Movement Based Partner Card Game

Abstract

Techniques are disclosed for performing a movement-based partner card game. In one example, a method for playing the game includes selecting an activity card from a deck of cards and dealing the activity card to a pair of players. The deck of cards may be physically or digitally represented (e.g., in an electronic or audio format). The pair of players determines a plan for performing a particular non-verbal activity in accordance with the instructions of the activity card. The pair of players then performs the particular non-verbal activity for a predetermined time interval. A score is determined for the performance of the particular non-verbal activity based on a number of linkages formed, a quality of linkage formed, and/or a number of times that a linkage is determined to be broken. The method then includes determining whether the pair of players wins the card game based in part on the score.

Description

CROSS-REFERENCE TO RELATED APPLICATION

This application claims the benefit of and priority to U.S. Provisional Application No. 63/157,525, filed Mar. 5, 2021, which is hereby incorporated by reference in its entirety for all purposes.

BACKGROUND

Card games exist whereby playing cards (e.g., of a deck of cards) are used by one or more players to play a game. In one example, a game of poker may involve using a pack (e.g., a deck) of playing cards to facilitate playing the game. In some cases, a strategy employed by one or more players of the card game may be determined at least in part based on individual playing cards that are selected (e.g., dealt) from the pack.

SUMMARY

Techniques are disclosed herein for playing a movement-based partner card game. The present disclosure includes a deck of cards as well as a method for playing the card game that may utilize one or more cards of the deck of cards. In some embodiments, the deck of cards may be a physical deck of cards players draw from, or alternatively a virtual deck of cards in an electronic format or audio format, such as a computer or mobile application, audio files or recordings, or the like, which is used for playing the game. In some embodiments, the game may be played in any suitable setting. For example, the game may be educational, entertaining, and/or socially-emotionally beneficial, fostering positive, non-verbal physical interaction and deepening a sense of connection in a pair or group.

One general aspect includes a method for playing a card game. The method also includes selecting an activity card from a deck of cards, the activity card indicating instructions for performing a particular non-verbal activity by a pair of players of the card game, the performance of the particular non-verbal activity forming a connection between the pair of players, the connection including at least one type of linkage. The method also includes dealing the activity card to the pair of players. The method also includes determining a predefined time interval during which the particular non-verbal activity is to be performed by the pair of players. The method also includes performing, by the pair of players, the particular non-verbal activity during the predefined time interval. The method also includes determining a score for the performance of the particular non-verbal activity based at least in part on at least one of: (i) a number of linkages formed during the performance, (ii) a quality of linkage formed, or (iii) a number of times that a linkage is determined to be broken. The method also includes determining whether the pair of players wins the card game based at least in part on the score.

In some embodiments, implementations may include one or more of the following features. In a case where the pair of players corresponds to a first pair of players of the card game, the method may include: performing, by a second pair of players of the card game, the particular non-verbal activity for the predefined time interval, the instructions of the activity card being applicable to respective performances of both the first pair of players and the second pair of players during the predefined time interval; determining a second score for the performance of the particular non-verbal activity by the second pair of players; and determining whether the first pair of players wins the card game based at least in part on determining whether the score is greater than the second score. The method may also include: selecting an audio accompaniment that is to be performed for the predefined time interval during performance of the particular non-verbal activity by the pair of players, the audio accompaniment being associated with the particular non-verbal activity, a duration of the audio accompaniment defining the predefined time interval; and determining, by the pair of players, a plan for performing the particular non-verbal activity in accordance with the instructions. The at least one type of linkage of the connection may be a tactile type or a spatial type. A tactile type of linkage of the connection may be associated with at least one of: (i) fingertip contact between the pair of players, (ii) palm-to-palm contact, (iii) holding forearms, (iv) holding upper arms, (v) holding shoulders, (vi) a placement of hands in a chest region, (vii) back-to-back contact, or (viii) hugging.

In some embodiments, the deck of cards may contain a plurality of activity cards, each activity card indicating instructions for performing a unique non-verbal activity that forms a connection between at least two players. In a case where the pair of players may correspond to a first pair of players, the method may include: selecting a second activity card from the deck of cards, the second activity card indicating second instructions for performing a second non-verbal activity, the second non-verbal activity forming a second connection between a second pair of players; dealing the second activity card to the second pair of players; determining, by the second pair of players, a plan for performing the second non-verbal activity in accordance with the second instructions to form the second connection between the second pair of players; performing, by the second pair of players, the second non-verbal activity in accordance with the plan; determining a second score for the performance of the second non-verbal activity; and determining that the first pair of players wins the card game based at least in part on determining that the score for the first pair of players is greater than the second score for the second pair of players.

Another general aspect includes a deck of cards. The deck of cards also includes a plurality of activity cards, an activity card of the plurality of activity cards indicating (i) a particular non-verbal activity, and (ii) instructions for a performance of the particular non-verbal activity by a pair of players of a card game, the performance of the particular non-verbal activity forming a particular connection between the pair of players, the particular connection being associated with at least one linkage having a particular linkage type, and where the card game is played according to a method, the method including: selecting the activity card from the plurality of activity cards; dealing the activity card to the pair of players; performing, by the pair of players, the particular non-verbal activity in accordance with the instructions of the activity card; determining a score for the performance of the particular non-verbal activity based at least in part on the at least one linkage of the particular connection detected during the performance of the particular non-verbal activity; and determining whether the pair of players wins the card game based at least in part on the score.

In some embodiments, implementations may include one or more of the following features. The deck of cards may include: a connection options card that indicates a plurality of linkage types of potential linkages of a connection, a linkage type corresponding to at least one of a tactile type or a spatial type; and a guidelines card that indicates instructions for performing the method for playing the card game, the instructions instructing the pair of players to perform the particular non-verbal activity to form at least one linkage type on the activity card or one of the plurality of linkage types of potential linkages indicated by the connection options card. The method for playing the card game further may include: setting a timer device for a predefined time interval, the predefined time interval defining a duration of the performance of the particular non-verbal activity by the pair of players; and determining, by the pair of players, a plan for performing the particular non-verbal activity in accordance with at least one of the instructions or the selected audio accompaniment. The pair of players may include a first player and a second player, and where determining the score further may include: observing, by the first player, a first number of times that at least one type of connection linkage of the particular connection is broken during the performance of the particular non-verbal activity; observing, by the second player, a second number of times that at least one type of connection linkage of the particular connection is broken during the performance of the particular non-verbal activity; determining an average between the first number and the second number; and adjusting the score based at least in part on the average. The pair of players may include a first player and a second player, and where determining the score further may include: observing, by the first player, a first number of times that at least one type of connection linkage of the particular connection is broken during the performance of the particular non-verbal activity; observing, by the second player, a second number of times that at least one type of connection linkage of the particular connection is broken during the performance of the particular non-verbal activity; determining a difference between the first number and the second number, the difference associated with a level of synchronicity of observations between the first player and the second player; and adjusting the score based at least in part on the difference. The instructions of the activity card may instruct the pair of players to perform the particular non-verbal activity to form at least one of a plurality of types of potential linkages.

In some embodiments, the score may be determined by the pair of players or a game facilitator that is positioned to observe connection linkages formed and/or broken during the performance of the particular non-verbal activity. The activity card may be associated with at least one of: (i) a challenge level, (ii) a type of connection, or (iii) a type of event for playing the card game. A plurality of pairs of players may be respectively dealt an activity card, and where each pair of players may perform a respective non-verbal activity indicated by the respective activity card dealt to the pair of players. The method further may include: shuffling the plurality of activity cards to form a shuffled deck of cards; determining a number of rounds of play for a particular game, a performance of a non-verbal activity corresponding to a round of play; selecting a first card from the shuffled deck of cards; dealing the first card to a first pair of players; selecting a second card from a remainder of the shuffled deck of cards; dealing the second card to a second pair of players; and repeating the selecting and dealing of cards, respectively, to the first pair of players and the second pair of players, until a number of cards have been dealt to each pair of players that matches the number of rounds of play for the particular game. The card game may include a plurality of rounds of play, and whereby a different audio accompaniment may be selected to be performed during each round of the plurality of rounds of play.

Another general aspect includes a method for playing a card game. The method also includes selecting an activity card from a deck of activity cards, the activity card indicating instructions for performing a non-verbal activity during a predefined time interval. The method also includes determining, by a first pair of players of the card game, a first plan for performing the non-verbal activity as a first performance during the predefined time interval, the first plan being associated with forming a first connection between the first pair of players during the first performance. The method also includes determining, by a second pair of players of the card game, a second plan for performing the non-verbal activity as a second performance during the predefined time interval, the second plan being associated with forming a second connection between the second pair of players during the second performance. The method also includes performing, by the first pair of players, the first performance; performing, by the second pair of players, the second performance; and determining a first score for the first pair of players based at least in part on connection linkages of the first connection that are formed or broken during the first performance by the first pair of players. The method also includes determining a second score for the second pair of players based at least in part on connection linkages of the second connection that are formed or broken during the second performance by the second pair of players. The method also includes determining that the first pair of players wins the card game based at least in part on determining that the first score is greater than the second score.

Other embodiments of aspects and/or features included above include corresponding computer systems, apparatus, and computer programs recorded on one or more computer storage devices, each configured to perform one or more actions of the methods. Implementations of the described techniques may include hardware, a method or process, or computer software on a computer-accessible medium.

BRIEF DESCRIPTION OF THE DRAWINGS

Various embodiments in accordance with the present disclosure will be described with reference to the drawings, in which:

FIG. 1 illustrates cards of a deck of cards, according to some embodiments;

FIG. 2 illustrates types of cards of a deck of cards, according to some embodiments;

FIG. 3 illustrates a layout (without text) of an example activity card of a deck of cards, according to some embodiments;

FIG. 4 illustrates example activity cards of a deck of cards, according to some embodiments;

FIG. 5 illustrates utilization of a connection options card when playing a card game, according to some embodiments;

FIG. 6 includes a table that illustrates a scoring connection technique as an example technique for scoring a game, according to some embodiments;

FIG. 7 includes a table that further illustrates the scoring connection technique for scoring a game, according to some embodiments;

FIG. 8 includes a table that further illustrates usage of the scoring connection technique for scoring an example game, according to some embodiments;

FIG. 9 includes a table that illustrates a scoring synchronicity technique as an example technique for scoring a game, according to some embodiments;

FIG. 10 includes a table that further illustrates the scoring synchronicity technique as an example technique for scoring a game, according to some embodiments;

FIG. 11 includes a table that further illustrates usage of the scoring synchronicity technique for scoring an example game, according to some embodiments;

FIG. 12 includes a table that illustrates scoring techniques involving ranking a pair (and/or team) of players among other pairs (and/or teams) when scoring a game, according to some embodiments;

FIG. 13 includes a table that illustrates a scoring technique for scoring a game when players change partners throughout the game, according to some embodiments;

FIG. 14 is a simplified flow diagram illustrating a sequence of game play action, according to some embodiments;

FIG. 15 is another simplified flow diagram illustrating a sequence of game play action, according to some embodiments; and

FIG. 16 illustrates an environment in which various embodiments can be implemented.

DETAILED DESCRIPTION

In the following description, various embodiments will be described. For purposes of explanation, specific configurations and details are set forth in order to provide a thorough understanding of the embodiments. However, it will also be apparent to one skilled in the art that the embodiments may be practiced without the specific details. Furthermore, well-known features may be omitted or simplified in order not to obscure the embodiment being described.

