ACTIVITY: Cordovan Stitch Leather Coin Purse
Describe how to perform under normal circumstances. (As the OT you are to maintain concept as to
how and why the activity is relevant to the process
Activity Analysis Form (Appendix 4.A)
Part I: Introduction
Description of the activity:
The activity is using a cordovan stitch to lace together a leather coin purse. This activity has
personal meaning to Janie because it will allow her to earn a Girl Scout craft badge. Janie has
stitched other items in the past, so this activity may have personal meaning to her because it is
somewhat of a hobby.
Sequence (steps) of activity:
1. Thread the needle with the knot-free end of the lacing so that about 3 or 4 inches of lacing is
threaded through the eye of the needle.
2. Hold the leather rectangle with the shiny side towards you and the running stitch on the bottom.
3. Fold the leather rectangle in half “hamburger” style so that the holes of each end line up. The
leather should now resemble a square instead of a rectangle.
4. Starting from the front left hand corner of the leather square, thread the needle and lacing
through both corresponding holes from front to back.
5. Come around the edge of the leather square and thread the needle an lacing through the pair
of holes (front to back) immediately below the hole pair you just threaded.
6. Do not completely tighten the stitch; leave a small loop approximately ½ inches in diameter.
7. Thread the needle and lacing through the loop from back to front.
8. Tighten the stitch completely by pulling the needle and lacing toward you.
9. Repeat steps 4-8 sequentially, rotating the leather square clockwise when necessary.
10. Be sure to stitch only the front and back of the leather square together; only stitch around the
perimeter of the coin purse flap (do not stitch it to the back of the purse).
11. Once the entire perimeter of the coin purse has been stitched, make a knot as close to the coin
purse as possible, and cut the remaining lacing.
Timing needed to complete or perform individual steps:
45 minutes to an hour should be allotted for Janie to complete this activity.
Objects, materials and their properties:
1 Leather rectangle with pre-punched holes
1 Blunt sewing needle
1 Hank of leather lacing
Physical environment (space demands):
A comfortable sitting area close to a tabletop is needed. The tabletop should be positioned in front
of the chair and be at a height that is comfortable for Janie to rest her forearms on. The tabletop
should also be at least 3 feet wide and 2 feet deep. The temperature should be comfortable (room
temperature).
Safety precautions and contraindications:
Janie should be careful while using the blunt needle and scissors. The lacing can be viewed as a
choking hazard if eaten, though this shouldn’t be a problem with Janie.
Social environment:
An adult who can adequately perform this activity should supervise the activity. This adult should
show Janie how to complete the activity as well as aide Janie as necessary throughout the activity
and answer any questions. Janie’s peers, friends, family, siblings, and other people in her life can
perform the activity with Janie if desired. This activity can also be done alone, though adult
accessibility should be maintained.
Personal contextual and client factors:
● Personal (age, gender, socioeconomic, education)
Janie is a 10-12 year old female. Her specific socioeconomic status and educational level are
unknown. It may be assumed that Janie’s caregiver(s) are in the working class or higher because
she is involved in Girl Scouts. Janie should be in middle school (5th-8th grade). Janie also has a mild
developmental disorder which affects her perceptual motor and causes spatial distance problems.
● Client factors (values, beliefs, spirituality)
Janie seems to value Girl Scouts, an extracurricular activity that involves learning how to perform
various tasks. Also, there is a significant social component to Girl Scouts that Janie may value.
Consider the relevance and meaningfulness of the activity that influence performance:
● Current
Janie needs to complete this activity in order to earn a crafts badge in her Girl Scouts.
● Past
Janie has hand-stitched doll clothes as well as blankets at home. This was a way Janie spent her free time.
● Future
Once she is successful in completing this task, Janie will earn a Girl Scouts craft badge.
Cultural, temporal, and virtual conditions within and around the client that influence performance:
●Cultural
Her caretakers may encourage Janie to succeed in Girl Scouts and earn as many badges as possible, though
this is unknown. Extracurricular activities, such as Girl Scouts, do seem to be valued in Janie’s culture.
● Temporal (time):
Hand stitching items is not a very popular activity for adolescent females. In the past, this activity may have
been a more integral part of live for women growing up. However, most necessities can be bought from a
store so there is not a dire need to hand stitch various items. As an adolescent, Girl Scouts may be a very
important part of Janie’s life. This is a time of development when it is very important to obtain peer approval
(often more so than parent approval). A girl’s self-image and self-confidence can be very fragile at this point in
life as well.
