Abstract:
A game kit ( 20 ) includes a game playing surface ( 22 ) marked with a plurality of indicia ( 42 ), ( 44 ), ( 46 ), ( 48 ), and ( 50 ). The game kit also includes a plurality of markers ( 26   a   -26   d ) for positioning on indicia of the playing surface. A first deck of cards ( 24   a ) including a plurality of cards ( 56 ) is also included. Each card bearing instructions ( 64 ) for a player to carry out an activity. The activity instructions of the cards in the first deck each being associated with a first core or cluster of human competencies selected from the group of factual knowledge competencies, audio/video performance competencies, two and/or three-dimensional graphic competencies, and spelling/vocabulary competencies. The plurality of cards contained in the first deck including at least a first subset of cards directed to a first activity type associated with the first core or cluster of competency(s) and a second subset of cards directed to a second activity type, distinct from the first activity type, associated with the first core or cluster of competency(s). The game also includes a second deck of cards having a plurality of cards bearing instructions for a player to carry out an activity. The second deck of cards contains cards directed to activities associated with a second core or cluster of human competency(s) different at least in part from the first core or cluster of competencies associated with the first deck. Performance of the activities on the cards of the first and second decks determining advancement of a player&#39;s marker on the game playing surface.

Description:
FIELD OF THE INVENTION 
     The present invention relates generally to a game and, more particularly, to a game having multiple activities. 
     BACKGROUND OF THE INVENTION 
     Successful board games in the past have focused on a single game activity. A game activity defines actions that a player or players must complete, usually to advance. More specifically, a game activity defines the interaction between the players, game content, and other game components. In some games, the single game activity of responding to questions defines the game. In other games, the game activity focuses on the ability to communicate in nonspoken formats, such as acting out a particular role or drawing an object on a piece of paper. Although such game activities may include multiple topics, the fundamental characteristic of each game focuses only on a single game activity, such as answering questions, drawing, or acting, to determine a player&#39;s progression through the game. 
     While games involving only a single activity enjoy a degree of popularity, they are not without their problems. In particular, one significant problem of such games is the fact that the game is directed only to a single activity. Although such games are enjoyed by those who are skilled in the particular activity of the game, they are not fulfilling to those who lack interest or skill in the particular game activity. Thus, such games fail to appeal to a broader spectrum of players because they focus only on one game activity directed to a single skill. 
     Research has shown that human activities may be broken into eight general categories referred to herein as intelligences or human core competencies. One of the leading theorists in this area is Dr. Howard Gardner, a professor of education at Harvard University and author of a 1983 book entitled,  Frames of the Mind. The Theory of Multiple Intelligences , the contents of which are hereby incorporated by reference. According to Dr. Gardner, human skills may be broken down into eight core competencies. 
     The first core competency is entitled “language.” In the language core competency, an individual will think in term of words. These individuals tend to excel at descriptions that are written or verbalized. The second human core competency is entitled “spatial.” Individuals in this core competency conceptualize in spatial terms and excel at visualizing situations or thoughts. The third core competency is entitled “logical-mathematical.” These individuals excel in the ability to apply logic to systems and numbers. The fourth core competency is entitled “musical.” Individuals within this core competency excel at analyzing in musical ways and have an ability to understand and use music. The next core competency is entitled “physical.” Individual&#39;s having a strong physical core competency learn best by doing the subject and they prefer hands-on contact with the subject. The sixth core competency is entitled “interpersonal.” Individuals having a strong interpersonal core competency excel at the ability to relate well with others. The next core competency is entitled “intrapersonal.” Individuals having a strong intrapersonal core competency tend to be introspective, thoughtful and reflective. The final core competency is entitled “natural.” Individuals who have a strong natural core competency, tend to observe, understand, and organize patterns in the natural environment and enjoy collecting data and objects from the natural world. Thus, according to Dr. Gardner, there are eight general human core competencies to describe human activities. 
