Creating Educational Athletic Games for Children for Soft Contained Play Centers

Abstract

Creating an educational athletic game for children for soft contained play centers including identifying a life skill to be taught by playing the game; identifying one or more aspects of the life skill; identifying physical activities capable of being carried out in a soft contained play center demonstrating the aspects of the life skills; selecting a theme for the game; and creating rules for the game wherein the rules favor exhibiting by the children the physical activities demonstrating the aspects of the life skills.

Description

BACKGROUND OF THE INVENTION

1. Field of the Invention

The field of the invention is creating educational athletic games for children for soft contained play centers.

2. Description Of Related Art

Children enjoy playing on inflatable play areas often found in recreational centers. Such recreational centers often provide for a fee unstructured play for children. While the children may enjoy playing on the inflatable play centers, their caregivers see this activity only as play and not as education. There is therefore an ongoing need for improvement in the area of conventional recreation centers.

SUMMARY OF THE INVENTION

Creating an educational athletic game for children for soft contained play centers including identifying a life skill to be taught by playing the game; identifying one or more aspects of the life skill; identifying physical activities capable of being carried out in a soft contained play center demonstrating the aspects of the life skills; selecting a theme for the game; creating rules for the game wherein the rules favor exhibiting by the children the physical activities demonstrating the aspects of the life skills.

The foregoing and other objects, features and advantages of the invention will be apparent from the following more particular descriptions of exemplary embodiments of the invention as illustrated in the accompanying drawings wherein like reference numbers generally represent like parts of exemplary embodiments of the invention.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 sets forth a block diagram of a soft contained play center according to the present invention.

FIG. 2 sets forth a flow chart illustrating an exemplary method for creating an educational athletic game for children for soft contained play centers.

FIG. 3 sets forth a flow chart illustrating another exemplary method for creating an educational athletic game for children for soft contained play centers according to the present invention.

FIG. 4 sets forth a flow chart illustrating another exemplary method for creating an educational athletic game for children for soft contained play centers according to the present invention.

FIG. 5 sets forth a flow chart illustrating another exemplary method for creating an educational athletic game for children for soft contained play centers according to the present invention.

FIG. 6 sets forth a block diagram illustrating a specific example of an athletic game created according to the present invention and a curriculum according to the present invention.

DETAILED DESCRIPTION OF EXEMPLARY EMBODIMENTS

Exemplary methods for creating educational athletic games for children for soft contained play centers and soft contained play centers configured for playing athletic games created according to the present invention are described with reference to the attached drawings beginning with FIG. 1. FIG. 1 sets forth a block diagram of a soft contained play center according to the present invention. A soft contained play center is a recreational area for children containing one or more inflatable play areas. Soft contained play centers according to the present invention include both indoor recreational areas having inflatable play areas and outdoor recreational areas having inflatable play areas. The exemplary soft contained play center of FIG. 1 is configured for life skill education through playing an athletic game created by identifying a life skill to be taught by playing the game; identifying one or more aspects of the life skill; identifying physical activities capable of being carried out in a soft contained play center demonstrating the aspects of the life skills; selecting a theme for the game; and creating rules for the game wherein the rules favor exhibiting by the children the physical activities demonstrating the aspects of the life skills.

The soft contained play of FIG. 1 includes a plurality of inflatable play areas (106, 108 and 112). Inflatable play areas are inflated structures typically made of vinyl, typically inflated with air by one or more blowers, and often designed according to a theme. The inflatable play areas of FIG. 1 includes an inflatable obstacle course (108) inflated by blower (114), an inflatable slide (112) inflated by blower (116), and an inflatable moon walk (106) inflated by blower (118).

The inflatable obstacle course (108), inflatable slide (112), and inflatable moonwalk (106) are presented for explanation and not for limitation. In fact, soft contained play centers may include any number of different kinds inflatable play areas such as inflatable boxing rings, castles, sport cages, basketball courts, gladiator coliseums, mountains, mazes, bouncers, and many others as will occur to those of skill in the art.