● Virtual
Much of our world today is dominated by technology. Cell phones, computers, and other electronics are an
integral part of life, especially youth. Hand stitching a coin purse may seem like an ancient activity to a young
girl today.
Part 2: Activity Analysis Outline
Required Actions and Performance Skills
Learning and Applying Knowledge (Sensory-Perceptual Skills)
ACTIVITY REQUIRES
YES
NO
FOCUS ON
Watching
X
Visual reception, sensory processing
Listening
X
Auditory, sensory processing
Other purposeful sensing
X
Tactile, proprioceptive, vestibular,
olfactory, gustatory, sensory processing
Sensory processing-Internal mechanism used by the person to process and respond to sensory input
Level of influence
Observations: Janie need to be able to identify if/when she pokes herself with
the needle and adjust her motor response accordingly (i.e. not threading her
□0
own skin). Janie needs to differentiate the needle from the lacing from the
□1
leather partially by touch. Janie needs to listen to instructions given verbally.
□2
Janie needs to visually observe herself and an instructor performing the activity
□3
and act accordingly. All senses other than taste and smell are necessary for this
■4
task.
Visual reception-Interpreting stimuli through the eyes, including peripheral vision, acuity and
awareness of color and pattern
Auditory-Interpreting and localizing sounds and discriminating among background sounds
Tactile-Interpreting light touch, pressure, temperature, pain and vibration through skin contact or
receptor
Proprioceptive-Interpreting stimuli originating in muscles, joints and other internal tissues that give
information about the position of one body part in relation to another.
Vestibular input-Interpreting stimuli from the inner ear receptor regarding head position
Olfactory-Interpreting odors
Gustotory-Interpreting tastes
Visual reception-Interpreting stimuli through the eyes, including peripheral vision, acuity and awareness of color and pattern
Level of influence
Observations:
To complete this activity, Janie must visually perceive and interpret if she is following the steps
□0
correctly. She needs to find the appropriate holes and loops to thread her needle through.
□1
□2
□3
■4
Auditory-Interpreting and localizing sounds and discriminating among background sounds
Level of influence
Observations:
This is needed only if someone is verbally instructing Janie on how to complete this task. Also, if the
□0
task is performed in a social setting (where people will be conversing). Neither of these are 100%
■1
necessary to complete the task.
□2
□3
□4
Tactile-Interpreting light touch, pressure, temperature, pain and vibration through skin contact or receptor
Level of influence
Observations:
Janie needs to detect pain if she pokes herself with the needle. Janie needs to feel the pressure
□0
of the materials in her hands to help grade her grip.
□1
□2
■3
□4
Proprioceptive-Interpreting stimuli originating in muscles, joints and other internal tissues that vie information about the
position of one body part in relation to another.
Level of influence
Observations:
Janie needs to be aware of her body movements in space in order to control those movements
□0
to complete the task. This is especially necessary for trunk, head, and upper extremities.
□1
□2
□3
■4
Vestibular input-interpreting stimuli fro the inner ear receptor regarding head position
Level of influence
Observations:
Janie will be looking up and down as well as front side to side frequently in order to visually follow
□0
the needle and lacing.
□1
□2
□3
■4
Olfactory-Interpreting odors
Level of influence
Observations:
No odor interpretation is necessary for this task.
■0
□1
□2
□3
□4
Gustatory-Interpreting tastes
Level of influence
Observations:
Tastes are not a part of this activity.
■0
□1
□2
□3
□4
BASIC LEARNING:
ACTIVITY REQUIRES
Copying
Rehearsing
YES
X
NO
X
FOCUS ON
Recognition, form constancy, spatial relations,
position in space
Sequencing
Recognition-Ability to identify familiar faces, objects, and other previously presented material
Level of influence
Observations:
Janie needs to recognize the materials (needle, lacing, leather) as well as end product (coin
□0
purse).
□1
□2
■3
□4
Form Constancy-Recognizing forms and objects as the same in various environments, positions, and sizes
Level of influence
Observations:
Janie needs to recognize the materials even if they are in a different environment than what she’s
□0
seen before, such as at the Girls Scouts meeting place, various rooms in her home, or at a friend’s
□1
house.
□2
■3
□4
Spatial Relations-Determining the position of objects relative to each other
Level of influence
Observations:
Determining distance between needle and leather is crucial for this activity
□0
□1
□2
□3
■4
Position in space-Determining the spatial relationship of figures and objects to self and other forms and objects.
Level of influence
Observations:
Determining distance between Janie’s body/body parts and the materials in order to motor plan
□0
the next step. This is also a safety precaution (don’t poke self with needle).