     Viewing games that involve only a single activity in light of the eight core competencies reveals that such games typically address one or two of the eight competencies. In this regard, games that involve the activity of responding to questions appeals to those who have a strong language competency, while those games that require the participants to utilize artistic skills will likely appeal to those who are strong in the spatial core competency classification. Such games do not appeal to those individuals whose capabilities are not within the core competency of the game activity and, therefore, these individuals tend to become disinterested in the game. 
     Thus, there exists a need for a game that is an aggregation of all of the human core competencies, such that it has broad appeal to a wide variety of players. The present invention is directed to fulfilling this need. 
     SUMMARY OF THE INVENTION 
     In accordance with the present invention, a game kit is provided. The game kit includes a game playing surface marked with a plurality of indicia, a plurality of markers for positioning on the indicia of the game playing surface, and a plurality of decks of cards. Each deck includes a plurality of cards, wherein each card bears indicia instructing a player to carry out an activity. Performance of the activity determines advancement of a marker on the game playing surface. Each deck contains cards directed to activities associated with one or more related human competencies. The human competencies of each deck differs at least in part from the competency(s) associated with the activities of the cards contained in the other deck(s). Each deck contains at least a first subset of cards directed to a first activity type and a second subset of cards directed to a second activity type distinct from the first activity type. 
     In accordance with other aspects of this invention, the human competencies are selected from one of factual knowledge competencies, audio/visual performance competencies, two and/or three-dimensional graphic competencies, and spelling/vocabulary/language competencies. 
     In accordance with yet other aspects of this invention, each deck of the game kit further includes at least a third subset of cards directed to a third activity type distinct from the first and second activity types. 
     In accordance with still other aspects of this invention, the indicia on the game playing surface designates first and second paths around the playing surface to track a player&#39;s progression through the game. The first track defines a faster progression through the game playing surface, while the second track defines a slower progression through the game playing surface. 
     A game formed in accordance with the present invention has several advantages over games currently available. First, because the game of the present invention incorporates activities from multiple human core competencies, the game is entertaining and stimulating to a wider variety of players. The game of the present invention is also more challenging because it does not specialize in only one of the human core competencies, but rather includes activities from multiple, and preferably all core competencies. Finally, because the game of the present invention includes activities from each of the core competencies, it is appealing and stimulating to a wider variety of players. Thus, the game of the present invention is more entertaining, challenging, and appealing to a broader spectrum of players than those currently available. 
    
    
     BRIEF DESCRIPTION OF THE DRAWINGS 
     The foregoing aspects and many of the attendant advantages of this invention will become better understood by reference to the following detailed description, when taken in conjunction with the accompanying drawings, wherein: 
     FIG. 1 is an environmental view of a game formed in accordance with the present invention; 
     FIG. 2 is a frontal view of a representative card from within one of the decks of a game formed in accordance with the present invention showing indicia providing instructions for a particular activity; 
     FIG. 3 is a back view of the card shown in FIG.  2  and showing the answer to the particular activity; 
     FIG. 4 is a frontal view of a representative card from within one of the decks of a game formed in accordance with the present invention showing indicia providing instructions for a particular activity; 
     FIG. 5 is a back view of the card shown in FIG.  4  and showing the answer to the particular activity; 
     FIG. 6 is a frontal view of a representative card from within one of the decks of a game formed in accordance with the present invention showing indicia providing instructions for a particular activity; 
     FIG. 7 is a back view of the card shown in FIG.  6  and showing the answer to the particular activity; 
     FIG. 8 is a frontal view of a representative card from within one of the decks of a game formed in accordance with the present invention showing indicia providing instructions for a particular activity; 
     FIG. 9 is a back view of the card shown in FIG.  8  and showing the answer to the particular activity; 
     FIG. 10 is a frontal view of a representative card from within one of the decks of a game formed in accordance with the present invention showing indicia providing instructions for a particular activity; 
     FIG. 11 is a back view of the card shown in FIG.  10  and showing the answer to the particular activity; 
     FIG. 12 is a frontal view of a representative card from within one of the decks of a game formed in accordance with the present invention showing indicia providing instructions for a particular activity; 
