Abstract:
The present disclosure is a game that has a mixer positioned at a first location on a gaming area and a plurality of balls randomly dispersed throughout the gaming area. In response to a command, a player on a team collects one or more of the plurality of balls, the score is incremented based upon the balls collected, the player throws the collected ball(s) into the mixer, and the mixer disperses the ball(s) back into the gaming area.

Description:
CROSS REFERENCE TO RELATED APPLICATION 
     This application claims priority to U.S. Provisional Patent Application Ser. No. 61/936,142 entitled Physical And Academic Game and filed on Feb. 5, 2014, which is incorporated by reference in its entirety. 
    
    
     BACKGROUND 
     Many elementary age children take physical education as part of their academic curriculum. In this regard, throughout a typical school day of a child he/she has a physical education (also referred to as “PE”) class intermixed with his/her academic classes. 
     Typical PE classes focus entirely on physical activities that help a child learn the skills to be active in life. For example, PE classes teach fundamental locomotor skills, such as walking, running, hopping, jumping and skipping. In addition PE classes may also focus on nonlocomotor skills such as turning, twisting, swinging, balancing and bending. Addition physical activities in PE class may focus on teaching manipulative skills, such as catching, dribbling, throwing, or kicking. Other types of activities may include those directed toward improving gross/fine motor skills, eye hand coordination, spatial awareness, and agility/balance. 
     SUMMARY 
     The present disclosure is a game that has a mixer positioned at a location on a gaming area and a plurality of balls randomly dispersed throughout the gaming area. In response to a command, a player on a team collects one or more of the plurality of balls, the score is incremented based upon the balls collected, the player throws the collected ball(s) into the mixer, and the mixer disperses the ball(s) back into the gaming area. 
    
    
     
       DESCRIPTION OF THE DRAWINGS 
       The disclosure can be better understood with reference to the following drawings. The elements of the drawings are not necessarily to scale relative to each other, emphasis instead being placed upon clearly illustrating the principles of the disclosure. Furthermore, like reference numerals designate corresponding parts throughout the several views. 
         FIG. 1  is an isometric view of an exemplary mixer in accordance with an embodiment of the present disclosure. 
         FIG. 2  is a side isometric view of the mixer depicted in  FIG. 1 . 
         FIG. 3  is an isometric view of another exemplary mixer in accordance with an embodiment of the present disclosure. 
         FIG. 4  is an isometric view of an exemplary basket of lettered balls in accordance with an embodiment of the present disclosure used in playing a game incorporating the mixers of  FIG. 1  or  FIG. 3 . 
         FIG. 5  is an isometric view of an exemplary builder tray in accordance with an embodiment of the present disclosure used in playing a game incorporating the mixers of  FIG. 1  or  FIG. 3 . 
         FIG. 6  depicts an exemplary set of task cards that may be used in playing a game incorporating the mixers of  FIG. 1  or  FIG. 3 . 
         FIG. 7  depicts an exemplary set of point indicator pieces used to keep score in a game incorporating the mixers of  FIG. 1  or  FIG. 3 . 
         FIG. 8  depicts exemplary wrist bands for identifying players in a game incorporating the mixers of  FIG. 1  or  FIG. 3 . 
         FIG. 9  depicts another exemplary task card that may be used in a game incorporating the mixers of  FIG. 1  or  FIG. 3 . 
     
    
    
     DESCRIPTION 
     The present disclosure related to a physical and academic game that effectively integrates academic skills, e.g., reading and spelling, into basic physical skills. In this regard, the physical and academic game comprises a mixer goal that is placed in the middle of a playing area, e.g., a gym, a school yard, or other indoor or outdoor physical education arenas. Balls inscribed with letters of the alphabet are placed in proximity to the mixer goal. Children playing the game are tasked with building words from balls inscribed with letters of the alphabet. In order to perpetuate the game, once a child (or group of children, e.g., a team) have built the tasked word, the children throw the balls making up the word into the mixer goal, and the mixer goal disperses the balls back into the playing area. 