□1
□2
□3
■4
Sequencing-Placing information , concepts and actions in order
Level of influence
□0
□1
□2
□3
■4
Observations:
Sequencing is very important in order to make the correct (cordovan) stitch. Janie must first
thread the needle from front to back, then from front to back on the next hole, leave a small
loop, then thread through the loop from back to front, and repeat.
ACQURING SKILLS:
ACTIVITY REQUIRES
Basic skills
________________________________________
Complex skills
YES
NO
___X___
X
______
Applying knowledge
Thinking
X
Solving problems-simple
Solving problems-complex
Making decisions
X
X
X
FOCUS ON
Motor control, praxis, body scheme, fine
motor, crossing midline, right-left
discrimination, laterality, bilateral integration,
visual-motor integration
Level of arousal, orientation, attention span
Memory, categorization, spatial orientation,
generalization, concept formation
Learning, memory
Learning, memory
Memory, concept formation, categorization,
generalization
Level of arousal-Demonstrating alertness and responsiveness to environmental stimuli
Level of influence
Observations:
This is a time consuming activity; in order to stay engaged in the activity, Janie should be
□0
physically aroused to some extent.
□1
□2
■3
□4
Orientation-The ability to identify person, place, time and situation
Level of influence
Observations:
Identifying these factors will help Janie understand why she is completing this activity and help
□0
with her motivation.
□1
■2
□3
□4
Sensory modulation-The ability to generate responses that are appropriately graded in relation to incoming sensory stimuli
Level of influence
Observations:
Need to grade motions throughout the activity: grade distance between hand/needle and
□0
leather in order to thread and tighten stitch. Janie needs to feel the tightness of the thread to
□1
know when to stop tightening the stitch, as well as identify when the stitch is loose.
□2
□3
■4
Attention span-Focusing on a task over time
Level of influence
Observations:
This task required practically all of Janie’s attention for approximately 45 minutes to an hour. If
□0
Janie doesn’t attend to the task, she will probably make a mistake.
□1
□2
□3
■4
Motor control-The use of functional and versatile movement patterns
Level of influence
Observations:
Especially arm and hand control. Janie needs to hold the leather with one hand and thread the
□0
needle and lacing with the other. Some arm movements include: extension, flexion, and
□1
circumduction. Similar finger movements are also needed for holding the needle and leather
□2
(grasping).
□3
■4
Praxis-Conceiving and planning a new motor act in response to an environmental demand
Level of influence
Observations:
This activity is not habitual and requires planning how to stitch in a specific sequence, depending
□0
on the last stitch made.
□1
□2
□3
■4
Ocular motor-Ability to move eyes to focus and follow objects
Level of influence
Observations:
Janie will be visually following the needle in her hand and/or its relationship to the leather for the
□0
majority of the activity.
□1
□2
□3
■4
Oral motor-Use of muscles in and around the mouth
Level of influence
Observations:
This is only needed if Janie wants to verbally ask a question or converse with someone. It is not
□0
mandatory to complete the task of stitching a cordovan stitch though.
■1
□2
□3
□4
Fine motor coordination and dexterity-Using small muscle groups for controlled movements, particularly in-hand object
manipulation
Level of influence
Observations:
Holding and manipulating the needle and leather definitely require this.
□0
□1
□2
□3
■4
Crossing the midline-Moving the limbs and eyes across midline sagittal plane of the body
Level of influence
Observations:
Although this task may be able to be completed without crossing the midline, it would require
□0
much more attention and may be more difficult to do so. At the very least both hands need to
□1
meet at the midlines; it is extremely likely that they will cross the midline at some point while
■2
pushing the needle through the holes in the leather.
□3
□4
Right –left discrimination-Differentiating one side from the other
Level of influence
Observations:
Janie needs to hold and manipulate the needle with her dominant hand while simultaneously
□0
holding the leather with her non-dominant hand.
□1
□2
□3
■4
Laterality-The use of a preferred or dominant hand or foot
Level of influence
Observations:
The dominant hand will be manipulating the needle while the non-dominant hand will be holding
□0
the leather. If Janie does not have a dominant hand, she can switch hands or choose which
□1
hand will perform which task.
■2
□3
□4
Bilateral integration-Coordinating both sides of the body
Level of influence
Observations:
Janie needs to hold the leather appropriately with one hand while simultaneously using the other
□0
hand to thread the holes and make the stitches. Coordinating these two takss is imperative.