     FIG. 13 is a back view of the card shown in FIG.  12  and showing the answer to the particular activity; 
     FIG. 14 is a frontal view of a representative card from within one of the decks of a game formed in accordance with the present invention showing indicia providing instructions for a particular activity; 
     FIG. 15 is a back view of the card shown in FIG.  14  and showing the answer to the particular activity; 
     FIG. 16 is a frontal view of a representative card from within one of the decks of a game formed in accordance with the present invention showing indicia providing instructions for a particular activity; 
     FIG. 17 is a back view of the card shown in FIG.  16  and showing the answer to the particular activity; 
     FIG. 18 is a frontal view of a representative card from within one of the decks of a game formed in accordance with the present invention showing indicia providing instructions for a particular activity; 
     FIG. 19 is a back view of the card shown in FIG.  18  and showing the answer to the particular activity; 
     FIG. 20 is a frontal view of a representative card from within one of the decks of a game formed in accordance with the present invention showing indicia providing instructions for a particular activity; 
     FIG. 21 is a back view of the card shown in FIG.  20  and showing the answer to the particular activity; 
     FIG. 22 is a frontal view of a representative card from within one of the decks of a game formed in accordance with the present invention showing indicia providing instructions for a particular activity; 
     FIG. 23 is a back view of the card shown in FIG.  22  and showing the answer to the particular activity; 
     FIG. 24 is a frontal view of a representative card from within one of the decks of a game formed in accordance with the present invention showing indicia providing instructions for a particular activity; 
     FIG. 25 is a back view of the card shown in FIG.  24  and showing the answer to the particular activity; 
     FIG. 26 is a frontal view of a representative card from within one of the decks of a game formed in accordance with the present invention showing indicia providing instructions for a particular activity; 
     FIG. 27 is a back view of the card shown in FIG.  26  and showing the answer to the particular activity; 
     FIG. 28 is a frontal view of a representative card from within one of the decks of a game formed in accordance with the present invention showing indicia providing instructions for a particular activity; and 
     FIG. 29 is a back view of the card shown in FIG.  28  and showing the answer to the particular activity. 
    
    
     DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENT 
     FIG. 1 illustrates a preferred embodiment of a game  20  constructed in accordance with the present invention. The game  20  includes a playing surface  22 , a plurality of decks of cards  24   a ,  24   b ,  24   c , and  24   d , and a plurality of markers  26   a ,  26   b ,  26   c , and  26   d  for tracking a player&#39;s progression through the game. The game  20  preferably also includes a multi-sided die  28  and a tub  30  containing sculpting material, such as putty. The playing surface  22  is illustrated as it would be set up on a table top  32 . Although the preferred embodiment illustrated of game  20  is a board game, the game of the present invention may also be configured as a multi-media game and, therefore, other configurations, such as a computer-based playing environment (e.g., a software game for a personal computer or for a computer network) or a television-based playing environment, are also within the scope of the present invention. 
     The playing surface  22  is made from a rigid material, such as cardboard, and is divided into four zones  34 ,  36 ,  38 , and  40 . The playing surface  22  includes an inner path  42  and an outer path  44 . Each path  42  and  44  defines a track around the playing surface  22  that the player or team of players must follow during play of the game. Each path  42  and  44  includes a plurality of cells  46 . These cells  46  define stop positions for players as they progress around either the inner or outer paths  42  and  44 , as is described in greater detail below. For alternate embodiments of the game, the playing surface may be a wall display (such as for television), a graphical user interface (such as for computers), and may be alternately arranged to track a player&#39;s progression or successful completion through activities. 
     The inner path  42  is spaced inboard from the outer path  44 , towards the center of the playing surface  22 . The inner path  42  has less cells  46  defined thereon than the outer path  44 . As a non-limiting example, and as seen in FIG. 1, the inner path  42  includes half as many cells  46  as the outer path  44 . Thus, the inner path  42  defines a shorter track around the playing surface  22 . While it is preferred that the inner track  42  has less cells  46  than the outer track  44 , other configurations, such as the outer track  44  having less cells than the inner track  42 , are also within the scope of the present invention. The number of cells  46  and the orientation of the paths  42  and  44  on the playing surface  22  may vary from that illustrated. The inclusion of at least two paths defining separate tracks around the playing surface is not critical, but is preferred because each path defines a different speed in which the players may progress through the game. 