       FIG. 1  depicts a mixer goal  100  in accordance with an embodiment of the present disclosure. The mixer goal  100  comprises a floor mat  107 , four flexible poles  103   a - 103   d , a ball receiver and disperser  104 , and ball dispersion ramps  101   a - 101   b.    
     In the embodiment shown, the floor mat  107  is a substantially square piece of fabric. However, the floor mat  107  may be other shapes and made of other types of materials in other embodiments. The floor mat  107  rests upon a gaming area  113 , which can be, for example, a gym floor or a playground yard. 
     In the embodiment depicted, the four flexible poles  103   a - 103   d  are flexibly and removeably coupled to the floor mat  107 . In this regard, the floor mat  107  may have openings and/or stops integrated therein to retain the poles  103   a - 103   d  with respect to the floor mat  107 . Note that the floor mat  107  may not be used in other embodiments of the present disclosure. In this regard, the ends of each pole  103   a - 103   d  may comprise feet (not shown) coupled thereto that retain the poles in the positions shown in  FIG. 1 . 
     The poles  103   a - 103   d  are inserted through casings  108   a - 108   d , respectively. Each of the casings  108   a - 108   d  is a fabric channel of the ball receiver and disperser  104  through which the poles  103   a - 103   d  may be inserted. Note that when the poles  103   a - 103   d  are inserted within the casings  108   a - 108   d , the poles  103   a - 103   d  bend such that the mixer  100  stands upright. Further, in bending the poles  103   a - 103   d  create a point  110  of the ball receiver and disperser  104 . 
     In the embodiment depicted, the ball receiver and disperser  104  is a pyramidal shape having four faces  111   a - 111   d . Note that the ball receiver and disperser  104  may be other shapes in other embodiments. For example, the ball receiver and disperser  104  may be rectangular or square. 
     The ball receiver and disperser  104  further comprises openings  106   a  and  106   b , respectively. In the embodiment depicted, the openings  106   a  and  106   b  are triangular. However, the openings  106   a  and  106   b  may be other shapes in other embodiments, e.g., circular, square, etc. Further, the ball receiver and disperser  104  is coupled to flaps  102   a  and  102   b . In one embodiment, the flaps  102   a  and  102   b  are sewn to the seams  112   a ,  112   b  and  112   c ,  112   d , respectively. The flaps  102   a  and  102   b  are positioned such that a portion of each flap hangs below the ball receiver and disperser  104 . 
     Further, the mixer  104  comprises the ball dispersion ramps  101   a  and  101   b . Note that in the embodiment depicted in  FIG. 1 , the ball dispersion ramps  101   a  and  101   b  are made of an open-meshed material, i.e., netting. However, the dispersion ramps  101   a  and  101   b  may be made of other types of materials in other embodiments. 
     The mixer  100  is used in a game, the rules and details for which are described further herein. Notably, during the game, a ball (not shown) is thrown into one of the openings  106   a  or  106   b . The ball then falls through the force of gravity toward the ramps  101   a  and  101   b . The flaps  102   a  and  102   b  create a barrier for the ball. In this regard, the flaps  102   a  and  102   b  ensure that the ball thrown is directed toward either ramp  101   a  or ramp  101   b  such that the ball thrown is dispersed into the gaming area  113 . In this embodiment, the ball rolls downward on one of the ramps  101   a  or  101   b  and is launched from the mixer  100  to the gaming area  113 . 
       FIG. 2  is a side view of the mixer  100  to further show an exemplary structure of the mixer  100 . The side view of the mixer  100  of  FIG. 2  shows a ball being received in the opening  106   a  and being dispersed onto the gaming area  113 . 
     In this regard, the ball receiver and disperser  104  receives a ball  201  through the opening  106   a . The ball  201  falls through the force of gravity, and the flap  102   a  or  102   b  directs the ball  201  down the respective ramp  101   a  or  101   b , which in  FIG. 1  shows the ball being directed by  102   a  down ramp  101   a . The ball  201  rolls down the ramp  101   a  and is launched by the ramp  101   a  onto the gaming area  113 . 
       FIG. 3  depicts another embodiment of the mixer  100 . In the embodiment, the mixer  100  comprises the floor mat  107 , four flexible poles  103   a - 103   d , a ball receiver and disperser  301 , and a dispersion ball  302 . 