We live in a society and a world where we are less and less connected even as our technology allows us to access one another with the touch of a button. Our communication is largely text and visually-based. In some cases, it may feel as though each of us is tethered to a computer or smart device screen, holding virtual meetings, tending to text messages and notifications even while in the company of friends and family or other potential in-person interactions. People need opportunities to quiet the noise and be present, to savor human connection and meaningful intimacy.

To help address this virtual detachment and as a respite, game nights among families and friends have seen a revival. In some cases, there are games that help to stimulate dialogue, for example, including open-ended question decks of cards, matching games, games based on a standard (e.g., 52-card) deck of cards. However, in a society lacking physical presence and touch, there seems to be a lack of games that focus on non-verbal, physical interaction between players or participants.

Furthermore, it is the nature of many games to motivate by requiring competition. There often may be an adversary, pitting players against or in competition with some external force—against other players, against another team, against the clock.

Further still, conversation-prompt and word-based games may be appropriate for limited contexts based on age-appropriateness and subject matter. Trivia games often necessitate perhaps a certain set of popular culture knowledge. Many of the games available do not translate well across generations and cultural groups, and/or may not be well-suited to community, professional or school settings.

In a society that is trending toward individualism and division, where people feel isolated and lonely as our communication is more and more through computer and smartphone screens, apps and devices; in which verbal and written communication often take precedence over in-person and physical interactions; where people lack opportunities to share space in a constructive, intentional manner across generations and age groups, the present disclosure provides clear goals and guidelines with each “Activity Card” for participants to interact physically in a way that is positive, respectful, and thoughtful—as well as easily accessible for people of varying physical ability levels. In some embodiments, the game disclosed by the present disclosure may even be played in the comfort of one's living room.

In some embodiments, the present disclosure enables players to transcend differences in political leanings, socioeconomic status, religious beliefs, cross-generational divides, language barriers, and many of the obstacles to connection that we may experience in our society. By taking verbal communication and semantics out of the way, some embodiments of this game and method of game-play may enable players to re-focus on human connection and what they have in common, rather than their differences.

In some embodiments, the present disclosure enables players to develop and deepen human connection through shared experiences in the form of a game. Connection is a feeling, an emotional and spiritual sensation. In some embodiments, this game and the method of playing this game provide specific techniques and concrete activities to make the evasive sensation of connection tangible and attainable. It is non-verbal by nature in order to develop other means of communicating emotions that we do not always have words for, to explore boundaries, and practice awareness. When players do speak, they have a place of common ground—a shared experience—to start from.

While many games ask participants to compete with one another, embodiments of game play described herein require participants to work together to perform activities that “take two”, thus inspiring and requiring teamwork and collaboration to be successful. Rather than an adversary, in the present disclosure the variable is the partner-to-partner interaction and the common goal is connection. The game is purely collaborative versus competitive in nature and the only way to “win” is together. In one embodiment, it can be played without scoring or evaluation—or, to encourage a heightened sense of awareness and collaboration, there is a scoring option, as well.

In some embodiments, the present disclosure enables a method of playing to provide a unique tool for building physical and emotional connection. As such, the present disclosure has many useful applications, suitable for a variety of ages—from small children as young as 4 years old on up to adults of all ages and people of varying physical abilities. For example, the present disclosure enables the game to be played for the purpose of entertainment in a family, with friends, or in a casual social setting, such as a party or other gathering. In some embodiments, the present disclosure enables game play to be used as a tool for a couple or pair to strengthen their bond with an enjoyable date night or a quick re-connect when they feel the need or desire. In some embodiments, the present disclosure enables game play to be a tool for helping couples re-connect in a setting exploring couples' dynamics (such as therapy or a support group), or as an exploration of feminine and masculine energy and polarity. In some embodiments, the present disclosure enables game play to be used as an ice-breaker, in networking, speed-dating, or other social, interactive events. In some embodiments, the present disclosure enables game play to be used in team-building activities and workshops or as a tool to explore leadership styles and training in professional settings. In some embodiments, the present disclosure enables game play to be a tool for dance and other movement-based discipline teachers, instructors, or coaches to help build physical synchronicity and connection between their students, participants, or athletes. In some embodiments, the present disclosure enables game play to be used in nursing homes, senior centers, and/or with people with limited mobility as a fun and therapeutic way to help participants keep moving and perhaps even increase or improve mobility. In some embodiments, the present disclosure enables game play to be an educational tool in classrooms, youth organizations or similar settings, or other educational contexts for people of all ages for social-emotional learning and positive physical interaction, learning to share space thoughtfully and respectfully. In some embodiments, the present disclosure enables game play to be used as a tool to promote healing in therapy, emotional rehabilitation, or counseling settings, whether individual, paired, or in a support-group type setting. In some embodiments, the present disclosure provides a unique (e.g., novel) deck of cards and a movement-based method for playing a card game using said cards; a game that is fun, educational, useful and inspires collaboration. In some embodiments, the game may be played using either a physical or an electronic or audio version of the novel deck of cards.

In some embodiments, the present disclosure provides for a game, a method of game-play as well as a unique (e.g., novel) deck of cards including a set of non-verbal activities each with the same objective: to inspire connection and collaboration, making connection tangible and attainable. The game may sometimes be referred to as “When 1+1=1: Connection Games.” However, it should be understood that any suitable title, logo, and the like, may be used to describe the method and/or deck of cards disclosed herein. In some embodiments, the deck of cards includes: one card outlining different methods or types of connection titled “Connection Options”, another card (or booklet or other format) outlining the “Connection Game Guidelines”, and a plurality of game or “Activity Cards” (herein after referred to as activity cards), each explaining an activity requiring a form of physical contact and/or other form of movement-based connection. The disclosure provides for a variable number of activity cards (e.g., 25, 40, 50, 100, etc.). It should be understood that a deck with any suitable number of activity cards may be used to perform embodiments described herein. In some embodiments, the present disclosure provides further for the deck of cards to be physical cards. In some embodiments, the present disclosure provides further for the deck of cards to be virtual, in an electronic or audio medium; further for the electronic or audio medium to be in the form of a computer program, mobile application, audio files or recordings, a digital or analog format, or any other electronic or audio format. The disclosure furthermore provides for the game and novel deck of cards (in physical, electronic or audio format) to be translated into and played in any language.

In some embodiments, an object of the method of playing the game and/or the novel card deck is to inspire movement-based collaboration and teamwork to increase physical and emotional connection; to deepen partnerships and strengthen bonds; to inspire players to develop awareness and effective non-verbal communication skills. In some embodiments, materials needed for the present disclosure method of game-play are the novel deck of so-called “When 1+1=1: Connection Games” cards, and the following: a partner, music or other soundtrack or timing device, a little floor space, and a few common household items. If scoring, pen and paper or another notation apparatus or method.

Consider the following non-limiting illustration of an example game plan, according to the present disclosure:

Players: The game may be played in pairs. It can be played by two or more people: one pair or a group of pairs. If playing in a group, all pairs can play the same activity card simultaneously, or each pair can draw their own card and play along to the same soundtrack or timing device. Further embodiment details and variants are provided herein.

Music, Soundtrack or Timer: Music may serve as the inspiration and common language or foundation for movement, as well as a time-marking mechanism. Players or organizers may choose the soundtrack. In some embodiments, the game necessitates participants to be present and hone their awareness of their movements and of one another. The purpose of the music may be to inspire and move the players. The choice of accompanying music or sound should feel conducive to these goals. Further details and timing options are provided herein.

How to Play: In some embodiments, to begin play, separate the plurality of activity cards from the “Connection Options” card (which may be alternatively referred to herein as the connection options card) and “Connection Game Guidelines” card (which may be alternatively referred to herein as the guidelines card). Draw an activity card, negotiate a plan for play-action, and perform the physical game therein explained for the duration of a predefined time interval (e.g., the duration of one song, which may correspond to a type of audio accompaniment). Each activity card game is considered a “round of play.” The activity cards are performed non-verbally; the intention is for players to practice being present and speak with their bodies. In some embodiments, the focus should be on what feels good. Players may be encouraged to adjust their posture as needed. If a player still does not feel good, the present disclosure provides for them to speak and let it be known verbally. Players are to pay attention to and listen to their partner. If their partner feels uncomfortable, they should adapt as needed to find a solution that feels good to both people and continue. The comfort level of the more cautious or apprehensive person will be the threshold or guide, as no-one likes to feel rushed. The objective is teamwork—it takes two. When the song ends, players pause to share their experience if moved to do so. If scoring or being scored, take a moment to assess and evaluate their performance. They then choose the next activity card and repeat for as many rounds of play as both wish to play at one time. Further variations regarding configurations and length of play are provided herein.

End: The game ends after a mutually-agreed upon number of activity cards or rounds are played, after a pre-determined period of time (e.g., a predefined time interval) has lapsed, after a certain score is reached, and/or when one or both partners decide that they will play one final activity card. Further variations regarding “Length of Play” are provided herein.

Winning the Game: Since the objective of the present disclosure is the experience rather than competition, connection is the ultimate goal. The proposition being a win-win, a player wins if both partners—or all participants, if playing in a group—feel good. The only way to “win” is together. In some embodiments, the present disclosure allows for the option of scoring: if using scoring and playing with two players, once the pair reaches a predetermined score, the game ends; or if playing in a group or in teams, the first pair or team to reach or pass a predetermined score wins. Further variations regarding techniques for scoring and/or determining a winner of a game are provided herein.

As described further herein, a detailed description of a novel deck of cards, a card game, and method of playing the card game are disclosed, including further variations so that it will be more fully understood how the disclosure can be enabled by someone of ordinary skill in the art. Various embodiments discussed in the present disclosure will become more apparent with the following description and with reference to the accompanying drawings, made by way of example and not to be therefore construed as restrictive or limiting in nature. These embodiments may be combined, other embodiments may be utilized, and structural and logical changes may be made without departing from the spirit and scope of the present disclosure. The following detailed description is therefore not to be taken in a limiting sense.

A. A Deck of Cards

FIG. 1 illustrates cards of a novel deck of cards, according to some embodiments. FIG. 1 shows a direct face-up view of some overlapping so-called activity cards, representing also a deck of cards, whereupon is depicted a game title or activity title, the description/explanation, and additional options; as well as a single specimen card arranged at the far-left thereof revealing a preferred (but not limiting) in-common graphic “When 1+1=1: Connection Games” design theme for the back-sides of at least some (e.g., all) cards. In some embodiments, backside 101 shows a back side of a card (e.g., an activity card) of the deck of cards 107. In some embodiments, the reverse side may include any suitable design which may be applied to some (e.g., all) of the cards. The design may be such that cards in the deck of cards 107, when viewed back-side up and/or from the perspective of another player or players, become indistinguishable from one another. In some embodiments, the backside 101 includes showing a particular design graphic, for example, including: a title 103 (e.g., “When 1+1=1: Connection Games”), a logo 105 (e.g., When 1+1=1 fishtails logo), and/or an optional inventor's name. In some embodiments, a front side of a representative activity card 109 may have a design that includes an activity title 111, an activity description 113 (e.g., including explanation and/or instructions for performing the particular activity associated with the activity title 111), and/or an option 115 (e.g., which may include a type of challenge, option, or advanced variation for the activity associated with activity title 111).

FIG. 2 illustrates types of cards of a deck of cards, according to some embodiments. In particular, FIG. 2 shows the three types of cards in the novel card deck, face-up, for exemplified comparison: a “Guidelines” card 201, a “Connection Options” card 209, and a representative activity card 219 (e.g., of a plurality of activity cards 218 of the deck of cards 107, which may be variable in number), as well as a Table 229 listing the three types of cards.