     At certain points defined along the playing surface  22 , the inner and outer paths  42  and  44  intersect to define junctions  48   a ,  48   b ,  48   c , and  48   d . Around the perimeter of the first junction  48   a  are defined indicia indicative of the starting position for the game  20 . Each junction  48   a - 48   d  includes indicia, such as an illustration, indicative of a free play area, wherein the player may select a card from any one of the decks of cards  24   a - 24   d  of their choice, as is described in greater detail below. 
     Each cell  46  on the playing surface  22  has one of four colors. The colors are coordinated with one of the deck of cards  24   a - 24   d . The multi-sided die  28  is also keyed by color to one of the decks of cards. The die  28  has first and second halves. Each half is contoured to define a pentahedron. Four of the five sides of each pentahedron has one of the four colors corresponding to one of the deck of cards  24   a - 24   d . The fifth side of the pentahedron includes a wild card color, such as purple. Thus, the multi-sided die  28  has a total of ten sides, wherein eight of the ten sides has colors corresponding to one of the deck of cards  24   a - 24   d  and the remaining two sides each have a wild card color included thereon. 
     Centrally located on the playing surface  22  is indicia, such as an illustration of a cranium, indicative of the end position  50  of the game. Circumscribing the end position  50  is a ring  52  containing four place holders  54   a ,  54   b ,  54   c , and  54   d . Each place holder  54   a - 54   d  includes indicia that corresponds in name to one of the deck of cards  24   a ,  24   b ,  24   c , and  24   d . Thus, the playing surface  22  has a start position  48   a  and an end position  50  and the two are connected by opposite ends of the inner and outer paths  42  and  44 . 
     Each deck of cards  24   a - 24   d  contain a plurality of cards  56  within a container, such as a box  58 . Each deck of cards  24   a - 24   d  represents a grouping of activities associated with one or more human core competencies. As discussed above, there are eight identified human core competencies. However, the eight may be filtered into four subgroups or clusters of competencies because within each competency, there may be overlapping activities. Thus, each deck of cards  24   a - 24   d  is categorized according to one or more related core competencies, with the core or clustered competencies of each deck differing at least in part and preferably substantially from the other decks. 
     Although each deck of cards  24   a - 24   d  is directed to one or more related core competencies, the cards  56  within each deck are directed to distinct activities from within that particular core competency. Thus, the decks of cards  24   a - 24   d  included in the game  20  are divided into four groupings of one or more related human core competencies, and the cards within each deck are further subdivided into distinct activities from within a particular grouping. The cards of each deck may be categorized into subsets of two or more distinct activities, and preferably from three to five activities. 
     The first core competency is a factual knowledge-based competency and includes three separate activities from within that competency. The first is a true/false question and answer activity. The second is a multiple choice question and answer activity. The third activity is a factual question and answer activity, wherein the player answers a particular fact-based question. Thus the first deck includes cards of three types or subsets, each directed to a corresponding activity, which are intermixed within the deck. 
     The second core competency is an audio/visual performance competency. Within this competency, there are three individual activities. The first activity requires the player to hum or whistle a particular tune while the remaining players attempt to guess the tune. The second activity requires the player to mimic a famous person, while the remaining players attempt to guess the name of the famous person. The third activity from within this core competency requires the player to act out a particular role or object without speaking, while the remaining players attempt to guess the object or person. 
     The third human core competency is directed to two and/or three-dimensional graphic competency. Within this competency, the activity is directed towards the creative rendering abilities of a player. This competency also includes three activities. The first activity requires a player to draw an object with their eyes closed, while the remaining players attempt to guess the object being drawn. The second activity from within this core competency requires the player to mold or sculpt an object using the putty from the tub  30 , while the remaining players attempt to guess the object being molded. The third activity from within this core competency requires a player to draw the object on a piece of paper, while the remaining players attempt to guess the object being drawn. 
