewed, APA 7th formatting adhered to, professional composition (3 marks)
• poster designed according to message, layout, readability/accessibility, and attracting interest (4 marks)

Total Marks: 20

Please refer to the Assessment Tile on OCCT11001's Moodle site for further detail.

You are required to choose one (1) of the five (5) activities you participated in during the weekly workshops in weeks 3-7. For your selected activity, you are required to complete the following five (5) sections as part of your Activity Analysis Report:

Part 1: Introduce the activity (250 words). In your introduction include:

• a brief description of the activity,
• a brief history of the activity, and
• information about when, where and by whom the activity is typically performed in the 21^st century.

You will be required to cite relevant literature in support of your statements. These resources need to be included in your Reference List (see Part 5), using APA 7^th formatting.

Part 2: Using the Activity Analysis Form found in Appendix A of your textbook (Thomas, 2023, pp. 215-226) complete an activity analysis from the perspective of how the activity would be typically performed (i.e., how someone without any significant health condition would usually perform the activity). There is no prescribed word length for this section, however, the following should be adhered to:

Instructions:

1. Analyse the activity as it was performed during the workshop, i.e., in a group environment.
2. Complete #’s 1-5 (Activity, Relevance & Importance, Objects Used and their Properties, Space Demands, Social Demands) in dot point.
3. When completing #6 (Sequencing and Timing Demands) be sure to include images which illustrate at least some of the identified activity steps (e.g., resources required, yourself engaged in the activity, the finished product, etc.).
4. When completing #7 (Body Functions Required), complete each function subsection with the following limitations applied:

Ø complete 5 of the 8 specific mental functions listed,

Ø complete all 6 of the global mental functions listed,

Ø complete 6 of the 10 sensory functions listed,

Ø complete both of the 2 functions of joints and bones listed,

Ø complete all 3 of the muscle functions listed,

Ø complete all 4 of the movement functions listed,

Ø omit cardiovascular, haematological, immunological, and respiratory system functions,

Ø omit voice and speech, digestive, metabolic and endocrine systems, and genitourinary and reproductive systems functions, and

Ø omit skin and related structures functions.

5. Complete #8 (Muscular Analysis of Movement Required) in it’s entirety.

6. Omit #9 (Body Structures Required).

7. When completing #10 (Performance Skills Required), complete each function subsection with the following limitations applied:

Ø complete 8 of the 16 motor skills listed,

Ø complete 10 of the 20 process skills listed, and

Ø complete 15 of the 27 social interaction skills listed.

Remember that Appendix C is available as a guide to completing the Activity Analysis Form, but that it should NOT be considered as an exemplar guide.

As a general guide:

• it is preferrable to select and complete functions that are moderately or greatly challenged, or skills that have a moderate or high requirement,
• for functions that are greatly challenged, or skills that have a high requirement, provide 5 examples of how the skill is used, and
• for functions that are moderately challenged, or skills that have a moderate requirement, provide 4 examples of how the skill is used.

You will be required to cite the reference for this template in your Reference List (see Part 5), using APA 7^th formatting.

Part 3: Include a brief reflective paragraph (250 words) reflecting upon the following questions:

• What were your thoughts and feelings prior to, during and after participating in the activity?
• What meaning did this activity have for you?
• Was there anything that surprised you about your participation?

Part 4: Describe the potential therapeutic application/s of this activity (300 words). Base this upon the activity properties and information from peer reviewed occupational therapy literature (i.e., textbooks, journal articles, government websites, etc.), using a minimum of 3 resources. Include the resources in your Reference List (see Part 5) using APA 7^th formatting.

Part 5: Include in-text citations and a Reference List using APA 7^th formatting.

Please refer to the Assessment Tile on OCCT11001's Moodle site for further detail.