With respect to Connection Games Guidelines Card 201, in some embodiments, the face-up side of the “Connection Games Guidelines” card 201 provides a truncated or simplified list of the recommended “terms of engagement” or guidelines for basic game-play options 207, along with the title 203 of the card for the purpose of identification within the deck of cards 107. For example, the list of guidelines may indicate to the players a definition of a connection, whereby the connection between two players of a pair includes at least one type of linkage between the two players (e.g., a tactile type or spatial type of linkage between the two players). In some embodiments, the list of guidelines may indicate requirements and/or suggestions for playing the game, for example, including a need for a partner, optional music (and/or other audio accompaniment), a timer device (e.g., for measuring a predetermined time interval for playing a round of play), a floor space, etc. In some embodiments, the guidelines may indicate that the players should work together during a performance of an activity card towards achieving a common goal (e.g., forming one or more linkages of a connection), and may plan (e.g., verbally) how to work together towards that goal. In some embodiments, the guidelines may specify that the performance of the activity should be non-verbal. The guidelines may be suggestions for how to perform activities, such as “Be present,” “Speak with your body,” “Focus on what feels good,” “Adjust posture as needed,” “Listen, especially if your partner is uncomfortable,” “Adapt and work as a team,” etc. In some embodiments, the guidelines may ask players to refer to the Connection Options card 209 for ideas. In some embodiments, the guidelines may specify a suggested duration of each game and/or round of activity (e.g., 2-3 minutes). In some embodiments, players may be asked to pause between rounds (e.g., between songs) to share (e.g., debrief) and/or transition to the next activity card. In some embodiments, various scenarios for game play may be suggested within the guidelines, as described further herein. This list is meant to provide a foundation and not to be viewed as exhaustive or limiting. The present disclosure provides that the “Guidelines” card 201 may correspond to an instruction booklet or other format. For simplicity, it is herein referred to as the “Guidelines” card 201.

In the present disclosure, the face-up side of the “Connection Options” card 209 includes the card title 211, a list of “Connection Options” 213, and a section 215 for additional information or notes regarding any specialized version of the deck of cards 107 (e.g., as described further herein, for example, with respect to the “Application Methods of the Disclosure” section, described below). In some embodiments, the “Connection Options” list 213 is meant to serve as a reference delineating various possibilities for partners to connect and is not to be viewed or construed as exhaustive or limiting in any way. As depicted in FIG. 2 via connection options list 213, some example connection possibilities include eye contact, which may be a spatial type of linkage. Some other tactile types of linkages include palm-to-palm contact, fingertip contact between the pair of players, holding forearms, holding upper arms, holding shoulders, a placement of hands in the upper chest region, back-to-back contact, hugging and/or a combination of such or similar tactile types of linkages (e.g., hand to partner's sternum). Its use and interaction with the activity cards (e.g., activity card 219) is outlined in Table 511 of FIG. 5, further described below. It should be understood that the various types of linkages (e.g., connection options) described herein are illustrative and non-limiting. Any suitable tactile and/or spatial types of linkages, and/or combinations thereof, may be performed according to embodiments herein. In some embodiments, instructions to form one or more linkage types for a given activity may be presented via any suitable medium and/or combination thereof (e.g., activity card 219, connection options card 209, guidelines card 201, a computer display monitor, a mobile device display, etc.).

In some embodiments, the face-up side of each game or activity card 219 explains the instructions for a partner connection task. Some activity cards may provide several variations, and may require some form of physical or spatial connection. In some embodiments, the design of the activity card(s) 219 includes a When 1+1=1 fishtails watermark logo in the background of the text (e.g., logo 227, differentiating activity card 219 (e.g., of the plurality of activity cards 218) from other cards in the novel card deck 107). FIG. 3 illustrates activity card 301 that does not include any text, and shows a similar When 1+1=1 fishtails watermark logo 303. In some embodiments, the “Guidelines” card 201 (with small watermark logo 205 at the top left) and “Connection Options” card 209 (with small watermark logo 217 at center right) may have logos positioned in any suitable location(s), in part, to differentiate the types of cards. Continuing with the parts of representative activity card 219, the activity card 219 may include an identifying activity title 221; description and explanation of the activity 223; and additional options 225, including variations or elements to make the activity more challenging or advanced. The number of activity card(s) 219 in the deck of cards 107 may vary. Since the activity cards 219 do not directly depend on or interact with one another, the number may vary according to any suitable number of cards. In some embodiments, additional cards may be added (and/or removed), for example in subsequent versions of the game. The card variations may be within the connection-based spirit and intrinsic game-plan method of this disclosure—especially, but not limited to, emphasizing elements of the variations of game-play explained further in the “Method of Playing the Game” and “Application Methods of the Disclosure” sections below.

Turning to FIG. 4, the present descriptions and five example activity cards 401 (e.g., examples of activity card 219 of FIG. 2) shown in FIG. 4 (e.g., “Activity Card #1” 403, “Activity Card #2” 405, “Activity Card #3” 407, “Activity Card #4” 409, and “Activity Card #5” 411 are intended simply for illustrative purposes and are not meant to be limiting in any way. Each round of play consists of the play-action of the performance of one activity card 219. As depicted in FIG. 4, example activity card 403 has an activity title of “Pause Together.” The description of the activity instructs the players to “Move around the space with any type of connection (e.g., holding hands, leaning back-to-back, eye contact only, hugging, etc.) and try not to pause in sync. Take time to savor the “in-between part, the part where you don't have to DO anything. Just be, suspended in time, together. Then start moving again. Repeat, pausing together throughout the song.” Example activity card 405 is titled “Breath Back-to-Back,” and instructs the players to “Sit or stand back-to-back. Slow your breathing down, feel the vibrations of the music in your body, feel your partner's breathing. When you notice your thoughts wandering, come back to the sensation. Challenge yourself to be present.” Activity card 405 further includes an additional option 406, which states, “Advanced: Can you gently synchronize your breath?” In another example, activity card 407 is titled, “Wheelbarrow,” and instructs the pair of players to “Stand one behind the other. The partner in front will be the “wheelbarrow”; their goal is to move only when pushed by their partner. The partner who is pushing will place their palms on the wheelbarrow's shoulder blades and guide only by pushing (no squeezing or pulling) as they walk them around the space.” Similar to activity card 405, activity card 407 includes an additional option 408, which states, “The wheelbarrow can close their eyes. Option to switch roles.” In another example, activity card 409 is titled, “Fleeting Eye Contact,” and instructs the pair to “Stand across the room from each other, each having your own little dance party. Once in a while, make eye contact, then go back to your own dance. Connection, after all, isn't something we can hold; it's about the way we interlace and intertwine with one another, a fleeting exchange of irreplicable moments.” In yet another example, activity card 411 is titled, “Carry an Imaginary Object,” and instructs the pair to “Choose an imaginary object, something that takes two to carry: maybe it's a giant pumpkin, Grandma's favorite glass bowl, a precious egg, furniture—decide together. Carry the object around the room. Don't drop it!”

Turning to FIG. 5, as introduced above, Table 511 illustrates various types and/or forms of connection. Table 511 lists five general types of connection used in the present disclosure of a card game (e.g., and/or with respect to deck of cards 107 of FIG. 1), as well as options for interaction or modifications during play-action for different “connection forms” with the “Connection Options” card 209. They are for the purpose of explanation and illustration and not to be seen as limiting in nature. In some embodiments, all activity cards 218 (e.g., of the deck of cards 107) include an element of connection—whether touching (e.g., tactile type of linkage) or in relation to the use of space (e.g., spatial type of linkage) between partners. The “Forms of Connection” exemplified in Table 511 include a variable connection (these activity cards 218 include language such as “use any type of connection”) as shown in “Activity Card #1” 403; a specific physical connection as shown in “Activity Card #2” 405; a specific connection with two distinct roles as shown in “Activity Card #3” 407; a spatial versus physical connection as shown in “Activity Card #4” 409; a connection based on an object (real or imaginary) as shown in “Activity Card #5” 411. The “Forms of Connection” may also include a combination of any of the above forms: i.e., object and spatial connection; touch and spatial-based elements or parameters of connection; two distinct roles with touch or a spatial connection, etc. In the examples provided, “Activity Card #2” 405, “Activity Card #3” 407, “Activity Card #4” 409, and “Activity Card #5” 411 depict action-play that is specific enough that the “Connection Options” card 209 of FIG. 2 has no direct interaction with them. For “Activity Card #1” 403, however, which shows a variable type of connection (with language such as “use any type of connection” in the instructions), players may refer specifically to the “Connection Options” card 209 to choose a type of connection 213 or as a guide or foundation for the parameters of action-play for that particular activity card 219. The “Connection Options” card 209 is a tool and resource available to players at any time should they feel the need to modify a connection form for their comfort or for an added challenge or more advanced option. In some embodiments, the closer the connection, the more challenging the task.

It should be understood that the specific activity cards illustrated in FIG. 4 are shown solely as examples and not meant to be an exhaustive list of the activity cards 218 and “Connection Options” 213 possibilities as there can be many combinations within this premise of connection and method of game-play.

As described in further detail below, the present disclosure envisions techniques for performing a card game between one or more pairs of players.

B. Choosing Activity Cards

The present disclosure provides many variations for choosing from activity card(s) 218 for play. The following examples are meant purely for illustrative and not in any way limiting purposes.

To prepare, the present disclosure provides for separating the activity cards 218 (e.g., the deck of cards 107 that includes a plurality (e.g., deck) of activity cards 218) from the “Guidelines” card 201 and “Connection Options” card 209 (e.g., which may be similar in form/shape as the activity cards, for example, being originally grouped within the same deck of cards 107).

The method of play and card deck 107 provides that activity cards (e.g., activity card 219) may be chosen randomly from the deck of activity cards 218, one by one. After one activity card 219 (e.g., one “round of play”) is completed—e.g., when the song or timer ends—the players choose the next activity card 219 randomly from the deck of cards 218. Players may take turns choosing activity cards 218.

Alternatively, the deck of activity cards 218 may be shuffled and placed in a stack, back-side up (e.g., see backside 101 of FIG. 1) and the activity cards 218 drawn in sequential order, beginning with the top-most card (e.g., activity card 219) for the first round of play. The next activity card may be chosen after the first round, or alternatively, a sequence of activity cards may be drawn (perhaps an agreed-upon number between the pair or group) and lined up in sequential order to prepare for continuous play: when one round of play ends, the players move on to the next activity card in the sequence of cards. Players may decide to keep activity cards 218 face-down until the time at which each card is in play.

Another alternative may be to shuffle and deal the activity cards 218 out until each player has an equal number of activity cards in their “hand” of cards. Players can then take turns choosing the next activity card from their hand. This may be a set number of activity cards each if playing as one pair (2 players): for example, five cards each. For a group, this may involve dealing all the activity cards 218 out evenly between the pairs or individuals of the group so that each pair or individual has an equal number of activity cards. If any activity cards remain in the pile, the dealer may choose one to begin the game for the group. Then, each pair takes a turn choosing an activity card for the group from their hand of cards. This can be done in a sequential order (i.e., clockwise) or randomly “popcorn”-style (in the order that pairs volunteer) when play-action of the previous activity card ends.

Yet another alternative is to have a pre-determined sequence of activity cards chosen prior to game-play, especially suitable for a large group or an event in which the sequence (i.e., from less to more challenging activity cards and/or their respective “options” 225) would be of particular importance to the organizer, host or teacher—or in the interest of managing a smooth flow and seamless transitions between activity cards.

