Activity is the core of occupational therapy. According to Rogers’ theory, to effectively use homework or purposeful activities in therapy, the occupational therapist needs to analyze normal homework activity behavior, activity behavior deficits and their possible effects on homework ability, as well as the therapeutic properties of homework. 1, the principle of activity analysis Activity analysis is one of the core skills of the occupational therapist, and is also the basis for conducting occupational therapy evaluation, setting treatment goals, and implementing effective treatment. The purpose of activity analysis is to provide the therapist with a comprehensive understanding of activity behavior and to provide a knowledge base for guiding others to engage in activities through prompting, simplification, or adaptation. To understand the equipment, appliances and materials, costs, time, space, and people needed to engage in the activity. To provide knowledge of who, when, where, and under what circumstances the activity is to be used and is a therapeutic activity. To provide information about the individual’s situation, recorded in terms of skills, abilities and ratings, and to inform treatment. Identifies ways to convert activities by adapting and modifying equipment, environments, and simplifying activities, and determines tools to engage in activities in a way that is acceptable to the patient. Practice problem solving skills in selecting activities that will meet special needs. Present therapeutic goals within the behavioral context of activities such as work, daily living skills, and play in order to use the activities with different individuals. Use uniform terminology to describe, analyze, and document activities used in occupational therapy practice. 2. Principles for selecting activities for occupational therapy ① Goal-centered; ② Meaningful for meeting the patient’s social role and other personal needs; ③ Requires the patient’s physical and mental commitment; ④ Designing activities to prevent and improve functional impairment or disability; ⑤ Developing activity skills that improve quality of life; ⑥ Aligning with the patient’s interests as much as possible; ⑦ Adaptable, easy to analyze, and age-appropriate; ⑧ Therapist and The therapist and the patient should choose together. 3. Principles of activity grading ① activities must develop and maintain good posture and position; ② the patient should know and understand why he should engage in an activity in a different way than normal; ③ the therapist must determine whether the adaptation brings positive or non-negative effects to the patient; ④ the therapist must take into account the time needed to improve and maintain the adopted activity. 4. Activity synthesis Activity analysis is a step-by-step process that includes a large number of potential activity tasks in a dynamic time sequence. The analysis is to break down the activity into its simplest components using the actual sequence or chronology of tasks. Activity synthesis is also a process of combining “human or non-human components of the environment with evaluation and treatment”. This pairing of individuals and activities must have a theoretical basis and a system of reference to help determine the choice of activities and to capture which aspects of the activities will contribute to the improvement of the individual’s abilities. 5. Activity Analysis Method The occupational therapist recognizes activities from two sides: one is the activity normally engaged in; the other is the activity engaged in by a specific individual in therapy. The first part is the activity summary, which includes a brief description of the activity, relevant equipment, appliances, space/environment needed, the chronology of activity steps and the time required to complete each step of the activity. Precautions, precautions, and contraindications, as well as age, education, culture, and sexual relationships, are items that cannot be omitted. The second part is the substance of the activity analysis. Since the 1950s, when the pioneers of occupational therapy in the United States (G. Fidler, G. Kielhofner, A. Lorens, A. Mosey, etc.) provided a clear definition of the nature and scope of services of the occupational therapy profession, the American Occupational Therapy Association (AOTA) has successively developed a unified terminology for occupational therapy and standardized the scope of practice of occupational therapy. Occupational performance is the application of this unified terminology. It is a study and analysis of activity from three aspects: performance areas, performance components, and performance contexts. 5.1 Performance areas are macroscopic categories of typical parts of daily life, including activities of daily living (ADLs), work and productive activities, and recreational/leisure activities. 5.1.1 Activities of Daily Living (ADL) – Self-directed activities, including: grooming, oral hygiene, bathing/showering, toilet use and personal hygiene, care of personal appliances, dressing, feeding and eating, regular medication taking, health maintenance, socialization activities, functional communication, functional mobility, intra-community transfer, emergency response, and sexual expression. 