□1
□2
□3
■4
Memory-recoding information after a brief or long period of time
Level of influence
Observations:
Procedural memory is very important to complete this task because it is so repetitive. Also, Janie’s
□0
motivation may be influenced by her ability to remember why she is completing this activity. Her
□1
performance of the task may be affected by her ability to remember past her sewing
□2
experiences (episodic).
■3
□4
Categorization-Identifying similarities and differences among pieces of environmental information
Level of influence
Observations:
Janie needs to know how the lacing and leather (separate pieces) relate to the coin purse (the
□0
whole). She also needs to categorize the needle as a tool used to sew.
□1
■2
□3
□4
Concept formation-Involves organizing a variety of information to form thoughts and ideas
Level of influence
Observations:
Janie needs to evaluate whether or not she is performing the task correctly and make subsequent
□0
changes.
□1
■2
□3
□4
Spatial operations-Mentally manipulating the position of objects in various relationships
Level of influence
Observations:
Janie needs to be able to visualize how the end product, the coin purse, should look.
□0
□1
□2
□3
■4
Learning-Acquiring new concepts and behaviors
Level of influence
Observations:
Janie is expected to (motor) learn how to make a cordovan stitch. This is a new behavior for her.
□0
□1
□2
■3
□4
Generalization-Applying previously learned concepts and behaviors to a variety of new situations.
Level of influence
Observations:
Janie can apply the information she learned in her previous experiences when she sewed doll
□0
clothing and blankets to the new activity at hand, mastering the cordovan stitch. She can also
□1
□2
■3
□4
take this learned information and apply it to other types of articles in the future(clothing, blankets,
potholders, etc).
GENERAL ACTIVITY DEMANDS:
ACTIVITY REQUIRES
Simple task
Complex task
Multiple tasks
Independent performance
Group performance
YES
X
X
NO
FOCUS ON
Initiation of activity, time management, termination
of activity, coping skills, self-control
X
X
X
Social conduct, interpersonal skills
Initiation of activity-Starting a physical or mental activity
Level of influence
Observations:
Janie needs to start the process of stitching herself to be able to say she has mastery over the
□0
activity.
□1
□2
□3
■4
Time management-The person's ability to manage parcels of time as they relate to the performance of tasks or activities
Level of influence
Observations:
Although Janie should set aside enough time to complete the activity, there are no pressing time
□0
restraints. Janie can stop the task if she needs a break or no longer has time and pick it back up
■1
later.
□2
□3
□4
Termination of activity-Stopping an activity at an appropriate time
Level of influence
Observations:
Janie should stop this activity once she has made a cordovan stitch around the entire coin purse.
□0
This is very important because if she stops too early the purse will be incomplete, and if she
□1
continues past the appropriate time she will be stitching over a part she already completed,
□2
which is incorrect as well.
□3
■4
Coping skills-Identifying and managing stress related factors such as anger, disappointment or frustration
Level of influence
Observations:
Janie has difficulty with stabilizing the leather as well as rotating the leather clockwise when
□0
necessary. This could easily lead to frustration and/or other negative emotions. Janie should be
□1
able to cope effectively in order to complete the activity.
□2
□3
■4
Self-control-Modifying one's own behavior in response to environmental needs, demands, constraints, personal aspirations,
and feedback from others
Level of influence
Observations:
It may be expected that Janie will have difficulty with some aspects of this task; therefore it is
□0
important that she modify her behavior in order to gain a mastery of cordovan stitching. This way
□1
she will be able to earn her crafts patch.
□2
□3
■4
Social conduct-Involves interacting by using manners, personal space, eye contact, gestures, active listening, and selfexpression appropriate to the situation
Level of influence
□0
□1
■2
□3
□4
Observations:
If Janie performs this task in a social environment, such as with her peers, this is important,;
however her ability to perform the task does not depend on her ability to behave in a socially
appropriate way. This is needed for her interaction with the adult supervisor though.
Interpersonal skills-Involves using verbal and nonverbal communication skills appropriately
Level of influence
Observations:
This is needed for her to ask questions about the task as well as asking for help. If she does this task
□0
with peers, this will be important part of the situation however it is not really necessary to
□1
complete the task at hand.
■2
□3
□4
MOBILITY:
Postural alignment-Maintaining biomechanical integrity among body parts
Level of influence
Observations:
Janie needs to be able to stay sitting and/or standing to complete this activity. Because it takes
□0
about 45 minutes to an hour to complete, she will probably be adjusting her sitting/standing
□1
position. Maintaining postural alignment is important for this.
□2
■3
□4
Postural control-Using right and equilibrium reactions to maintain balance during functional movements
Level of influence
Observations:
Janie needs to be able to sit and/or stand for a long period of time while her head is moving
□0
frequently; her balance is necessary for this task.