     The final core competency of the present invention is a spelling/vocabulary or language competency and includes five activities. The first activity requires a player or team of players to unscramble and rearrange letters to correctly spell or answer a question. The second activity from within this core competency requires a player spell a given word backwards on a first try. The third activity from within this core competency requires a player to give the correct definition of an uncommon word provided. The fourth activity from within this core competency requires a player from within a team to pick another player from that team to correctly spell challenging words. The fifth and final activity from within this core competency requires a player to correctly spell a word by filling in a blank(s) within a sequence of letters. 
     Thus, the game  20  of the present invention includes four decks of cards, wherein each deck of cards is directed to a general category or cluster of human core competencies and within each core competency, the competency is subdivided into specific activities from within that particular human core competency. 
     Referring to FIGS. 2-3, attention is now directed to the cards  56  from within a deck of cards  24 . The cards from within each deck of cards are similarly configured (except that they each bear different indicia and instructions) and, therefore, only one of cards  56  is described in greater detail. Referring to FIG. 2, the front of each card  56  includes a title  60 , instructions  62 , and an activity section  64 . The title  60  defines the name of the activity for the particular card chosen. The instruction  62  provides directions to the players on how to answer or carry out the particular activity of the card chosen. The activity section  64  includes instructions about the specific activity that the individual must perform, answer, create, or otherwise correctly satisfy in order to progress through the game. As may be seen better by referring to FIG. 3, the reverse side of the card  56  includes a title  66  for the human core competency and an answer key  68 . The answer key  68  provides the solution or answer to the activity section  64  on the other side of the card  56 . 
     A representative multiple choice question and answer activity is illustrated in FIGS. 2 and 3. A representative instruction from within this activity is: “To win this Selectaquest, your team must agree on the correct answer to the multiple choice question below. I&#39;ll read the question and choices, then start the timer after I pass the card to you.” The representative question from the activities section  64  is: “Which fish would not need to be scaled before cooking? a) Rainbow Trout; b) Largemouth Bass; c) Smallmouth Bass; and d) Yellow Perch.” A representative answer is: “a) Rainbow Trout. Trout have no scales.” 
     A factual questions and answer activity from within the factual knowledge base competency is illustrated in FIGS. 4 and 5. A representative instruction  162  from within this activity is: “To win this factoid, your team must agree on the correct answer to the question below. I will read the question and start the timer after I pass the card to you.” A representative question from the activity section  164  for this activity is: “Who is this man?” and is followed by a portrait  167 . A representative answer for this activity is set forth in the answer key  68  and is set forth as follows: “Vincent Van Gogh.” 
     A true-false activity from within the factual knowledge base competency is illustrated in FIGS. 6 and 7. A representative instruction  262  from within this activity is: “To win this polygraph, your team must agree if the statement below is true or false. I&#39;ll read the statement and start the timer after I pass the card to you.” A representative question from the activity section  264  for this activity is: “The rim of a regulation basketball goal is 10 feet above the floor.” A representative answer for this activity is set forth in the answer key  268  and is set forth as follows: “Answer=True.” 
     A sculpting activity from within the two and/or three-dimensional competency is illustrated in FIGS. 8 and 9. A representative instruction section  362  from within this activity is: “To win the sculptorades your team must choose one person who can get you to guess the answer on back by sculpting the subject in Cranium Clay with no talking or gestures. I&#39;ll read the hint aloud and start the timer after I pass the card to the artist.” A representative object from the activity section  364  for this activity is: “Thing.” A representative answer for this activity is set forth in the answer key  368  and is set forth as follows: “Hamburger.” 
     A drawing activity from within the two and/or there dimensional graphic competency is illustrated in FIGS. 10 and 11. A representative instruction  462  from within this activity is: “To win this Cloodle, your team must choose one person who get you to guess the answer on back by drawing clues on paper with no talking, letters, or symbols. I&#39;ll read the hint aloud and start the timer after I pass the card to the artist.” A representative subject as set forth in the activity section  464  for this activity is: “Thing.” A representative answer is set forth in the answer key  468  and is set forth as follows: “Dreadlocks.” 