     In the embodiment shown, the floor mat  107  and the poles exhibit the same structure and function as the embodiment depicted in  FIG. 1 ; however, coupled to the floor mat  107  is a dispersion ball  302 , which is described further herein. The dispersion ball  302  may be coupled to the mat  107  via Velcro® or some type of adhesive. 
     In the embodiment depicted, the ball receiver and disperser  306  is a pyramidal shape having the four faces  111   a - 111   d . Note that the ball receiver and disperser  301  may be other shapes in other embodiments. For example, the ball receiver and disperser  301  may be rectangular or square. 
     The ball receiver and disperser  301  further comprise the openings  106   a  and  106   b , respectively. In the embodiment depicted, the openings  106   a  and  106   b  are triangular. However, the openings  106   a  and  106   b  may be other shapes in other embodiments, e.g., circular, square, etc. Further, the ball receiver and disperser  301  is coupled to a funnel  309 . In one embodiment, the funnel  309  is sewn to the seams  308   a - 308   d . The funnel  309  is further coupled to a tube  310 . 
     The mixer  100  is used in a game, the rules and details for which are described further herein. Notably, during the game, a ball  304  is thrown into one of the openings  106   a  or  106   b . The ball then falls through the force of gravity toward the funnel  309 . The ball  304  rolls along the inside surface  312  of the funnel  309 , which directs the ball  304  to the tube  310 . 
     The ball  304  falls through the tube through the force of gravity, and lands on the dispersion ball  302 . The ball  304  bounces off the dispersion ball  302 , and the ball  304  is dispersed to the gaming area  113 . The dispersion of the ball  304  to the gaming area  113  is random and is based on the position at which the ball  304  strikes the dispersion ball  302 . 
       FIG. 4  depicts a basket  400  in accordance with an embodiment of the present disclosure. The basket  400  comprises a set of balls  401 . Each ball  401  is inscribed with a particular letter. Note that the balls are removeable from the basket  400 . As will be described further herein, a subset of the balls may be used to form words. 
       FIG. 5  is an isometric view of an exemplary builder tray  500  in accordance with an embodiment of the present disclosure. The builder tray  500  comprises a plurality of openings  501  that comprise a circumferential edge  502 . A letter ball  401  is placed upon the circumferential edge  502  of the opening  501 , and the ball  401  is retained by the builder tray  500 . In this regard, a plurality of balls  401  may be placed on the circumferential edges  502  of adjacent openings  501  to form a word. In the example shown in  FIG. 5 , the word is “happy.” 
       FIG. 6  depicts a set of task cards  600 . With reference to  FIG. 5 , balls  401  corresponding to the letters of a word exhibited on one of the set of cards  600  may formed on the builder tray  500  ( FIG. 5 ). 
       FIG. 7  depicts point indicators  700  and  703 . The exemplary point indicators  700  and  703  shown are circular-shaped and representative of a pie. The point indicator  700  comprises four pieces  701 , and the point indicator  701  comprises eight pieces  703 . Each of the pieces has indicium thereon. In the exemplary pieces shown, the indicia comprise the word “pie” and a graphical heart. Note that as will be described herein, the pieces  701  or  703  are collected by players of a game of the present disclosure to indicate scoring. 
       FIG. 8  depicts a set of wristbands  801 - 804 . The wristbands  801 - 804  may be word by players of an exemplary game of the present disclosure to indicate the respective players&#39; functions in the game. In this regard, the wristbands  801 - 804  may be colored, e.g., red and yellow to identify a team and/or the role of the player wearing the wristband  801 - 804  in the game. 
       FIG. 9  depicts another embodiment of a task card  900  in accordance with the present disclosure. The task card  900  may comprise and indicator  901  that identifies the grade level for the particular card. In addition, the card may comprise indicium  902  that provides instructions to a team of a game of the present disclosure. In the example, the task card  900  instructs the team to spell the word “cooks.” 
     With reference to the previous described figures, an exemplary game in accordance with the present disclosure will now be described. The game description following shall assume only two teams for ease of explanation and discussion. However, any number of teams may play the game of the present disclosure in other embodiments. 