The soft contained play center of FIG. 1 includes a designated games area (110). The designated games area (110) is a predetermined portion of the soft contained play center configured for life skill education through playing an athletic game created by identifying a life skill to be taught by playing the game; identifying one or more aspects of the life skill; identifying physical activities capable of being carried out in a soft contained play center demonstrating the aspects of the life skills; selecting a theme for the game; and creating rules for the game wherein the rules favor exhibiting by the children the physical activities demonstrating the aspects of the life skills.

A life skill is a trait of adults identified as beneficial to the success or well being of the adult. Examples of such life skills include teamwork, manners, self confidence, honesty, trustworthiness, and many others as will occur to those of skill in the art. Many such targeted life skills may be taught in a soft contained play center configured according to the present invention.

A life skill has one or more related aspects. Aspects of a life skill are specific characteristics of that life skill. For example, some aspects of the life skill of teamwork include hard work, closeness, leadership, reliability, working together, enthusiasm, emotional control, awareness, no fear of failure, determination, talent, training, team spirit, preparedness, principled, being the best that one can, as well as others as will occur to those of skill in the art.

A curriculum according to the present invention for teaching a particular life skill defines particular aspects of the targeted life skill. For example, a life skill curriculum designed for education of the life skill ‘teamwork’ may define the aspects of hard work, working together, leadership, reliability, closeness, enthusiasm, emotional control, awareness, no fear of failure, determination, talent, train the brain, team spirit, preparedness, and being yourself as discussed below with reference to FIG. 6.

The soft contained play center of FIG. 1 is configured for life skill education through playing an athletic game created according to the present invention in a soft contained play center either in a designated games area (110) or on one or more inflatable play areas (106, 108, 112). Success in playing athletic games creating in accordance with the present invention is typically linked to exhibiting one or more aspects of the particular life skill.

The soft contained play center of FIG. 1 also includes a concessions and award redemption facility (104). Concessions and award redemption facility (104) includes concessions for sale and prizes to be redeemed by children having exhibited aspects of the life skills taught in the soft contained play center. Awards may be prizes that may be redeemed from redeemable awards, diplomas, photographs with graduation attire, and others as will occur to those of skill in the art.

The soft contained play center of FIG. 1 also includes a child caregiver lounge (106). A child caregiver lounge (106) is an area designed for caregivers of children to wait, work, or relax while instructors of the soft contained play center administer structured and unstructured play of the children including for life skill education through playing an athletic game created according to the present invention.

The soft contained play center of FIG. 1 also includes a child check-in desk (102). The child check-in desk (102) is typically located near the entrance of the soft contained play center and is used to accept entrance of the child in the soft contained play center. In some soft contained play centers according to the present invention, each child is tagged with a Radio Frequency Identification (‘RFID’) tag that sets off an alarm if the child leaves the soft contained play center while wearing the RFID tag.

For further explanation, FIG. 2 sets forth a flow chart illustrating an exemplary method for creating an educational athletic game for children in soft contained play centers. The method of FIG. 2 includes identifying (204) a life skill (206) to be taught by playing the game. As mentioned above, a life skill is a trait of adults identified as beneficial to the success or well being of the adult. Examples of such life skills include teamwork, manners, self confidence, honesty, trustworthiness, and many others as will occur to those of skill in the art. Many such targeted life skills may be taught in soft contained play centers according to the present invention through playing athletic games created according to the present invention.

The method of FIG. 2 also includes identifying (208) one or more aspects (210) of the life skill (206). Identifying one or more aspects of the life skill may be carried out by selecting one or more life skills from a life skill curriculum. As mentioned above, a curriculum for teaching a particular life skill through playing athletic games created according to the present invention typically defines particular aspects of the targeted life skill. For example, a life skill curriculum designed for education of the life skill ‘teamwork’ may define the aspects of hard work, working together, leadership, reliability, closeness, enthusiasm, emotional control, awareness, no fear of failure, determination, talent, train the brain, team spirit, preparedness, and being yourself as discussed below with reference to FIG. 6.

Identifying (208) one or more aspects (210) of the life skill (206) according to the method of FIG. 2 often includes identifying one or more primary aspects, secondary aspects, or tertiary aspects of the life skill to reinforce during the playing of the game. The primary aspect is typically an aspect predetermined to be the aspect most linked to success in playing the game. The secondary aspect is an aspect linked to success in the game but less strongly so than the primary aspect. The tertiary aspect is an aspect linked to success in playing the game but less strongly so than the primary aspect and the secondary aspect.