A further variation for choosing cards when playing in a group may involve selecting a “Caller”—someone who will choose and call out and explain activity cards—similar to the host at a Contra Dance event who calls out the choreography. This could be the organizer of an event, the leader of a workshop, the teacher, a member selected by the group, etc. Alternatively, members of a group playing the present disclosure game could take turns being the “Caller”.

Another alternative for a group of pairs may be to have each pair play a different activity card—by choosing from the hand they were dealt, by dealing one activity card to each pair per round, or by each pair randomly selecting an activity card from the deck of cards 218 for each round of play. Each pair would then play their respective activity card (e.g., activity card 219) simultaneously to the same soundtrack or timing device.

Yet another alternative provides for the deck of cards 218 to be in electronic or audio format. In such case, the application may randomly select activity cards (e.g., activity card 219) for players or one of the above options may be used to select activity cards from the virtual or audio deck of cards 218.

C. Music and Timing Structure Parameters

In some embodiments, the present disclosure may be executed to a soundtrack of the participants' or organizer's choosing. Any suitable soundtrack (e.g., which may be an audio accompaniment, such as a music piece/song) may be performed, whereby the soundtrack may be performed for a predefined time interval during performance of a particular non-verbal activity in accordance with a particular activity card. In some embodiments, the method of playing for the duration of a song and/or inspired by music or other accompanying sound is a part of the present disclosure. The music can be pre-recorded, a pre-determined playlist, or a random playlist. In some embodiments, the game can be played to music curated by a DJ or played live by a musician or a group/band.

Alternatively, players or an organizer may choose to execute the game-play without music or to sounds of nature or another form of sound. In such case that there is no clear beginning and end to the sound chosen or if the game is being played without accompanying sound, a timer or timing device may be set for a short period (i.e., 2-4 minutes) per activity card.

Alternatively, as in the example of a “Caller” or group or event leader calling “Activity Cards,” one activity card (e.g., activity card 219) may also blend into the next, like a disk jockey (DJ) mixing one song into the next, without stopping between activity cards.

In such case that there exists the option to vary the style, tempo or intensity of the accompanying music or sound, such variations may be utilized by the organizer, the players, a DJ or a group of musicians to shift or manage or inspire the energy of the pair or group.

For activity cards that include the option 225 to “switch roles” or if there are two distinct roles depicted (such as exemplified in “Activity Card #3” 407), an organizer or “Caller” may call out the instruction to “switch roles” or use another type of cue about halfway through play-action of said activity card or at a time of their choosing that feels appropriate. Another alternative is to have pairs play each role for an entire song or round of play. Yet another alternative is for pairs to decide between the two of them if and when they would like to “switch roles” during a round of play. This feature of game play is optional.

In some embodiments, pausing between songs and/or activity cards is recommended, as the concentration required to maintain presence and connection can be taxing over an extended period of time. Short pauses to choose and/or explain the next activity card and perhaps share any observations or experiences, or between every few activity cards or songs without interrupting the rhythm of game-play and disbanding the pair or group are recommended and may enhance the overall experience. If game-play is to continue for a lengthy or extended period of time, an “intermission” or longer formal break could also be an option, prior to resuming the next segment of game-play action.

D. Evaluation and Scoring

The present disclosure provides for a scoring and evaluation system for the method of game play. In some embodiments, if players or organizers/facilitators wish to measure or catalogue progress—or to add a competitive edge/element to the game, the following scoring methods are available. In some embodiments, the objective of the scoring system is to increase awareness, revealing opportunities to build a stronger connection. In some embodiments, each pair begins each round with 10 points (or any suitable base number of points). The objective is to move with such a seamless connection that there are no moments of disconnection—as in a video game, a player keeps their “lives” if they avoid falling into the lava. In the case of this disclosure, the pair keeps more points the more seamless their connection is.

The present disclosure provides further for two methods of scoring: a Scoring Connection method/technique (illustrated by FIGS. 6, 7 and 8) and a Scoring Synchronicity method/technique (illustrated by FIGS. 9, 10, and 11). Further, players may self-score or may be scored by a third party, such as a facilitator.

In the Scoring Connection Method, the focus is on how connected a pair of players feels during a round of play. In one example, each pair of players may start with 10 points per round. During the play-action of one round (e.g., one activity card 219), each player tracks for themselves the number of instances that they perceive a moment of lost connection according to the activity card 219 task. At the end of each round or activity card 219, players compare their assessments. The pair keeps 10 points minus the average number of their perceived lost connection moments:

10 points−average=score

10 points−(Player A+Player B)÷2=score

Continuing with the above example, if Player A states that they noticed 5 moments of disconnection and Player B noticed 7 moments of lost connection, the average is calculated by adding the two numbers together and then dividing by 2: 5+7=12; 12÷2=6. The score for the round of play is found by subtracting the average of the two numbers (in this example=6) from the initial 10 points: 10 points−6=4 points. Table 600 of FIG. 6 and table 700 of FIG. 7 show possible ways of reaching a given score (e.g., showing different point combinations to achieve a certain score), with sub-rows being example combinations and the score they lead to. Table 800 of FIG. 8 shows an example of scoring using the Connection Scoring Method during sample game-play for 10 rounds in a two-player (one pair) game. A similar scoring technique may be performed for multiple pairs, with each pair replicating the process exemplified in Table 800.

In the Scoring Synchronicity Method, the focus is on how in-synch the players' assessments of their connection are. A pair of players starts with 10 points per round. During the play-action of one round (e.g., one activity card 219), each player tracks for themselves the number of instances that they perceive a moment of lost connection according to the activity card 219 task. At the end of each round or activity card 219, players compare their assessments. The pair keeps 10 points minus the difference between their perceived lost connection moments. That means that the closer their assessments of lost connection are, the higher their score:

10−the difference=score

10−(Player A−Player B)=score

If the difference between their numbers is 0, they get 10−0=10 points; if it is 1=9 points; 2=8 points . . . 10+ difference=0 points. If Player A states that they noticed 5 moments of disconnection and Player B noticed 7 moments of lost connection, the difference is calculated by subtracting the smaller number from the larger number: 7−5=2. The score for the round of play is found by subtracting the difference of the two numbers (in this example=2) from the initial 10 points: 10 points−2=8 points. Table 900 of FIG. 9 and table 1000 of FIG. 10 show the possible ways of reaching a given score, with sub-rows being example combinations and the score they lead to. Table 1100 of FIG. 11 shows an example of scoring using the Synchronicity Scoring Method during sample game-play for 10 rounds in a two-player (one pair) game. The same would be done for multiple pairs, with each pair replicating the process exemplified in Table 1100.

The present disclosure provides further for a third party, such as the organizer, teacher or facilitator to score the pair(s) or teams of pairs with the same 10 points per round minus the number of instances of lost connection (e.g., similar to as exemplified with respect to FIGS. 6-7, in this case, with the third party determining the number of linkages and/or broken linkages of a connection). Another option is for pairs or teams to be ranked in order of most-connected to least-connected; the top 3 pairs or top team winning points according to their rank, as exemplified in Tables 1201 and Table 1203 of FIG. 12.

In addition, as illustrated with respect to FIG. 13, the present disclosure provides for the changing or rotating of partners among the pairs. In such a case, each partner in a pair would receive the same score for that round and keep that score in their own personal tally as they change to another partner for the following round of play. In this case, players keep their scores individually, but they must earn them with a partner each round, as illustrated in Table 1300 of FIG. 13. Player A writes the score they earned with Player B, then in the next round the score they earned with Player D, and so on. Player B does the same with Player A in the first round, then with Player I the second round, and so on with each consecutive partner.

E. Length of Play

The length of play of the game and method of playing the card game is variable. For example, it may last anywhere from one activity card (e.g., one round of play) to a pre-set or pre-determined length of time and the activity cards that can be played in a relaxed (not rushed) fashion during that time, or it may last for the time it takes to play a specific, mutually agreed-upon number of activity cards. Another alternative provides for the length of play to continue for an open-ended duration of time until one or all players say that they want to play one last round or activity card—“uno más” (one more). Yet another alternative provides for play-action until a certain number of points is scored. A short game would be 25 points (at least 3 rounds of play); a medium game would be 50 points (at least 5 rounds of play); and a long game would be 75 points (at least 8 rounds of play). It should be understood that any suitable number of one or more rounds may be played for a particular game play.

F. Method of Playing the Game

The following detailed variations of game-play embodiment are intended to be thorough examples, yet not limiting in nature.

1. Basic Game-Play Embodiment

In some embodiments, play begins by drawing an activity card (e.g., activity card 219 of FIG. 2). Players consider the instructions 223 on the activity card 219 drawn, including any “additional options” 225 or possible interactions with the “Connection Options” card 209 list 213 and mutually decide on a plan of play-action with these options in mind, and in accordance with the list 207 on the “Guidelines” card 201. Each activity card is to be played for the duration of one song (or 3-4 minutes time). Each activity card constitutes one round of play. During play-action, the activity is to be done without speaking unless absolutely necessary—to communicate a need or discomfort, for example. In fact, it is the nature of the present disclosure that play-action can be done using non-verbal communication. Play continues by drawing (e.g., from deck of activity cards 218) consecutive activity cards for continuous rounds of play, with short pauses in-between to assess, evaluate and score and then choose the next activity card and decide on a plan of play-action with the above-outlined options in mind. The framework of basic play-action is illustrated in FIG. 14, as described further below. The game ends when a pre-determined duration of time has expired, a previously agreed-upon number of activity cards or rounds have been played, when a pre-determined number of points is reached, or when one or both participants decide to play one last round—“uno más”.

FIG. 14 is a simplified flow diagram illustrating a sequence of game play action, according to some embodiments. At block 1401, an activity card is chosen (e.g., by a player, third-party entity, computer program, or other suitable agent). At block 1403, a predetermined time interval is determined, for example, by setting a timer and/or choosing a particular audio accompaniment (e.g., a musical piece) that has a corresponding duration of (e.g., defines) the predetermined time interval. In an example where the audio accompaniment is a particular song (e.g., a musical track), the duration of particular song/track that is chosen may pre-define (e.g., pre-determine) the time interval for the subsequently performed activity. At block 1405, a plan is determined by a pair of players. In some embodiments, the plan may be determined based on the instructions 223 of the particular activity card 219 chosen, additional options 225, any interaction with the “Connection Options” card 209 list 213, and the particular audio accompaniment chosen. At block 1407, the pair of players may perform a non-verbal activity in accordance with the plan for performing the instructions of the activity card. The performance may be performed while the audio accompaniment is played (e.g., performed). At block 1409, the pair of players may share with one another their observations about the performance (e.g., determining observed linkages, the quality of linkages, and/or broken linkages), each person sharing their observations. In some embodiments, the players may also score their performance (e.g., for the particular round of play), as depicted at block 1411. As described herein, a particular scoring method may be utilized at block 1411, for example, a scoring connection method of block 1413 or a scoring synchronicity method of block 1415. The scoring connection method of block 1413 (and the illustrative two blocks to the right of block 1413) may be similar to as illustrated with respect to FIGS. 6, 7, and/or 8. The scoring synchronicity method of block 1415 (and the illustrative two blocks to the right of block 1415) may be similar to as illustrated with respect to FIGS. 9, 10, and/or 11. In some embodiments, the game may either end or continue for the next round of play at block 1417 (e.g., repeating at block 1401, and so on).

