ACTIVITY WRITE UP NO. 1 AND 2-Individual Assignments

ACTIVITY WRITE UP NO. 1

Name of Activity: Mastermind Board game

Type of modality / Board game
Type of play / Shared cooperative
Interaction pattern / Inter-individual
# of participants required / 2
Equipment/supplies / Mastermind board game and maybe an extra tiny box to put the pegs used during play into
Facilities required/environment / Indoor or outdoor as long as there is a table or floor to play on, good lighting
Precautions / Pegs used are tiny so do not play with someone who may choke on the pieces unless you try to find a version that has bigger pieces that cannot be swallowed as easily

Sequence/Directions (Details of how a to move through the activity from start to finish)

1.  Players decide in advance how many games they are going to play (must be an even number)

2.  Players then decide who is going to be the codebreaker and who is going to be the code maker

3.  The players separate all of the code pegs (colored pegs with rounded heads) from the key pegs (black and white pegs with small, flat heads).

4.  The code maker sets up the peg shield on its designated spot and then chooses 4 code pegs from a total of 6 different colors without showing the codebreaker (can be more than one of the same color) and places them behind the shield in the designated holes

5.  The codebreaker then creates any pattern of 4 pegs with the remaining code pegs and places them in the first slot with the larger holes with the goal of trying to replicate the same colors and sequence of pegs placed by the codemaker

6.  The code maker then takes the key pegs and looks to see if the code guessed by the codebreaker matches any parts of their pattern

7.  If a peg is in the exact spot and is the exact color of the pattern created by the code maker, a black key peg is placed in one of the small-holed spots next to the created pattern. If a peg is in the wrong position but the correct color, a white key peg is placed in one of the holes. If neither the color nor the position are correct, no pegs are placed for the completely incorrect guesses. (Note: If there are duplicate colored pegs in the guessed code, they cannot all receive a key peg unless they are equivalent to the same number of that colored peg in the code maker’s pattern)

8.  The codebreaker continues guessing on a new line of larger holes and the code maker continues to place key pegs until the codebreaker guesses the code maker’s code completely (exact colors in exact position).

9.  Players take turns being code maker and codebreaker and see who guesses the code in the least amount of turns.

Activity Analysis (What is required of this activity without any adjustments, accommodations, alterations)

Category / Skills
Primary body position / sitting
Part of the body required / Hands, eyes, ears, fingers, wrists, arms
Movement / Radial and/or 3-jaw chuck grasping, bending, picking up, reaching, releasing, turning/twisting hands and arms, putting down objects
Physical / Balance (dynamic sitting), crossing midline (putting code pegs in the holes on opposite side of board), bilateral integration (holding pegs in left hand and picking and placing with right hand), fine muscle coordination, active range of motion: upper extremities
Cognitive / Sustaining attention, categorization (knowing which pegs are in correct spot and which are not), cognitive flexibility (figuring out which pieces to place next), concept formation (figuring out which pegs are placed correctly, partially correct, or incorrect), concentration, complex and simple decision making, initiation, topographical orientation, organization and planning, simple and complex problem solving, recognizing size (determine larger pegs and larger holes), recognizing shape (determining which pegs have flat heads and which has round heads), sequencing, spatial operations (changing positions of pegs or keeping them in same position), strategy, abstract thought
Social / Starting, sustaining, and ending conversation, possible heterogeneity and homogeneity, maintaining social space, regulating behavior, social conduct, social cues
Perception / Auditory, tactile, visual
Communication/language / Reception to spoken language, expression of spoken language
Self-care / NA
Psychological/emotional (possible) / Excitement for solving the code, disappointment or anger for not guessing the code in enough time or in less time than your opponent, frustration, joy

SIMPLIFYING AND COMPLICATING THIS ACTIVITY:

Ways to SIMPLIFY demands / Ways to make more COMPLEX
Cognitively / Labeling the holes for the code pegs and key pegs (1, 2, 3, 4), using less colors to make the patterns, code maker could give clues to codebreaker / Not labeling the holes for the pegs, more colors to use to make the pattern, more than one pattern to guess
Physically / Labeling the holes for the code pegs and key pegs (1, 2, 3, 4), making the pegs easier to grasp, using larger holes and larger pegs / Not labeling the holes for the pegs, smaller holes, smaller pegs, making the pegs harder to grasp, creating a time limit for solving the code, being able to use more than four pegs to make a pattern, more colors
Socially / NA / Work in pairs to solve (need to discuss, agree, and accepting winning or losing as a team)

Other Comments:

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