     A representative instruction  562  for drawing an object with the illustrators eyes closed is illustrated in FIGS. 12 and 13 and is set forth as follows: “To win this Sensosketch, your team must choose one person who can get you to guess the answer on back by drawing clues on paper with no peaking, talking, letters, or symbols. The artist&#39;s eyes must stay closed. I&#39;ll start the timer after I pass the card to the artist.” A representative hint, as set forth in the activity section  564 , for this activity is: “Action.” A representative answer for this activity is set forth in the answer key  568  and is set forth as follows: “Handcuff.” 
     A humming or whistling activity from within the audio/visual performance competency is illustrated in FIGS. 14 and 15. A representative instruction  662  from within this activity is: “To win this Humdinger, your team must choose one person who can get you to guess the answer on back by humming or whistling the song with no lyrics or gestures. I&#39;ll start the timer after I pass the card to the performer.” A representative answer for this activity is set forth in the answer key  668  and is set forth as follows: “Killing Me Softly With His Song—(Roberta Flack).” 
     A representative activity that requires a player to act out a particular role or object without speaking from within the audio/visual performance competency is set forth in FIGS. 16 and 17. A representative instruction  762  from within this activity is: “To win this Cameo, your team must choose one person who can get you to guess the answer on back by acting out silent clues just like charades. I&#39;ll read the hint aloud and start the timer after I pass the card to the actor.” A representative hint, as set forth in the activity section  764 , for this activity is: “People.” A representative answer for this activity is set forth in the answer key  768  and is set forth as follows: “Paparazzi.” 
     An activity that requires a player to mimic a famous person from within the audio/visual performance competency is illustrated in FIGS. 18 and 19. A representative instruction  862  from within this activity is: “To win this Copy Cat, your team must choose one person who can get you to guess the answer on back by acting like this famous person or character. The actor should mimic their speech and actions, but say no names of the people or places. I&#39;ll start the timer after I pass the card to the actor.” A representative answer for this activity is set forth in the answer key  868  and is set forth as follows: “Winston Churchill.” 
     An activity from within the spelling/vocabulary/language competency requires a player or team of players to unscramble and rearrange letters to correctly spell or answer a question is illustrated in FIGS. 20 and 21. A representative instruction  962  from within this activity is: “To win this Zelpuz, your team must take the mixed up puzzle below and rearrange all the letters to find the answer. I&#39;ll read the hint and puzzle aloud, then start the timer after I pass the card to you.” A representative hint and puzzle, as set forth in the activity section  964  for this activity is: “Hint: Masterpiece Painting”, “Puzzle: No Salami.” A representative answer for this activity is set forth in the answer key  968  and is set forth as follows: “Mona Lisa.” 
     Another activity from within the spelling/vocabulary/language competency requires a player to correctly spell a word by filling in a blank(s) within a sequence of letters, and is illustrated in FIGS. 22 and 23. A representative instruction  1062  from within this activity is: “To win this Blank Out, you team must complete the puzzle below by filling in the blanks with the missing letters. I&#39;ll read the hint aloud and start the time after I pass the card to you. A representative hint and puzzle, as set forth in the activities section  1064 , for this activity is: “Hint: Movie, Puzzle:  ——— P  —— CT  ——— .” A representative answer for this activity is set forth in the answer key  1068  and is set forth as follows: “Pulp Fiction.” 
     Another activity from within the spelling/vocabulary/language competency requires a player to give the correct definition of an uncommon word provided, and is illustrated in FIGS. 24 and 25. A representative instruction  1162  from within this activity is: “To win this Lexicon, your team must agree on the correct definition to the word below. I&#39;ll read the word and definitions, then start the timer after I pass the card to you. A representative word, as set forth in the activity section  1164 , for this activity is “Turgid a) enclosed in layer; b) muddy, clouded; c) swollen, inflated, pompous; and d) ordinary, unremarkable.” A representative answer for this activity is set forth in the answer key  1168  and is set forth as follows: “c) swollen, inflated, pompous. Sometimes confused with b) which defines “Turbid.” 