2. Game-Play Embodiment Variation: Two Players

In some embodiments, the present disclosure provides for game-play with two players. In this case, players may take turns choosing activity cards (or another option outlined in the “Choosing Activity Cards” section or the like) and will negotiate the variations 225 provided on each activity card chosen and any interactions with the “Connection Options” card 209, as well as considering the “Guidelines” card 201. If scoring, players will choose a method of scoring (Scoring Connection or Scoring Synchronicity) and pause between rounds to calculate their score. In some embodiments, the scoring may be performed similar to as described elsewhere herein (e.g., FIGS. 6-8 for the Scoring Connection Method and/or FIGS. 9-11 for the Scoring Synchronicity Method).

3. Game-Play Embodiment Variation: Group of Pairs of Players

The present disclosure further provides for game-play to be among a group of pairs. A group game-plan is similar to that of one pair. The group will need to determine how they will choose activity cards (see “Choosing Activity Cards” section), with the most simple being placing the shuffled game card deck face-side down (e.g., as illustrated with backside 101 of FIG. 1), with the top-most activity card selected for each round of play, one round at a time. For a large group, an organizer may consider pre-selecting the activity cards to be played.

The group of players may also have to negotiate the sharing of space, which, in some embodiments, is an object of the present disclosure: to get and inspire people to interact in physical space. Furthermore, in some embodiments, a group may choose a direction of movement for activity cards that require pairs to travel in the dance space—such as clockwise or counter-clockwise (as is the “line of dance” in Argentine Tango, for example). Alternatively, pairs may negotiate (non-verbally) as they go, in real-time during active game-play (like bumper cars, but without the bumping—or with gentle bumping).

The game-plan considerations of the activity cards, the “Connection Options” card 209, and the “Guidelines” card 201 are the same as those for two players (one pair). In a group game-plan, each pair may choose their own “Connection Options” 213 and/or from among the variations or advanced options 225 listed on the activity card (e.g., activity card 219) in play. Alternatively, each pair may play a different activity card simultaneously, to the same soundtrack or timer. See “Choosing Activity Cards” for more details. If scoring, each pair would self-score or be scored by a third party at the end of each activity card (or round of play).

The present disclosure further provides for partners to be fixed or rotating (changing). If rotating partners, the rotation may occur for each activity card (or round) or every few rounds. A member of the group or the organizer, teacher, or facilitator may call out “change partners!” Alternatively, partners may change for each round of play while repeating the same activity card for multiple rounds. In such a case, for each rotation, the newly-formed pairs would negotiate and choose their preferred “Connection Options” 213 and/or from among any variations or advanced options 225 listed on the activity card being played. Yet another alternative would be to change or rotate partners during a song or activity card play-action. This would be a place for the “Caller” or organizer of the group to call out “change partners!” This can even be done multiple times throughout one activity card.

4. Game-Play Embodiment Variation: Group of Pairs of Players in Different Locations

The present disclosure also provides an option for a group to be separated physically with each pair in a different location, such as a group playing this card game over a virtual meeting medium or application, over a messaging application, a phone, a conference service, or other application and/or computing device allowing people to connect without being in the same location. The game-plan is similar to that of one pair in the considerations of physical space and each pair preparing their dance space as they wish. The game-plan is similar to that of group-play in the selection of activity cards by one person (the organizer, leader or teacher) or via an electronic or audio medium application. Alternatively, if multiple pairs respectively have the same (or different) physical deck of cards, they may take turns selecting the activity card for each consecutive round of play. The accompanying soundtrack or timer could be determined (and played, executed or managed) by the organizer, facilitator, computing program, and/or instigator of the group or event, by each pair taking turns (similar to the “Caller”), or another suitable configuration. If scoring, pairs would self-score or be scored by a third party (organizer, facilitator) after each round of play-action.

5. Game-Play Embodiment Variation: Group with an Odd Numbers of Players

The present disclosure is intended to be played in pairs. However, a variant for a group of people in which there is an odd number of participants may include one person being “out” for each round of play. When a new activity card is drawn, the player who was out of the game the previous round would enter and another player would be out for a round. The player who is out of play for the present round may serve as the “Caller” for that round, choosing and explaining the activity card for that present round or preparing to explain the activity card for the following round of play (see “Choosing Activity Cards” section). The player who is out may use the time to observe the manner in which different pairs are connecting in light of the activity card being played and reflect on their own connection and game-play strategies before re-joining game-play in the next round. The group or organizer may devise a rotation plan so that each player takes an equitable turn “out” and/or serves as the “Caller” or selector of the activity cards. If scoring, the player who is “out” may score the pairs for that round of play. Also, as in the scenario for rotating partners discussed prior, each pair scores themselves or is scored and then each player in the pair adds their mutual score to their individual score card for that round. Then they rotate and repeat for the next round of play-action and so on.

Although various game-play embodiments are described above, it should be understood that these variations are for illustration purposes only. Any suitable variations (e.g., numbers of pairs of players, rotations of pairs, scoring techniques, and the like) may be performed, according to embodiments, herein.

G. Application Methods of the Present Disclosure

The above game-play embodiments and their variations illustrate by way of non-limiting example some possible structures of play-action for the present disclosure, method of playing, and novel deck of cards. What follows are several variations in application or context to which the present disclosure is well-suited. These are not intended to be limiting in nature and are provided only for the purpose of demonstrating practical applications of the present disclosure.

1. Application Method: For Entertainment

The present disclosure lends itself to play between friends, family members, at home or at a party or casual gathering as a means to unwind, re-connect, or simply for entertainment purposes. Players may choose a Game-Play Embodiment Variation that suits them or their group. No special considerations are needed in this scenario.

2. Application Method: A Couple for Connection, Romance & Intimacy

The present disclosure further lends itself to play between a romantic pair or couple, for entertainment purposes and to strengthen their connection and deepen their bond. After a long, stressful day, when they feel stuck in mundane “maintenance” conversations or lost in to-do lists, when they feel out of sync with one another, “talking things out” may feel like the last thing a tired pair needs. The present disclosure provides a fun and useful way to change the rhythm of their interaction.

Play between a pair or couple may constitute just one round of play—one activity card, as a quick way to re-connect, or may be an event that a couple plans, such as a romantic date night or simply time they set aside intentionally to enhance the intimacy of their connection, which would involve extended play-action of a plurality of activity cards. The many above variations of soundtrack, length of play, etc. are part of how the pair or couple can personalize their game-play to suit their needs or desires, including creating the space and setting for game-play of the present disclosure—i.e., candles, lighting, a cozy space, meaningful music, dressing up, flowers, etc. The present disclosure provides a fun opportunity for partners to reignite the spark in their connection with each other. Scoring is optional and can be used as a tool to build awareness, especially if approached with curiosity as an opportunity to better understand one another's assessment.

3. Application Method: Couples Therapy, Counseling or Support Group

The present disclosure lends itself also to be used as a tool by a counselor or other professional in a therapeutic setting, such as couples' or marriage counseling or a support group, to help a couple or a group of couples explore different aspects of their connection or to help them re-connect or revive their connection. activity cards may be chosen in a myriad of ways—perhaps intentionally pre-selected by the facilitator or therapist, selected randomly by the participants during the session, or dealt to the participants or the pairs in the group (see “Choosing Activity Cards”). Cues, prompts or encouragement may be interjected during active game-play or between activity card rounds of play. This may include written reflection, meditation, dialogue/discussion or analysis, scoring/evaluation, or a combination of these, to help enhance the experience and tie the sensation of physical connection back to the theme or goal of the session.

4. Application Method: Ice-Breaker and Group Dynamics

A further application of the present disclosure can be as an ice-breaker in a professional or work setting or with any group in which the organizer wishes to help attendees and participants quickly bond in a fun, easy manner. The “Connection Options” 213 and variations 225 listed on the activity cards that allow for a little more distance between partners would feel the easiest and least intimate, especially suitable for a group of strangers meeting for the first time or in a professional setting. With a large group, a “Caller” as explained in the “Choosing Activity Cards” section may be useful. The present disclosure lends itself to a rhythm of: one round of play or activity card; a short pause to allow partners to introduce themselves and discuss their experience or the theme of the work or social event; then “change partners” or “rotate”; explain the next activity card and begin play-action; pause for introductions and discussion; rotate and repeat with the next activity card, and so on. It is the intention of the present disclosure to facilitate non-verbal connection first. Although it is optional and introductions could happen prior to play-action, the most effective application of the present disclosure would be to encourage non-verbal interaction as play-action of an activity card begins. Delaying verbal dialogue until after the play-action will encourage a deeper bond which words and semantics can be a barrier to.

For a large group event, it is recommended that the organizer select and prepare activity cards prior to the event so as to facilitate a smooth and seamless transition between rounds of play-action. Implementation of the game play according to the present disclosure can be anywhere from one activity card or round of play to break the ice and open the event by helping attendees connect right away before continuing on to the business of said event, or multiple rounds of play or activity cards may constitute the main part of the event itself. To make the event especially exciting, one round of play might even include multiple calls to “change partners” within the same short activity card play-action timeframe. This might be a good option for a first activity card round of play, for somewhere in the middle of the event to shake things up, or for the last round of play. It will likely energize the group. However, over-doing this might feel a bit too hectic. It is an option an organizer or facilitator has in their toolbox for using the present disclosure.

5. Application Method: Speed Dating

A further implementation of the present disclosure may be a speed-dating or similar event for strangers to meet and create intimacy. Similar to the ice-breaker format described above, the rhythm of play would be: explanation of the activity card by the host or facilitator followed by play-action of said activity card; then a pause for a brief conversation as in traditional speed dating; change partners; explanation of the next activity card followed by play-action of said activity card; a brief pause for conversation; and repeat this sequence for the duration of the event. This could be followed by time to mingle loosely as a group afterward. In this implementation of the method of playing the game, the host or facilitator may consider selecting the activity cards to be played ahead of time to provide for a seamless and smooth flow of the group from one round of play to the next, giving very specific instructions for each activity card, including “Connection Options” 209 or variations 225 pre-determined by the organizer. The activity cards and respective options may also be arranged in order of less challenging to more challenging, or less intimate to more intimate, as determined by the facilitator or organizer. Another alternative would be to pass out or deal an activity card to each pair for the round of play and have part of their connection work be negotiating a plan of play-action for themselves based on the activity card they are dealt and “Connection Options” 213 and variations 225, with each pair playing a different activity card simultaneously to the same audio accompaniment or timer.

6. Application Method: Networking

Another application of the present disclosure may be to facilitate short conversations, connection and camaraderie at a networking or similar event. Like the speed dating and ice-breaker formats described above, the rhythm of play would be play-action, followed by brief conversation, then change partners. More specifically the sequence would be: explanation of the activity card by the host or facilitator followed by play-action of said activity card; a brief pause for introductions and conversation (perhaps with a conversation prompt by the organizer); change partners; explanation of the next activity card, followed by play-action of said activity card; a brief pause; and repeat this sequence for the duration of the event or this portion of the event. If it is a themed event, the prompts and/or activity card explanations could emphasize the theme. This application method of the present disclosure will quickly build connection among the participants and give them a feeling of comfort at the event, even if they arrived to a room full of strangers. The play-action portion of the event could be followed by a lecture or presentation or time to mingle among the group. In this implementation of the present disclosure, the host or facilitator may consider selecting the activity cards to be played ahead of time to provide for a seamless and smooth flow of the group from one round of play to the next, giving very specific instructions for each activity card including “Connection Options” 213 or variations 225 pre-determined by the organizer. For a professional type of setting, the “Connection Options” 213 and variations 225 listed on the activity cards that allow for a little more distance between partners would be most appropriate.