The method of FIG. 2 also includes identifying (212) physical activities (214) capable of being carried out in a soft contained play center demonstrating the aspects (210) of the life skill (206). Identifying physical activities capable of being carried out in a soft contained play center demonstrating the aspects of the life skills according to the method of FIG. 2 may be carried out by identifying physical activities capable of being executed outside one or more inflatables in a soft contained play center. Identifying physical activities capable of being carried out in a soft contained play center demonstrating the aspects of the life skills according to the method of FIG. 2 may also include identifying physical activities capable of being executed on one or more inflatables in a soft contained play center.

The method of FIG. 2 also includes selecting (216) a theme (218) for the game. Themed games advantageously provide additional enjoyment to the children, help the children remember the rules of the game, and help to make apparent to the children the aspects of the targeted life skill defined by the curriculum. Examples of selected themes include a geographic themes, age-appropriate themes, and so on as will occur to those of skill in the art.

Selecting a theme for the game further may be carried out by identifying characters having at least one characteristic that corresponds with the identified physical activities. In some embodiments of the exemplary method of FIG. 2, the characters may be animals having at least one characteristic that corresponds with the identified physical activities. For example, in a themed game that includes the physical activities of hopping, a kangaroo may be identified as having the characteristic of hopping.

The method of FIG. 2 also includes creating (220) rules (222) for the game wherein the rules favor exhibiting by the children the physical activities demonstrating the aspects of the life skills. Rules created for the game according to the method of FIG. 2 are designed such that success in playing the athletic game is predetermined to be linked to exhibiting the selected aspects of the selected life skill. Creating rules for the game according to the method of FIG. 2 may also include identifying an award and associating the award with exhibiting by the children the physical activities demonstrating the aspects of the life skills. Such awards may be implemented as a redeemable award, such as one or more tickets, for redemption for prizes at an award redemption facility in the soft contained play center.

The method of FIG. 2 may also include creating a story incorporating the selected theme that illustrates the rules for the game. Telling a story created to incorporate the theme that illustrates the rules of the game advantageously holds the attention of children thereby increasing the ability of the children to learn the rules of the game and ultimately facilitating education of the life skill.

The method of FIG. 2 may also include determining an optimum number of teams to play the game. Games may be played on one or more teams. Determining an optimum number of teams to play the game may be carried out in dependence upon the characteristics of the children who will play the game and the rules of the game. For example, younger children may be better suited for athletic games having only one team while older children may benefit more through competition with one or more other teams.

As discussed above, one or more aspects of life skills taught using athletic games created according to the present invention include primary aspects, secondary aspects, and tertiary aspects. For further explanation, FIG. 3 sets forth a flow chart illustrating another exemplary method for creating an educational athletic game for children for soft contained play centers according to the present invention. The method of FIG. 3 is similar to the method of FIG. 2 in that the method of Figure includes identifying a life skill to be taught by playing the game; identifying one or more aspects of the life skill; identifying physical activities capable of being carried out in a soft contained play center demonstrating the aspects of the life skills; selecting a theme for the game; and creating rules for the game wherein the rules favor exhibiting by the children the physical activities demonstrating the aspects of the life skills. The method of FIG. 3 differs from the method of FIG. 2 in that in the method of FIG. 3 identifying (208) one or more aspects (210) of the life skill (206) is carried out by identifying (402) a primary aspect of the life skill (208); identifying (212) physical activities (214) capable of being carried out in a soft contained play center demonstrating the aspects of the life skills is carried out by identifying (404) physical activities demonstrating the primary aspect; and creating (220) rules (222) for the game wherein the rules favor exhibiting by the children the physical activities demonstrating the aspects of the life skills is carried out by creating (406) rules that most favor the physical activities demonstrating the primary aspect.

A primary aspect of the life skill for the athletic game is an aspect predetermined to provide more success in playing the athletic game created according to the present invention. Exhibiting physical activities demonstrating a primary aspect of the targeted life skill is predetermined to provide more success in playing the athletic game than other a secondary aspects or tertiary aspects.