     During set up of the game, a player or instructor (i.e., a teacher) places a mixer  100  ( FIG. 1 ) in a central location (not shown) of the gaming area  113  ( FIG. 1 ). Additionally, balls  401  ( FIG. 4 ) are scattered and dispersed manually throughout the gaming area. 
     Further, the point the point indicator pieces  701  ( FIG. 7 ) and the task cards  600  ( FIG. 6 ) or  900  ( FIG. 9 ) are placed in a designated area. Note that for a game having two teams, if the point indicator  700  is used, there is available eight pieces  701  (or 16 pieces if the point indicator  703  ( FIG. 7 ) is used). Eight pieces total ensures that there are in game play enough pieces for each team to form a complete point indicator  700 . In the example provided herein, the pieces  701  form a complete circle, as described with reference to  FIG. 7 . 
     Further note that the task cards  600  ( FIG. 6 ) or task cards  900  ( FIG. 9 ) may be placed at a particular position in the gaming area. Each set of task cards  600  or  900  placed in the gaming area may identify a particular, e.g., with a number identifier card may correlate a team playing the game with a particular number. 
     Additionally, builder trays  500  ( FIG. 5 ) are placed at separate and distinct positions on the gaming area  113 . Note that in playing the game, each identified team has a designated builder tray  500 . 
     A plurality of players (not shown) is divided into teams. In the embodiment described herein, the game is described using two teams wherein each team comprises six players. However, each team may consist of any number of players in other embodiments, and there may be more than two teams in other embodiments. Thus, for the two teams created there are eight point indicator pieces available for retrieval and two sets of task cards (each set having an identifier that identifies the team associated with the set) in the gaming area. 
     Further, the wristbands  801 - 804  are worn by a subset of the players. In this regard, each team has a captain player and a point guard player, and each captain/point guard wears identifying wristband, e.g., the captain may wear a red wristband whereas the point guard may wear a yellow wristband. The other players on each team are referred to as “letter ninjas” herein. 
     When the game begins, the captain retrieves a task card  600  or  900  from the set of task cards identified for his/her team. The captain places the retrieved task card  600  or  900  next to the builder tray placed for his/her team. The task card  600  or  900 , as described herein, identifies a word that the team is to spell in its builder tray  500 . 
     The letter ninjas travel around the gaming area  113  looking for one or more balls  401  ( FIG. 4 ) inscribed with letters contained in the word identified on the task card  600  and  900 . In one embodiment, the captain may give instructions to each of the letter ninjas instructing him/her to find and retrieve a ball inscribed with a particular letter. 
     As the letter ninjas bring the balls  401  to the builder tray, he/she places the retrieved letter on the opening  501  associated with the letter position in the work. In another embodiment, the letter ninja may give the ball  401  to the captain, and the captain builds the word in the builder tray  500 . 
     Once the letter ninjas have retrieved all letters in the word indicated by the task card  600  or  900  retrieved, the point guard travels to the point indicator pieces and retrieves one piece  701  ( FIG. 7 ). The team then begins to build his/her point indicator shape, e.g., a circular shape that may be designated as a “pie.” 
     Once the word is spelled on the builder tray  500  and the point indicator piece  701  collected, the letter ninjas retrieve the balls  401  from the builder tray  500 . The letter ninjas travel to the mixer  100  ( FIG. 1 ), and each letter ninja throws his/her ball into the mixer  100 . The mixer  100  receives and disperses the balls  401  back into the gaming area  113 . 
     The teams race against one another to build its complete point indicator  700 , e.g., retrieve and position four pieces of the circular shaped point indicator to form a complete circle. In this regard, each team continues to build words identified by the task cards  600  or  900  until the team has a complete point indicator  700 . 
     The mixer and game components may further be used for players who are non-readers, e.g., prekindergarten. In this regard, the instructor may instruct each player to find all the balls identifying his/her favorite color, and throw such balls  401  into the mixer. 
     For nonreaders, an instructor may also instruct each player to retrieve balls  401  having a particular color, e.g., red balls. Once the class has collected all the red balls, the students may throw the balls in the mixer.