7. Application Method: Leadership Development and Team-Building

A further variation of implementation of the present disclosure is for leadership development and team-building explorations or interactive presentations emphasizing qualities of leadership or leadership styles and teamwork using the lead and follow roles intrinsic in the activity cards. The facilitator may draw attention to leadership qualities and/or encourage the group or pairs to discuss what it takes to lead well and what it takes to follow effectively, and encourage them to observe their own interactions and strategies in the play-action of activity cards. How do they embody the themes or concepts presented in the physical play-action of the game? Where can they improve? The answers may be gleaned from participants' observations during play-action and then shared in discussion, reflection, and/or presentations following or interspersed between said play-action. As participants play the game, the facilitator or organizer may ask about or emphasize themes such as: How does one create the context as a leader for people to follow “well” and with ease—to help them respond to their indications? How can one as a leader make themselves clear and be direct? How can observing the response to your invitations in these rounds of play or activity cards help you clarify your intentions—both in the game and in your leadership position? And how does one “follow” in a way that makes the lead's job easier, that sets both partners up for success? In fact, experiences using the present disclosure may be extrapolated to leadership and team dynamics in general. Participants can be encouraged to apply the experiences and observations to their daily team interactions.

An entire presentation may be designed around one activity card played once or several times, perhaps changing partners, changing the soundtrack, or simply repeating the play-action after reflection and discussion. If participants are guided to notice the impact of their decisions in the play-action of the activity cards (perhaps through discussion, lecture, reflection, etc.), they can then apply these observations as an opportunity for more clear and effective lead and follow communication either in re-playing the same activity card as a second chance at it or in the play-action of the following activity card. Participants can then correlate these shifts to opportunities in other lead-follow and team dynamics situations in their professional lives and beyond. Alternatively, a lead-follow or group dynamics exploration could be designed with a progression of activity cards, using the variety of action-play to help keep participants engaged and further expound upon the theme of the workshop or presentation. Scoring is optional. Self-assessment within pairs may help enhance awareness and stimulate discussion.

8. Application Method: Classroom or Youth Organization for Social-Emotional Learning

Yet another application variation of the present disclosure is in a classroom, school or other youth group or youth organization setting to empower youth and enhance social-emotional learning. In such a setting, the teacher or facilitator may select one of several methods to “Choose Activity Cards”: they may choose the cards themselves, either drawing from the deck of cards 218 during game-play or pre-selecting a sequence of activity cards; or, to provide an opportunity for the students to feel more agency and engagement, the teacher could allow students to choose the activity cards themselves in one of the methods described in the “Choose Activity Cards” section, perhaps selecting only the cards they wish to include from the deck of cards 218 prior to game-play. Letting students design the game-play by choosing activity cards may prove a valuable part of getting buy-in from them.

In a school or other youth group setting, the present disclosure lends itself to thoughtful reflection on what constitutes healthy, kind, and respectful group and partner interaction. This implementation may emphasize time to reflect (in writing or spoken, or both), encouraging participants to consider what felt good, what felt challenging in the experience of play-action of each activity card, what they would like to do differently in the future, etc. Students may be asked to reflect on and perhaps write about their observations and experiences, and/or to share with a partner, and/or discuss as a group. An emphasis can be placed on how to identify and communicate—verbally and non-verbally with body language—healthy boundaries. Another emphasis may be on awareness and responsiveness to their partner and the group. The game encourages participants to explore adaptability in changing circumstances, creativity and improvisation, and of course teamwork, trust and responsibility. Participants can find freedom of movement while also respecting their partner's and the group's needs, space and time.

Similar to other implementations, this context lends itself to using one stand-alone activity card to spur reflections and discussion or as an “opening act” or introduction to the lesson, as a break or transition between different lesson segments, or a series of activity cards for multiple rounds of play, with changing or fixed partners. The same activity card may also be repeated after a pause for group discussion and reflection, giving the participants an opportunity to make adjustments to their manner of moving and interacting with a partner—as we always have the opportunity to re-invent ourselves in life. To go deeper still, another round of reflection and/or discussion could be had about any differences they observed the second time around or as the game progressed. In some embodiments, the game is perhaps well-suited for students in grades 4 and up for in-depth work. However, it may also be used in short doses even with children as young as pre-kindergarten, perhaps one activity card at a time, followed by group discussion: How did that go? What did you feel? What did you notice? Scoring is an optional tool for creating engagement and a sense of competition—or to increase awareness and reflection.

9. Application Method: Healing in Therapy, Emotional Rehabilitation, Counseling

A further application of the present disclosure is as a tool to promote individual healing in therapy, emotional rehabilitation, counseling, etc., whether individually, paired, or in a support-group type setting. The activity cards can be used to explore the impact of the participants' actions in real-time within the context of the game, to help them feel needed and accepted, feel the importance of their presence, and to have the opportunity to feel trusted and to trust and be there for their partner and/or the group in a gentle, low-stakes manner that can then be extrapolated to apply to their healing journey and process. The method of application would be similar to that of a classroom setting, with written or spoken reflection individually, in pairs, and/or as a group interspersed between activity cards or at the end of the play-action of a series of activity cards. The facilitator, therapist or counselor may pre-select activity cards or select another manner of “Choosing Activity Cards”. Repetition of the same activity card after dialogue or group discussion would be especially useful, in order to allow participants the opportunity to adjust their movements and strategies in accordance with their reflections and revelations, an opportunity to re-write their “story” as they play. If there is a particular theme to the session, the facilitator, therapist or counselor may weave it in during the explanations of activity cards, during active game-play of an activity card, and/or the ensuing discussion or reflection.

10. Application Method: Dance and Movement-Based Disciplines

Yet another application may be as a tool for dance and other movement-based teachers, instructors or coaches to help build physical synchronicity and connection between their students, participants, or athletes. In such a setting, the instructor or coach may choose to use one pre-selected activity card or a short series of pre-selected activity cards as an introduction to the lesson or training session. Another option would be to intersperse activity cards as tools to build specific movement and/or collaborative skills, as needed or applicable throughout the class, workshop, practice, or training session. Yet another option would be to use an activity card to re-connect or reconvene the group after an intermission or break during a longer workshop or session. Yet a further application would be to design a dance or movement-based workshop or program using a sequence of activity cards. Since the present disclosure is well-suited for dance and/or movement, any myriad of applications from the methods or variations herein or any combination of activity cards, “Connection Options” 213 and/or variations 225 may be applied—and are intended as examples and not to be construed as limiting in nature.

11. Application Method: Nursing Homes, Senior Centers, People with Limited Mobility

Another application of the present disclosure is to be used in nursing homes, senior centers, and/or with people with limited mobility as a fun and therapeutic way to help them keep moving and perhaps even increase or improve mobility. The facilitator, activity coordinator, or instructor may choose to use the activity cards in much the manner described in the “Dance and Movement-Based Disciplines” application, selecting the activity card(s) to be played as an introduction or opening to another movement-based session, an ice-breaker for a social event, or as a series of activity cards to be played in succession themselves constituting the movement-based session. Another option is to have participants themselves select activity cards from a possibly pre-curated selection of activity cards, removing any that would not be suitable for the participants' mobility levels.

The present disclosure provides for adjustments and modifications for physical ability level to be made. For an illustrative and non-limiting example, referring to “Activity Card #1” 403 titled “Pause Together”, participants who use wheelchairs or walkers could position themselves in a manner in which they are able to touch hands or a similar type of physical connection—or even connect using eye contact rather than a physical connection, and then move about the space or move in place, trying to pause in synch throughout the play-action of the activity card. Another non-limiting example refers to “Activity Card #5” 411 titled “Carry an Imaginary Object”, the action-play of which might involve participants holding and moving an imaginary object about while seated, facing each other. The present disclosure further provides for the activity cards to be used as tools to help participants improve mobility in terms of balance, stability, strength, flexibility, endurance, posture, and confidence. There are many possible combinations of activity cards and “Connection Options” and their variations, as well as modifications suitable for each group's abilities. The present disclosure provides further for an iteration with modification options in the variations 225 of each activity card (e.g., activity card 219) suited specifically for different mobility levels.

12. Application Method: Feminine-Masculine Energy

A further application or layer of the present disclosure is that it may also be used to highlight and explore feminine and masculine energy or polarity (yin-yang). Each collaborative, connection-based activity card can be implemented with the characteristics of masculine (yang) and feminine (yin) energy in mind. These different yet complementary roles can work well to balance one another. Some activity cards set forth two clearly distinct roles, which may be interpreted as explained below, while others set forth one common goal and seemingly similar movement mandates for both partners. For those activity cards whose instructions set forth a common goal with no clear distinction of roles for each player, the players themselves may—or a facilitator or organizer can guide them to—explore doing their part of play-action with feminine (yin) or masculine (yang) energy. The masculine-energy partner would focus on initiating movement, giving, keeping their partner safe (i.e., navigating the space, not running their partner into objects or obstacles), etc. The feminine-energy partner would focus on being an invitation, receiving, responding, and finding what feels good in the space they embody. If there is a role that feels as though it lends itself more to the receiving and responding characteristics of feminine or yin energy, that would be the more suitable role for this partner. If, for example, there is an option on an activity card for one person to close their eyes as the pair moves around the dance space, it would generally be the feminine-energy partner, while the masculine-energy partner would usually be the one to keep their eyes open in order to be able to navigate the space and assure the safety of both partners.

Players may switch between feminine and masculine (yin and yang) energy as they wish. This can be done with or without discussion. Especially if it is done during active game-play of an activity card, it is recommended that it be done without speaking. Alternatively, one partner can choose to embody either feminine or masculine energy without explicitly telling their partner and simply observe how their partner responds. The present disclosure provides further for an iteration that emphasizes more specifically the feminine and masculine energy roles in the instructions of each activity card.

H. Accessibility

The present disclosure may be enabled by people with varying abilities. It provides for people without sight and people without hearing to be able to participate in game-play. Most activity cards may be played with limited mobility, perhaps with slight modifications to reflect each participant's abilities.

I. Language

As the card game and method of playing the game of the present disclosure may be played in many languages and in many countries around the world, it is perceived that the language of the deck of cards (e.g., deck of cards 107, and/or deck of activity cards 218) may differ from one deck of cards to another. The particular language chosen for the purpose of this description is English. However, it is clear that the novel deck of cards, card game, and method of playing the game is not limited to one particular language.

While the principles of the present disclosure have now been made clear in the illustrated embodiments, it will be immediately obvious to those skilled in the art that many modifications may be made of structure, arrangements, and applications used in the practice of the disclosure, and otherwise, which are particularly adapted for the specific environments and operational requirements of each setting, without departing from those principles.

FIG. 15 is another simplified flow diagram illustrating a process 1500 corresponding to a sequence of game play action, according to some embodiments. It is noted that some embodiments may be described as a process which is depicted as a flowchart, a flow diagram, a swim diagram, a data flow diagram, a structure diagram, or a block diagram. Although a depiction may describe the operations as a sequential process, many of the operations can be performed in parallel or concurrently. In addition, the order of the operations may be re-arranged. A flow is terminated when its operations are completed, but could have additional steps not included in the figure.