As discussed above, one or more aspects of life skills taught using athletic games created according to the present invention include primary aspects, secondary aspects, and tertiary aspects. For further explanation, FIG. 4 sets forth a flow chart illustrating another exemplary method for creating an educational athletic game for children for soft contained play centers according to the present invention. The method of FIG. 4 is similar to the method of FIG. 2 in that the method of Figure includes identifying a life skill to be taught by playing the game; identifying one or more aspects of the life skill; identifying physical activities capable of being carried out in a soft contained play center demonstrating the aspects of the life skills; selecting a theme for the game; creating rules for the game wherein the rules favor exhibiting by the children the physical activities demonstrating the aspects of the life skills. The method of FIG. 4 differs from the method of FIG. 2 in that in the method of FIG. 4 identifying (208) one or more aspects (210) of the life skill further comprises identifying (502) one or more secondary aspect of the life skill; identifying (212) physical activities (214) capable of being carried out in a soft contained play center demonstrating the aspects of the life skills further comprises identifying (504) physical activities demonstrating the one or more secondary aspects; and creating (220) rules (222) for the game wherein the rules favor exhibiting by the children the physical activities demonstrating the aspects of the life skills further comprises creating (506) rules that most favor the physical activities demonstrating a primary aspect, but still reward physical activities demonstrating the one or more secondary aspects.

A secondary aspect of the life skill for the athletic game is an aspect predetermined to provide success in playing the athletic game created according to the present invention but less success than the primary aspect. Exhibiting physical activities demonstrating the secondary aspect of the targeted life skill is typically predetermined to provide success in playing the athletic game but less success than the primary aspect.

As discussed above, one or more aspects of life skills taught using athletic games created according to the present invention include primary aspects, secondary aspects, and tertiary aspects. For further explanation, FIG. 5 sets forth a flow chart illustrating another exemplary method for creating an educational athletic game for children for soft contained play centers according to the present invention. The method of FIG. 5 is similar to the method of FIG. 2 in that the method of Figure includes identifying a life skill to be taught by playing the game; identifying one or more aspects of the life skill; identifying physical activities capable of being carried out in a soft contained play center demonstrating the aspects of the life skills; selecting a theme for the game; creating rules for the game wherein the rules favor exhibiting by the children the physical activities demonstrating the aspects of the life skills. The method of FIG. 5 differs from the method of FIG. 2 in that in the method of FIG. 5 identifying (208) one or more aspects (210) of the life skill further comprises identifying (602) one or more tertiary aspect of the life skill; identifying (212) physical activities (214) capable of being carried out in a soft contained play center demonstrating the aspects (210) of the life skills further comprises identifying (604) physical activities demonstrating the one or more tertiary aspects; and creating (220) rules (222) for the game wherein the rules favor exhibiting by the children the physical activities demonstrating the aspects of the life skills further comprises creating (606) rules that most favor the physical activities demonstrating a primary aspect, but still reward physical activities demonstrating the one or more tertiary aspects.

A tertiary aspect of the life skill for the athletic game is an aspect predetermined to provide success in playing the athletic game created according to the present invention but less success than the primary aspect and the secondary aspect. Exhibiting physical activities demonstrating the tertiary aspect of the targeted life skill is typically predetermined to provide success in playing the athletic game but less success than the primary aspect and the secondary aspect.

As discussed above, athletic games created according to the present invention often are used to teach aspects of a life skill associated with curriculums according to the present invention and are often themed athletic games targeted at a particular life skill taught through the curriculum. For further explanation, therefore, FIG. 6 sets forth a block diagram illustrating a specific example of an athletic game created according to the present invention and a curriculum according to the present invention. In the example of FIG. 6, the athletic game (368) is associated with the life skill curriculum (360) for teaching the life skill ‘Teamwork’ (370) and has a game name (372) of ‘Australian Rules Kangaroo Basketball.’