5.1.2 Work and output (productive) activities, activities for self-development, social contribution, and earning a living, including: laundry, cleaning, meal preparation and dishwashing, shopping, housekeeping, safety matters, family care, educational activities, vocational activities, job search, employment, work or vocational activities, post-retirement planning, volunteer activities. 5.1.3 Recreational and leisurely activities:In essence, activities that promote recreation, relaxation, spontaneous enjoyment, or self-expression, including: recreational and leisure exploration and recreational and leisure activity behaviors. 5.2 Activity behavior components are the basic skills necessary for humans to successfully engage in the category of activity behavior. It is expressed in three areas: Doing for oneself – sensory-motor component; Thinking for oneself – cognitive component; and Affective and social self – psychological/social component. 5.2.1 Sensory-motor component: the ability to receive incoming, process information and produce output. Sensory: sensory awareness → reception and differentiation of sensory stimuli; sensory processes → touch, proprioception, vestibular, visual, auditory, taste, smell; perceptual processes → solid perception, kinesthesia, pain response, somatic graphics, differentiation of left and right, form persistence, spatial location, visual-closing, graphic structure, depth perception, spatial relations, local orientation. Neuromusculoskeletal: reflexes, joint mobility (ROM), muscle tone, strength, endurance, postural control, postural orientation, soft tissue integrity. 5.2.2 Motor: overall (gross) motor coordination, crossing midline, unilaterality, bilateral integration, motor control, use, fine coordination and dexterity, visual-motor integration, oral-motor control. Cognitive integration and cognitive components: ability to use higher brain functions alertness, orientation, discrimination, attention, activity initiation, activity termination, memory, temporal order, classification, concept formatting, spatial manipulation, problem solving, learning, induction. Psychosocial skills and psychological components: ability to interact with society and deal with emotions. (i) Psychological: values, interests, self-concept; (ii) Social: role activities, social conduct, interpersonal skills, self-expression; (iii) Self-maintenance: coping skills, time control, self-control. 5.3 Activity-behavior context Activity-behavior context is the factors that influence the scope of the individual’s behavior in engaging in activities. It consists of the time, space, and environment in which the individual lives and can have an impact on the implementation of the activity. 5.3.1 Temporal aspects: chronological: the age of the individual. Development: the stage or period of maturity. Life cycle: The significant period of life lived, such as the career cycle, the cycle of parenthood, or the educational process. Disability status: The continuum of disability in which the person is living, such as acute impairment, chronic disability, or the nature of the final illness. 5.3.2 Environmental: Physical: Includes access to and behavior within an environment that has natural areas, plants, animals, buildings, objects, tools, or appliances. Social: The available values and expectations of important individuals, such as spouses, friends, and caregivers, as well as social groups that have a strong influence on establishing norms, role expectations, and social routines. 5.3.3 Cultural: The habits, beliefs, ways of doing things, standards of behavior, and expectations that are acceptable to the individual as a member of society. Includes political aspects, such as laws that can affect an individual’s access to resources and determine individual rights. Also includes access to education, employment, and economic support. 6. Activity Analysis and Practical Application A child with a learning disability needs training to engage in educational activities within the public school. For this child, engaging in educational activities is the category of work and output activity behavior to be considered. In order to achieve effective and practical results in completing classroom assignments, therapeutic training may be required to address some of the child’s specific activity behavior components, including sensory processing, perceptual skills, postural control, motor skills; and cognitive and adaptive evaluation and/or modification of the physical features of the activity behavior context, e.g., objects in the environment (tables, chairs). In conjunction with the therapy group, occupational therapy may include training in sitting and stability in the classroom as in the case of students; practicing motor control and coordination. This treatment procedure can be implemented by the occupational therapy staff with the cooperation of school staff. In addition, activity analysis and occupational therapy can be used for cerebral palsy, psychiatric disorders, drug rehabilitation, work protection, and endurance and strength training. This is a broad field and an extremely promising profession.