In some embodiments, one or more operations of process 1500 may be performed by one or more pairs of players (e.g., via a deck of cards) as a method for playing a game via the deck of cards. In some embodiments, some or all of the process 1500 (or any other processes described herein, or variations, and/or combinations thereof) may be performed under the control of one or more computer systems (e.g., as depicted further in reference to FIG. 16) configured with executable instructions and may be implemented as code (e.g., executable instructions, one or more computer programs, or one or more applications) executing collectively on one or more processors, by hardware or combinations thereof. The code may be stored on a computer-readable storage medium, for example, in the form of a computer program comprising a plurality of instructions executable by one or more processors. The computer-readable storage medium may be non-transitory. Any suitable computing device (e.g., a server computer, a personal computer, mobile device, etc.) may be utilized to perform one or more operations of process 1500 and/or other operations described herein, including, but not limited to, selecting an activity card for dealing, dealing the activity card, selecting an audio accompaniment to be performed, performing (e.g., playing) the audio accompaniment during performance of an activity by players, determining a score for the activity, reporting the score to the players, tracking scores over the course of several rounds, monitoring the performance of players via a camera device for the purpose of feedback, scoring, or evaluation, etc.

Turning to process 1500 in further detail, at block 1502, an activity card is selected from a deck of activity cards (e.g., deck of cards 218 of FIG. 2), the activity card indicating instructions for performing a particular non-verbal activity by a pair of players of the card game. In some embodiments, the performance of the particular non-verbal activity forms a connection between the pair of players, the connection including at least one type of linkage. In some embodiments, the activity card is selected from the deck in any suitable way (e.g., from the bottom or top of the deck). For example, activity card 219 may be selected. In some embodiments, the deck of activity cards may be part of a deck of cards (e.g., deck of cards 107), which may include other cards (e.g., connection options card 209, guidelines card 201, etc.). In some embodiments, other cards (e.g., guidelines card 201) may include information that is displayed via other media (e.g., besides a card), such as via a computer screen, a piece of paper, etc. In some embodiments, the activity cards have similar (e.g., same) designs such that the backside 101 of an activity card is substantially indistinguishable from the backside of another activity card. In some embodiments, the front sides of activity cards (e.g., as depicted via activity card 219 of FIG. 2) are unique and have different instructions for respective activities, as described herein. In some embodiments, a connection options card (e.g., connection options card 209) of the deck of cards may indicate a plurality of linkage types (e.g., connection options 213) of potential linkages of a connection, a linkage type corresponding to at least one of a tactile type (e.g., palm-to-palm, holding forearms, etc.) or a spatial type (e.g., eye contact). In some embodiments, a guidelines card (e.g., guidelines card 201) indicates instructions for performing the method for playing the card game, the instructions instructing the pair of players to perform the particular non-verbal activity to form at least one of the plurality of linkage types of potential linkages indicated by the connection options card. In some embodiments, each activity card of the plurality of activity cards indicates instructions for performing a unique non-verbal activity that forms a connection between a pair of players. In some embodiments, an activity card is associated with at least one of: (I) a challenge level (e.g., easy, moderate, challenging), (II) a type of connection (e.g., including a type of spatial or tactile linkage), or (III) a type of event for playing the card game (e.g., a networking event, an educational event, etc.), as described herein.

At block 1504, the activity card is dealt to the pair of players. In some embodiments, the activity card may further be dealt (and/or read) to a second pair of players, whereby the pair of players may correspond to a first pair of players. In this scenario, both pairs of players may be tasked with performing the same non-verbal activity for a given round of the game (e.g., during the same predetermined time interval, described below), whereby both pairs of players may be respectively scored to determine who wins. In some embodiments, as described herein, a different activity card may be dealt to the second pair of players for performance of a different activity. In this case, the second pair of players may perform at a different time from the first pair (or during the same time). It should be understood that any suitable number of pairs of players may play the game. Any suitable parameters regarding the order of performances by different pairs, how cards or dealt to players, etc., may be utilized according to embodiments described herein.

At block 1506, a predefined time interval is selected, during which the particular non-verbal activity is to be performed by the pair of players. In some embodiments, an audio accompaniment (e.g., a song) is optionally selected that is to be performed for the predefined time interval during performance of the particular non-verbal activity by the pair of players, the audio accompaniment being associated with the particular non-verbal activity. In some embodiments, the predefined interval may be tracked via a timer, for example, instead of playing a song. The time interval will serve to set a time limit on the non-verbal activity. In some embodiments, the pair of players (and/or other pairs of players, as the case may be) will determine a plan for performing the particular non-verbal activity in accordance with the instructions, as described herein. In some embodiments, the plan may be determined by the pair of players using verbal and/or non-verbal communication, while the activity itself may be subsequently performed non-verbally. In some embodiments, the plan may be associated with a way to follow the instructions to achieve a maximum number of linkages, improve quality of linkages, and/or reduce broken linkages. In some embodiments, the plan may be tailored to the particular audio accompaniment chosen, the length of the time interval, and/or any suitable criteria.

At block 1508, the pair of players performs the particular non-verbal activity during the predefined time interval. For example, a corresponding audio accompaniment may play and signal the start and end of the time interval.

At block 1510, a score for the performance of the particular non-verbal activity is determined based at least in part on at least one of: (I) a number of linkages formed during the performance, (II) a quality of linkage formed, or (III) a number of times that a linkage is determined to be broken. For example, according to a scoring connection method (e.g., as described in reference to FIGS. 6-8), a first player of the pair of players may observe a first number of times that at least one type of connection linkage of the particular connection is broken during the performance of the particular non-verbal activity. The second player may similarly observe a second number of times that at least one type of connection linkage of the particular connection is broken during the performance of the particular non-verbal activity. An average may be determined between the first number and the second number, and the score for the round (and/or the game) may be determined (and/or adjusted) based on the average. In another example, with respect to the scoring synchronicity method (e.g., as described in reference to FIGS. 9-11), a first player of the pair of players may observe a first number of times that at least one type of connection linkage of the particular connection is broken during the performance of the particular non-verbal activity. The second player may similarly observe a second number of times that at least one type of connection linkage of the particular connection is broken during the performance of the particular non-verbal activity. A difference may be determined between the first number and the second number, the difference associated with a level of synchronicity of observations between the first player and the second player, and then score (e.g., for the round) may be adjusted based on that difference. Any suitable method for scoring may be utilized for determining scores for rounds of a game. In some embodiments, the score is determined by the pair of players or a game facilitator that is positioned to observe connection linkages formed and/or broken during the performance of the particular non-verbal activity (e.g., as described in reference to FIG. 12). In some embodiments, a number of linkages may be determined based in part on determining a number of different types of linkages formed during the performance (e.g., fingertip contact, palm-to-palm contact, eye-to-eye contact, etc.). In some embodiments, a quality of linkage may be determined based on one or more factors that may be subjectively or objectively determined. For example, a quality of an eye contact linkage may be associated with an amount of time that eyes remained locked on each other, a facial expression observed during the linkage, etc. In some embodiments, a linkage may be broken when one or more factors needed to maintain the linkage are no longer present (e.g., eyes are no longer fixed on each other, hands are no longer palm-to-palm, etc.). In some embodiments, a linkage that is broken may be part of the plan and may (or may not) adversely affect a score.

At block 1512, the process includes determining whether the pair of players wins the card game based at least in part on the determined score. In some embodiments, the score may be one of a plurality of scores over different rounds of play, which may be factored into the score for the game. Although process 1500 primarily focuses on a single pair of players playing the game (e.g., to determine if the single pair of players wins the game, for example, based on a score threshold that corresponds to a minimum score needed to win), embodiments should not be construed to be so limited. For example, in a case where a plurality of pairs of players play (e.g., in competition with each other), the scores of the various pairs may be compared to determine who wins. For example, in a case where a first pair and a second pair of players plays the game, the first pair of players may be determined to win the card game based at least in part on determining that a first score (for the first pair) is greater than a second score (for the second pair).

FIG. 16 illustrates aspects of an example environment 1600 for implementing aspects in accordance with various embodiments. For example environment 1600 may be utilized when one or more operations of process 1500 are performed by a computing device(s). The environment 1600 includes a user device 1602, a network 1604, and an application server 1606. The user device 1602 may include any suitable computing device (e.g., a mobile phone, a PC, a server, a tablet, etc.) operable to send and receive requests, messages, or information over a network 1604. The network 1604 may include any suitable network, for example, including a wire or cable, fiber optics, a telephone line, a cellular link, a radio frequency (RF) link, a Wide Area Network (WAN) or Local Area Network (LAN) network, the Internet, or any other suitable medium. The network 1604 may include any one or a combination of many different types of networks, such as cable networks, the Internet, wireless networks, cellular networks, and other private and/or public networks. The application server 1606 may include any suitable server device and/or cluster of devices (e.g., including a cloud computing service that is hosted by one or more servers). In some embodiments, both the user device 1602 and the application server 1606 include at least one memory, one or more processing units (or processor(s)), a storage unit, a communications interface, and an input/output (I/O) device(s). Using application server 1606 as a representative example, the server 1606 may include a memory 1608, processor(s) 1610, storage 1612 (e.g., a disk drive), communications interface 1614, and input/output (I/O) device(s) 1616 (e.g., a mouse, a network interface, a display device, etc.). It should be understood that the respective components of each device may have the same (or different) hardware implementations. In some embodiments, the memory may be implemented as a non-transitory computer-readable storage media, suitable for containing code, or portions of code, and can include any appropriate media known or used in the art such as, but not limited to, volatile and non-volatile, removable and non-removable media implemented in any method or technology for storage of information such as computer-readable instructions, data structures, program modules or other data, including RAM, ROM, Electrically Erasable Programmable Read-Only Memory (EEPROM), flash memory or other memory technology, CD-ROM, DVD or other optical storage, magnetic cassettes, magnetic tape, magnetic disk storage or other magnetic storage devices or any other medium that can be used to store the desired information and that can be accessed by the a system device. In some embodiments, the processor(s) may be implemented as appropriate in hardware, computer-executable instructions, firmware or combinations thereof. Computer-executable instruction or firmware implementations of the processor(s) may include computer-executable or machine executable instructions written in any suitable programming language to perform the various functions described.

Each device (e.g., server 1606 and/or user device 1602) typically will include an operating system that provides executable program instructions for the general administration and operation of that device and typically will include a computer-readable storage medium (e.g., a hard disk, random access memory, read only memory, etc.) storing instructions that, when executed by a processor of the server, allow the device to perform its intended functions. Suitable implementations for the operating system and general functionality of the servers are known or commercially available and are readily implemented by persons having ordinary skill in the art, particularly in light of the disclosure herein. In some embodiments, the memory 1608 may include the operating system and one or more application programs or services for implementing the features disclosed herein. This may include, but is not limited to, one or more of managing (e.g., maintaining) a deck of cards, selecting a card from a deck for distributing to a pair of players (and/or a plurality of pairs of players), setting a timer according to a predefined interval, selecting a music piece, identifying a profile of a user (e.g., in part to determine a level of difficulty/challenge when selecting a particular activity card), calculating a score for one or more pairs of users, presenting the score via a display device (e.g., user device 1602), etc. In some embodiments, a single device (e.g., user device 1602) may be configured to perform one or more of the features described herein. In some embodiments, a client-server model may be used, as depicted with respect to FIG. 16.

The environment 1600 in one embodiment is a distributed computing environment utilizing several computer systems and components that are interconnected via communication links, using one or more computer networks or direct connections. However, it will be appreciated by those of ordinary skill in the art that such a system could operate equally well in a system having fewer or a greater number of components than are illustrated in FIG. 16. Thus, the depiction of the environment 1600 in FIG. 16 should be taken as being illustrative in nature and not limiting to the scope of the disclosure.