The exemplary athletic game (368) of FIG. 6 includes rules (374) designed such that success in playing Australian Rules Kangaroo Basketball is predetermined to be linked to exhibiting physical activities demonstrating three aspects of teamwork. The three aspects of teamwork linked to success in the game and are ‘Working Together,’ ‘Closeness,’ and ‘Team Spirit.’ The rules (374) of the exemplary athletic game (368) of Australian Rules Kangaroo Basketball define the game as a team game (702) wherein no dribbling of the basketball is allowed (704) and players may only advance or move the ball by passing (706) to one another. The rules (374) of the exemplary athletic game (368) of Australian Rules Kangaroo Basketball also reward a point to a player that shoots the ball in a basket (708) and a point for cheering for another player (710).

The exemplary athletic game (368) of Australian Rules Kangaroo Basketball includes a theme (376) of ‘Australia.’ Themed games advantageously provide additional enjoyment to the children, help the children remember the rules of the game, and help to make apparent to the children the aspects of the targeted life skill defined by the curriculum.

As mentioned above, the exemplary athletic game (368) Australian Rules Kangaroo Basketball includes rules (374) designed such that success in playing the game is predetermined to be linked to exhibiting three aspects of teamwork. The three aspects of teamwork supported by the rules include a primary aspect (378) ‘Working Together.’ Demonstrating a primary aspect (378) of the targeted life skill (370) is predetermined to provide more success in playing the athletic game than other a secondary aspects or tertiary aspects. The aspect (378) of ‘Working Together’ has associated physical activities (380) that, when exhibited by a child, demonstrate the aspect. The physical activities (380) of ‘Passing’ and playing ‘Defense’ demonstrate the aspect of ‘Working Together.’

The three aspects of teamwork supported by the rules of Australian Rules Kangaroo Basketball include a secondary aspect (382) ‘Closeness.’ Demonstrating the secondary aspect (382) of the targeted life skill (370) is typically predetermined to provide success in playing the athletic game but less success than the primary aspect. The secondary aspect (382) of ‘Closeness’ has associated physical activities (384) that, when exhibited by a child, demonstrate the secondary aspect. The physical activity (384) of ‘Helping Teammates Play Well’ demonstrates the secondary aspect of ‘Closeness.’

The three aspects of teamwork supported by the rules of Australian Rules Kangaroo Basketball also include a tertiary aspect (386) ‘Team Spirit.’ Demonstrating the tertiary aspect (386) of the targeted life skill (370) is typically predetermined to provide success in playing the athletic game but less success than the primary aspect and the secondary aspect. The tertiary aspect (386) of ‘Team Spirit’ has associated physical activities (388) that, when exhibited by a child, demonstrate the tertiary aspect. The physical activities (388) of ‘Cheering for Teammates’ is defined to demonstrate the tertiary aspect of ‘Team Spirit.’

The three aspects of teamwork of Australian Rules Kangaroo Basketball are three aspects of team work that are included in a plurality of aspects of teamwork defined by a teamwork life skill curriculum (360). The exemplary teamwork life skill curriculum (360) of FIG. 6 includes hard work (352), working together (354), leadership (356), reliability (358), closeness (360), enthusiasm (362), emotional control (364), awareness (333), no fear of failure (712), determination (714), talent (716), train the brain (718), team spirit (720), preparedness (724), and be you (728).

Curriculums for life skill education often have associated with them a set of athletic games. The example of Australian Rules Kangaroo Basketball of FIG. 6 illustrates only one of a set athletic games that together teach all of the aspects (352, 354, 356, 358, 360, 362, 364, 333, 712, 714, 716, 718, 720, 724, 725, 728) of teamwork defined by the curriculum.

As with the athletic games themselves, curriculums according to the present invention may be themed programs. Such themed programs may provide increased interest and therefore education in the life skill for the children.

The exemplary game (368) of Australian Rules kangaroo Basketball of FIG. 6 includes a game type (373) of ‘ball game’. A game type is a category of game. Examples of game types include ball games, relays such, circle games, games that use parachutes and others as will occur to those of skill in the art. Game types are useful in defining a set of games for a curriculum for children of different types. For example, older children may require more diversity in games to hold their interest and therefore, some curriculums include or have associated with them a plurality of games wherein the plurality of games that comprise a collection of games of all types. Alternatively, for example, younger children may need more consistency and repetition and therefore, some curriculums include or have associated with them a plurality of games that comprise a collection of games of a single type.