     Another activity from within the spelling/vocabulary/language competency requires a player from within a team to pick another player from that team to correctly spell challenging words and is illustrated in FIGS. 26 and 27. A representative instruction  1262  from within this activity is: “To win this Spellbound, your team must choose one person who can correctly spell the word below on the first try. I&#39;ll start the timer after I read the word to the speller. A representative word, as set forth in the activity section  1264 , for this activity is: “eunuch.” A representative answer for this activity is set forth in the answer key  1268  and is set forth as follows: “E-U-N-U-C-H.” 
     Another activity from within the spelling/vocabulary/language competency requires a player to spell a given word backwards on a first try, and is illustrated in FIGS. 28 and 29. A representative instruction  1362  from within this activity is: “To Win this Gnilleps, your team must choose one person can correctly spell the word below backwards on the first try without writing it down. I&#39;ll start the timer after I read the word to the speller.” A representative question, as set forth in the activity section  1364  for this activity is: “Word: Alimony.” A representative answer for this activity is set forth in the answer key  1368  and is set forth as follows: “A-L-I-M-O-N-Y.” 
     The method of game play may be best understood by referring to FIGS.  1 — 3 . To play the game  20  of the present invention, there must be two or more teams. Each team must have two or more players. The game  20  has four decks of cards  24   a - 24   d . Each deck  24   a - 24   d  contains similar activities and is color coded to match the different positions on the playing surface  22 , as indicated by the cells  46  and the faces of the multi-sided die  28 . The object of the game is to move around the playing surface  22  to the end position  50  where that particular team will complete its final activities. The journey around the playing surface  22  may be accelerated by getting on the inner track  42  by successfully completing activities on the cells  46 . 
     Play begins on the first junction  48   a  marked “start.” From any one of the junctions  48   a - 48   d , the player may choose any one of the decks  24   a - 24   d . The team to the right of the starting team draws the next card from the deck the first team chooses and reads the front of the card  56  out loud to the first team. The first team attempts to complete the activity set forth in the activity section  64  of the card  56  before a timer (not shown) expires. If the team is successful, the team may roll the die  28  once. The team advances from the start along the inner path  42  to the first cell  46  that matches the color showing on the die  28 . If the player rolls the die  28  and the wild card color, such as purple, shows, then the team goes to the next junction  48   b . If the team is unsuccessful in completing the activity set forth in the activity section  64 , then that team proceeds along the outer path  44 . Either way, the first team&#39;s play for that particular round is over. 
     Each team progresses around the playing surface  22  by successfully completing activities and rolling to a new position. Along either the inner or outer paths  42  and  44 , the team must stop at every junction  48   a - 48   d . When on a junction, the team gets to choose from its favorite deck  24  and that team has the chance, depending upon whether they correctly answer the question, to proceed along the faster inner track  42  or the slower outer track  44 . When the team is not on a junction, that team must complete an activity from the deck  24  matching the color of the cell  46  on the playing surface  22 . When a particular team&#39;s play is over for that round, a member from that team reads a card for the next team. To win, the team must enter the ring  52  of the end position  50  on a roll from either the inner path  42  or the outer path  44 . 
     The previously described version of the present invention provides several advantages over games currently available that involve only a single activity. First, because the game of the present invention incorporates activities from each of the human core competencies, the game is more entertaining to a wider variety of players. The game of the present invention is also more challenging because it does not specialize in only one of the human core competencies, but rather includes activities from each competency. Finally, because the game of the present invention includes activities from each of the core competencies, it is more appealing to a wider variety of players. Therefore, a game formed in accordance with the present invention is more entertaining, challenging, and appealing to a broader spectrum of players than those currently available. 
     From the foregoing description, it may be seen that a game formed in accordance with the present invention incorporates many novel features and offers significant advantages over those currently available. While the presently preferred embodiment of the invention has been illustrated and described, it is to be understood that within the scope of the appended claims, various changes can be made therein without the departing from the scope of the invention.