The various embodiments further can be implemented in a wide variety of operating environments, which in some cases can include one or more user computers, computing devices or processing devices which can be used to operate any of a number of applications. User or client devices can include any of a number of general purpose personal computers, such as desktop or laptop computers running a standard operating system, as well as cellular, wireless, and handheld devices running mobile software and capable of supporting a number of networking and messaging protocols. Such a system also can include a number of workstations running any of a variety of commercially-available operating systems and other known applications for purposes such as development and database management. These devices also can include other electronic devices, such as dummy terminals, thin-clients, gaming systems, and other devices capable of communicating via a network.

Other variations are within the spirit of the present disclosure. Thus, while the disclosed techniques are susceptible to various modifications and alternative constructions, certain illustrated embodiments thereof are shown in the drawings and have been described above in detail. It should be understood, however, that there is no intention to limit the disclosure to the specific form or forms disclosed, but on the contrary, the intention is to cover all modifications, alternative constructions, and equivalents falling within the spirit and scope of the disclosure, as defined in the appended claims.

The use of the terms “a” and “an” and “the” and similar referents in the context of describing the disclosed embodiments (especially in the context of the following claims) are to be construed to cover both the singular and the plural, unless otherwise indicated herein or clearly contradicted by context. The terms “comprising,” “having,” “including,” and “containing” are to be construed as open-ended terms (i.e., meaning “including, but not limited to,”) unless otherwise noted. The term “connected” is to be construed as partly or wholly contained within, attached to, or joined together, even if there is something intervening. Recitation of ranges of values herein are merely intended to serve as a shorthand method of referring individually to each separate value falling within the range, unless otherwise indicated herein and each separate value is incorporated into the specification as if it were individually recited herein. All methods described herein can be performed in any suitable order unless otherwise indicated herein or otherwise clearly contradicted by context. The use of any and all examples, or exemplary language (e.g., “such as”) provided herein, is intended merely to better illuminate embodiments of the disclosure and does not pose a limitation on the scope of the disclosure unless otherwise claimed. No language in the specification should be construed as indicating any non-claimed element as essential to the practice of the disclosure.

Disjunctive language such as the phrase “at least one of X, Y, or Z,” unless specifically stated otherwise, is intended to be understood within the context as used in general to present that an item, term, etc., may be either X, Y, or Z, or any combination thereof (e.g., X, Y, and/or Z). Thus, such disjunctive language is not generally intended to, and should not, imply that certain embodiments require at least one of X, at least one of Y, or at least one of Z to each be present.

Preferred embodiments of this disclosure are described herein, including the best mode known to the inventors for carrying out the disclosure. Variations of those preferred embodiments may become apparent to those of ordinary skill in the art upon reading the foregoing description. The inventor expects skilled artisans to employ such variations as appropriate and the inventor intends for the disclosure to be practiced otherwise than as specifically described herein. Accordingly, this disclosure includes all modifications and equivalents of the subject matter recited in the claims appended hereto as permitted by applicable law. Moreover, any combination of the above-described elements in all possible variations thereof is encompassed by the disclosure unless otherwise indicated herein or otherwise clearly contradicted by context.

All references, including publications, patent applications, and patents, cited herein are hereby incorporated by reference to the same extent as if each reference were individually and specifically indicated to be incorporated by reference and were set forth in its entirety herein.

A portion of the present disclosure contains material which is subject to copyright protection. The copyright owner has no objection to facsimile reproduction of the present disclosure, but otherwise reserves all copyright rights whatsoever.

Copyright-protected material includes the “When 1+1=1” logo (including font) and associated logo image of two “fishtail” people embracing and dancing, created by the author in a book called When 1+1=1: That “Impossible” Connection, copyright 2011. This title and logo have been used as a mark of the brand created by the same author and illustrator since publication in 2011. The specific text of the game cards shown as examples herein as part of this application are also subject to copyright as of 2021 by the same author who is also the present inventor.

Claims

1. A method for playing a card game, comprising:

selecting an activity card from a deck of cards, the activity card indicating instructions for performing a particular non-verbal activity by a pair of players of the card game, the performance of the particular non-verbal activity forming a connection between the pair of players, the connection including at least one type of linkage;

dealing the activity card to the pair of players;

determining a predefined time interval during which the particular non-verbal activity is to be performed by the pair of players;

performing, by the pair of players, the particular non-verbal activity during the predefined time interval;

determining a score for the performance of the particular non-verbal activity based at least in part on at least one of: (I) a number of linkages formed during the performance, (II) a quality of linkage formed, or (III) a number of times that a linkage is determined to be broken; and

determining whether the pair of players wins the card game based at least in part on the score.

2. The method of claim 1, wherein the pair of players is a first pair of players of the card game, the method further comprising:

performing, by a second pair of players of the card game, the particular non-verbal activity for the predefined time interval, the instructions of the activity card being applicable to respective performances of both the first pair of players and the second pair of players during the predefined time interval;

determining a second score for the performance of the particular non-verbal activity by the second pair of players; and

determining whether the first pair of players wins the card game based at least in part on determining whether the score is greater than the second score.

3. The method of claim 1, further comprising:

selecting an audio accompaniment that is to be performed for the predefined time interval during performance of the particular non-verbal activity by the pair of players, the audio accompaniment being associated with the particular non-verbal activity, a duration of the audio accompaniment defining the predefined time interval; and

determining, by the pair of players, a plan for performing the particular non-verbal activity in accordance with the instructions.

4. The method of claim 1, wherein the at least one type of linkage of the connection is a tactile type or a spatial type.

5. The method of claim 1, wherein a tactile type of linkage of the connection is associated with at least one of: (I) fingertip contact between the pair of players, (II) palm-to-palm contact, (III) holding forearms, (IV) holding upper arms, (V) holding shoulders, (VI) a placement of hands in a chest region, (VII) back-to-back contact, or (VIII) hugging.

6. The method of claim 1, wherein the deck of cards contains a plurality of activity cards, each activity card indicating instructions for performing a unique non-verbal activity that forms a connection between at least two players.

7. The method of claim 1, wherein the pair of players is a first pair of players, the method further comprising:

selecting a second activity card from the deck of cards, the second activity card indicating second instructions for performing a second non-verbal activity, the second non-verbal activity forming a second connection between a second pair of players;

dealing the second activity card to the second pair of players;

determining, by the second pair of players, a plan for performing the second non-verbal activity in accordance with the second instructions to form the second connection between the second pair of players;

performing, by the second pair of players, the second non-verbal activity in accordance with the plan;

determining a second score for the performance of the second non-verbal activity; and

determining that the first pair of players wins the card game based at least in part on determining that the score for the first pair of players is greater than the second score for the second pair of players.

8. A deck of cards, comprising: selecting the activity card from the plurality of activity cards;

a plurality of activity cards, an activity card of the plurality of activity cards indicating (I) a particular non-verbal activity, and (II) instructions for a performance of the particular non-verbal activity by a pair of players of a card game, the performance of the particular non-verbal activity forming a particular connection between the pair of players, the particular connection being associated with at least one linkage having a particular linkage type, and wherein the card game is played according to a method, comprising:

dealing the activity card to the pair of players;

performing, by the pair of players, the particular non-verbal activity in accordance with the instructions of the activity card;

determining a score for the performance of the particular non-verbal activity based at least in part on the at least one linkage of the particular connection detected during the performance of the particular non-verbal activity; and

determining whether the pair of players wins the card game based at least in part on the score.

9. The deck of cards of claim 8, further comprising:

a connection options card that indicates a plurality of linkage types of potential linkages of a connection, a linkage type corresponding to at least one of a tactile type or a spatial type; and

a guidelines card that indicates instructions for performing the method for playing the card game, the instructions instructing the pair of players to perform the particular non-verbal activity to form at least one linkage type on the activity card or one of the plurality of linkage types of potential linkages indicated by the connection options card.

10. The deck of cards of claim 8, wherein the method for playing the card game further comprises:

setting a timer device for a predefined time interval, the predefined time interval defining a duration of the performance of the particular non-verbal activity by the pair of players; and

determining, by the pair of players, a plan for performing the particular non-verbal activity in accordance with at least one of the instructions and/or the selected audio accompaniment.

11. The deck of cards of claim 8, wherein the pair of players includes a first player and a second player, and wherein determining the score further comprises:

observing, by the first player, a first number of times that at least one type of connection linkage of the particular connection is broken during the performance of the particular non-verbal activity;

observing, by the second player, a second number of times that at least one type of connection linkage of the particular connection is broken during the performance of the particular non-verbal activity;

determining an average between the first number and the second number; and

adjusting the score based at least in part on the average.

12. The deck of cards of claim 8, wherein the pair of players includes a first player and a second player, and wherein determining the score further comprises:

observing, by the first player, a first number of times that at least one type of connection linkage of the particular connection is broken during the performance of the particular non-verbal activity;

observing, by the second player, a second number of times that at least one type of connection linkage of the particular connection is broken during the performance of the particular non-verbal activity;

determining a difference between the first number and the second number, the difference associated with a level of synchronicity of observations between the first player and the second player; and

adjusting the score based at least in part on the difference.

13. The deck of cards of claim 8, wherein the instructions of the activity card instruct the pair of players to perform the particular non-verbal activity to form at least one of a plurality of types of potential linkages.

14. The deck of cards of claim 8, wherein the score is determined by the pair of players or a game facilitator that is positioned to observe connection linkages formed and/or broken during the performance of the particular non-verbal activity.

15. The deck of cards of claim 8, wherein the activity card is associated with at least one of: (I) a challenge level, (II) a type of connection, or (III) a type of event for playing the card game.

16. The deck of cards of claim 8, wherein a plurality of pairs of players are respectively dealt an activity card, and wherein each pair of players performs a respective non-verbal activity indicated by the respective activity card dealt to the pair of players.

17. The deck of cards of claim 8, wherein the method further comprises:

shuffling the plurality of activity cards to form a shuffled deck of cards;

determining a number of rounds of play for a particular game, a performance of a non-verbal activity corresponding to a round of play;

selecting a first card from the shuffled deck of cards;

dealing the first card to a first pair of players;

selecting a second card from a remainder of the shuffled deck of cards;

dealing the second card to a second pair of players; and

repeating the selecting and dealing of cards, respectively, to the first pair of players and the second pair of players, until a number of cards have been dealt to each pair of players that matches the number of rounds of play for the particular game.

18. The deck of cards of claim 8, wherein the card game includes a plurality of rounds of play, and wherein a different audio accompaniment is selected to be performed during each round of the plurality of rounds of play.

19. A method for playing a card game, comprising:

selecting an activity card from a deck of activity cards, the activity card indicating instructions for performing a non-verbal activity during a predefined time interval;

determining, by a first pair of players of the card game, a first plan for performing the non-verbal activity as a first performance during the predefined time interval, the first plan being associated with forming a first connection between the first pair of players during the first performance;

determining, by a second pair of players of the card game, a second plan for performing the non-verbal activity as a second performance during the predefined time interval, the second plan being associated with forming a second connection between the second pair of players during the second performance;

performing, by the first pair of players, the first performance;

performing, by the second pair of players, the second performance;

determining a first score for the first pair of players based at least in part on connection linkages of the first connection that are formed or broken during the first performance by the first pair of players;

determining a second score for the second pair of players based at least in part on connection linkages of the second connection that are formed or broken during the second performance by the second pair of players; and

determining that the first pair of players wins the card game based at least in part on determining that the first score is greater than the second score.

20. The method of claim 19, wherein the first connection includes at least one type of linkage that is at least one of a tactile type or a spatial type.