• description of activity, including historical and modern applications (when, where & by whom) (5 marks)
• identification of occupation, objects used, space demands, social demands, & sequencing and timing demands (7.5 marks)
• identification of, and examples for, body functions, muscular analysis of movements, and performance skills (15 marks)
• personal reflection (5 marks)
• therapeutic application of selected activity (5 marks)
• relevant literature sources, APA 7th formatting, and professional communication (7.5 marks)

Total Marks: 40

Please refer to the Assessment Tile on OCCT11001's Moodle site for further detail.

This assessment has three (3) tasks:

Task 1: In assigned groups of 3 or 4, you will develop a 20-minute professional presentation for delivery during the OCCT11001 Occupational Therapy and Occupational Analysis Symposium at the end of term (Week 13).

In your presentation, you are required to deliver an occupational analysis of either an Activity of Daily Living (ADL) or Instrumental Activity of Daily Living (IADL) task (as assigned by the unit coordinator) for a person with a condition (as assigned by the unit coordinator) that would likely be referred to an occupational therapist.

Example Conditions:

• congenital disorder (e.g., cerebral palsy, downs syndrome, spina bifida)
• degenerative condition (e.g., rheumatoid arthritis)
• neurological condition (e.g., CVA, MND, MS, PD)
• orthopaedic condition (e.g., hip, knee or shoulder arthroplasty)
• sensory/processing impairments (e.g., dementia, low vision)
• traumatic injury (e.g., amputation, spinal cord injury, traumatic brain injury)

Example Tasks:

ADL Tasks: bathing/showering; dressing/undressing; eating/drinking; grooming/personal hygiene; or toileting

iADL Tasks: community access; meal preparation/cooking; money management; or shopping

Presentation Guidelines:

• the maximum time allocated for each group presentation will be 20 minutes (± 2 minutes). Marks will be deducted if your presentation is less than 18 minutes or more than 22 minutes in length.
• there will be 5 minutes of additional time allocated to the end of each group’s presentation. This will allow for the asking and answering of any questions.
• each member of the group is expected to deliver an equal part of the presentation.
• your presentation should include:

• a brief description of the condition.
• an explanation of the likely impact the condition may have on the person’s occupational participation and performance. You will need to create and present a brief client case study to contextualise this.
• a detailed description of the task.
• an occupational analysis of the task as relevant to your client. Use Appendix B (Occupation-Based Activity Analysis Form) from your Thomas text (2022) as a guide for your analysis, highlighting the aspects of the task that will be manageable for your client, and those aspects that will be challenging for them. Omit #10: Body Structures Required.
• identify and describe 3 ways you could adapt the task to facilitate participation, and 3 ways you could grade the task to either increase or decrease (whichever may be more appropriate for the client’s condition) the challenge for your client.

It is recommended that you use a minimum of 5 peer reviewed, evidence-based sources (published within the last 10 years) to inform your presentation.

Task 2: Your group will compile a PowerPoint resource to support and accompany your presentation. The resource must include on-slide citations and a reference list.

Task 3: You are required to complete an individual reflection (300 words) of the group process. Topics to be covered include:

1. Using Belbin’s Team Roles (discussed in Week 1’s Workshop), identify and describe the role/s each group member adopted (be sure to deidentify student information).
2. Identify and discuss the strengths and weaknesses of your and your group’s process.
3. Identify and describe any strategies you (or other group members) used, or could have used, which supported the group’s strengths or addressed any challenges.
4. How will you use this knowledge in the future?

Please refer to the Assessment Tile on OCCT11001's Moodle site for further detail.

• evidence based and accurate description of the condition; development of the client case study; identification of the likely impact on the client's occupational participation and performance (4 marks)
• occupational analysis of the task (ADL or iADL) relative to the client, highlighting potential strengths and challenges (8 marks)
• appropriate and realistic adaptations to facilitate participation; grading to either increase or decrease challenge (8 marks)
• quality of visual material with evidence of good design principles (4 marks)
• professional presentation skills and ability to participate in Q & A (4 marks)
• personal reflection about the group process (8 marks)
• attendance at compulsory sessions (4 marks)

Total Marks: 40

Please refer to the Assessment Tile on OCCT12006's Moodle site for further detail.