It will be understood from the foregoing description that modifications and changes may be made in various embodiments of the present invention without departing from its true spirit. The descriptions in this specification are for purposes of illustration only and are not to be construed in a limiting sense. The scope of the present invention is limited only by the language of the following claims.

Claims

1. A method for creating an educational athletic game for children for soft contained play centers, the method comprising:

identifying a life skill to be taught by playing the game;

identifying one or more aspects of the life skill;

identifying physical activities capable of being carried out in a soft contained play center demonstrating the aspects of the life skill;

selecting a theme for the game; and

creating rules for the game wherein the rules favor exhibiting by the children the physical activities demonstrating the aspects of the life skills.

2. The method of claim 1 wherein the life skill to be taught comprises teamwork.

3. The method of claim 1 further comprising creating a story incorporating the selected theme that illustrates the rules for the game.

4. The method of claim 1 further comprising determining an optimum number of teams to play the game.

5. The method of claim 1 wherein identifying physical activities capable of being carried out in a soft contained play center demonstrating the aspects of the life skills further comprises identifying physical activities capable of being executed outside one or more inflatables in a soft contained play center.

6. The method of claim 1 wherein identifying physical activities capable of being carried out in a soft contained play center demonstrating the aspects of the life skills further comprises identifying physical activities capable of being executed on one or more inflatables in a soft contained play center.

7. The method of claim 1 wherein selecting a theme for the game further comprises identifying characters having at least one characteristic that corresponds with the identified physical activities.

8. The method of claim 7 wherein the characters comprise animals having at least one characteristic that corresponds with the identified physical activities.

9. The method of claim 1 wherein the selected theme comprises a geographic theme.

10. The method of claim 1 wherein:

identifying one or more aspects of the life skill further comprises identifying a primary aspect of the life skill;

identifying physical activities capable of being carried out in a soft contained play center demonstrating the aspects of the life skills further comprises identifying physical activities demonstrating the primary aspect; and

creating rules for the game wherein the rules favor exhibiting by the children the physical activities demonstrating the aspects of the life skills further comprises creating rules that most favor the physical activities demonstrating the primary aspect.

11. The method of claim 1 wherein:

identifying one or more aspects of the life skill further comprises identifying one or more secondary aspect of the life skill;

identifying physical activities capable of being carried out in a soft contained play center demonstrating the aspects of the life skills further comprises identifying physical activities demonstrating the one or more secondary aspects; and

creating rules for the game wherein the rules favor exhibiting by the children the physical activities demonstrating the aspects of the life skills further comprises creating rules that most favor the physical activities demonstrating a primary aspect, but still reward physical activities demonstrating the one or more secondary aspects.

12. The method of claim 1 wherein:

identifying one or more aspects of the life skill further comprises identifying one or more tertiary aspect of the life skill;

identifying physical activities capable of being carried out in a soft contained play center demonstrating the aspects of the life skills further comprises identifying physical activities demonstrating the one or more tertiary aspects; and

creating rules for the game wherein the rules favor exhibiting by the children the physical activities demonstrating the aspects of the life skills further comprises creating rules that most favor the physical activities demonstrating a primary aspect and a secondary aspect, but still reward physical activities demonstrating the one or more tertiary aspects.

13. The method of claim 1 wherein identifying one or more aspects of the life skill further comprises selecting one or more life skills from a life skill curriculum.

14. The method of claim 1 wherein creating rules for the game wherein the rules favor exhibiting by the children the physical activities demonstrating the aspects of the life skills further comprises identifying a award and associating the award with exhibiting by the children the physical activities demonstrating the aspects of the life skills

15. A soft contained play center, the soft contained play center comprising:

one or more inflatable play areas; and

a award redemption facility;

the soft contained play center configured for life skill education through playing an athletic game created by: identifying a life skill to be taught by playing the game; identifying one or more aspects of the life skill; identifying physical activities capable of being carried out in a soft contained play center demonstrating the aspects of the life skills; selecting a theme for the game; and creating rules for the game wherein the rules favor exhibiting by the children the physical activities demonstrating the aspects of the life skills.