□1
□2
■3
□4
Depth perception- Involves determining the relative distance between objects, figures or landmarks and the observer and
changes in planes and surfaces
Level of influence
Observations:
Janie needs to judge the distance between the table, her body, her hand that is holding the
□0
needle, and her hand that is holding the leather.
□1
□2
■3
□4
Body strength-Degree of gross muscle power when body movement is resisted or is against gravity
Level of influence
Observations:
Not much strength is necessary for this activity. Janie does need to be able to have enough
□0
strength to sit/stand for a long period of time as well as use her upper extremities for a long period
□1
of time.
■2
□3
□4
CARRYING, MOVING AND HANDLING OBJECTS
Range of motion-Moving body parts through an arc of motion
Level of influence
Observations:
The hand that is manipulating the needle will repetitively move through an arc of motion
□0
throughout the entire activity.
□1
□2
■3
□4
Extremity strength-Grade of muscle strength when body movement is resisted or is against gravity
Level of influence
Observations:
Concentric and eccentric muscle contractions are needed for threading the lacing. Isometric
□0
muscle contraction is needed for gripping the needle and leather. However, not a lot of force is
□1
needed.
□2
□3
■4
Endurance-Sustained cardiac, pulmonary, and musculoskeletal exertion over time
Level of influence
Observations:
Janie needs to maintain minimal cardiac, pulmonary, and musculoskeletal exertion. She needs to
□0
be able to sit and move her arms at a relaxed pace for about 45 minutes.
■1
□2
□3
□4
Stereognosis-Identifying objects through proprioception, cognition and sense of touch
Level of influence
Observations:
Janie should be able to identify the various materials involved in the activity through touch,
□0
however she can primarily depend on her vision.
■1
□2
□3
□4
Kinesthesia-Identifying the excursion and direction of movement
Level of influence
Observations:
Janie needs to move multiple joints at once, especially those joints of the shoulder, elbow, wrist,
□0
and fingers. She also needs to change directions when she threads the lace.
□1
□2
□3
■4
Grasp patterns-Identifying the type(s) of grasp required to perform the activity
Level of influence
Observations:
Different grasp patterns are used for holding the leather as well as the needle appropriately.
□0
□1
□2
□3
■4
Prehension patterns-Identifying the type(s) of pinch required to perform this activity
Level of influence
Observations:
Janie will use a different type of pinch pattern to hold and manipulate the leather in comparison
□0
to how she holds and manipulates the needle. Both are necessary to complete the activity.
□1
□2
□3
■4
Fine motor-Ability to use small hand muscles and joints to perform refined actions
Level of influence
Observations:
The majority of this activity depends on refined actions, such as manipulating the needle, lace,
□0
and leather.
□1
□2
□3
■4
Figure-ground perception-Differentiating between foreground and background forms and objects
Level of influence
Observations:
Unless Janie has to find the materials needed for this activity from a messy drawer or something
■0
similar, this is not needed for the activity.
□1
□2
□3
□4
Topographical orientation-Determining the location of objects and settings and the route to the location
Level of influence
Observations:
This is not needed for the activity.
■0
□1
□2
□3
□4
Part 3: Summary
Once you have completed the activity analyses, consider the following:
1. Is the activity part of the client's habits, routines, or rituals?
● Habits: No, the activity is not part of the client’s habits.
● Routines: No, the activity is not part of the client’s routines.
● Rituals: No, the activity is not part of the client’s rituals.
This is an isolated activity that can be performed in Janie’s spare time once (to earn a patch) or
multiple times (if she enjoys it and wants to continue it as a hobby).
2. How does this activity relate to the client's roles?
● Past: Janie has been a Girl Scout for some amount of time. In order to maintain her role as a Girl
Scout she needs to master this activity.
● Present: Janie needs to master this activity in order to earn a badge in Girl Scout, which will help
her maintain her role as a Girl Scout.
● Future: Janie may use what she learned from this activity (stitching skills) in order to earn other
similar badges in Girl Scouts.
3. Does the activity facilitate self-expression or enhance self-concept?
This activity is a craft and therefore can facilitate self-expression. Janie can choose various colors
or patterns to make her coin purse with in order to express herself. Her ability or disability to master
the task and subsequently earn a crafts badge will most likely enhance or hinder her self-concept.
If Girl Scouts is important to Janie, earning badges are a good indicated of her success as a Girl
Scout. Once she earns the crafts badge her self-concept should be enhanced.