Emotions/Moods

• Holidays
• Human Systems/Senses
• Opposites/Relationships
• Physical Activities
• Seasonal Words
• Settings/Locations
• Sports
• Sound Words

Brain-storming sessions with your students will generate many ideas to add to the word lists provided. More word lists can be found in the following programs: Story Moves, Math Moves, and Weather Moves featured in the Sportime catalog.

Think of the SUPER MoveCube as the "SUPER" way to explore the movement elements in a creative and fun setting. Your participants gain basic knowledge and experience in key movement vocabulary, concepts and skills such as: balance, coordination, motor skills, body and spatial awareness, rhythm, energy, etc. The SUPER MoveCube also sharpens concentration, memory, sequencing, critical thinking skills, and listening skills; building confidence and reaching participants of all ability levels physically, cognitively, emotionally and socially.

This lively, FUN and educational movement program is enjoyable and simple to use. It initiates a natural enthusiasm for movement. There are "zillions" of unpredictable movement combinations that can be generated with the SUPER MoveCube!

Using The SUPER MoveCube

Preparation

1. First, decide on the key movement concept(s) you wish to explore.
2. Choose the words from the concept list you want to use, and print one word per index card (size can be 3" x 5", 4" x 6", or 6" x 6").
3. Fill the SUPER MoveCube windows in one of several ways:
   • When first introducing the SUPER MoveCube it is suggested that all 54 windows not be filled.
   • Insert word cards made from the same word list in some or all of the 54 windows of the SUPER MoveCube. In this manner, you create a "concept cube," such as a Body (body parts, locomotor and non-locomotor cards), Energy, Space or Time cube. Suggestion: if you have a Body concept cube, fill the six center "wild card" windows with words from the Space or Energy word lists. If you have an Energy, Space or Time cube, fill the six center wild card windows with word cards from the Body word lists.
   • Fill the four corner windows on each of the six sides of the cube with word cards made from each of the four BEST key concepts. You now have six sides/options for integrating and exploring the BEST movement program with each side of the SUPER MoveCube filled with a word card that represents the BODY concept, the ENERGY concept, the SPACE concept and the TIME concept. When choosing your words from the Body concept word list, please note there are three categories: Body Parts, Locomotor and Non-locomotor. In order to explore all the Body concepts, use words from all three categories.
   • Fill two sides of the cube, using the four corner windows on both of these sides (thus, using a total of eight word cards) from the word list of one concept area of the BEST movement program. Repeat this process with two of the other BEST concept areas, using the remaining four sides of the cube. Now, with the fourth key concept area, fill the center windows on all six sides.
   • Fill four windows on each of the six sides of the cube with words from any of the lists provided in this guide. For a fun twist, fill the center wild card windows with words from the four basic concept areas of the BEST program.
   • Find other suggestions for filling all 54 windows of the SUPER MoveCube in the Activities section. Or, use your imagination to discover more creative ways to fill the cube. When filling all 54 windows, DO NOT repeat words.

What To Do:

1. Discuss the words inserted in the windows of the SUPER MoveCube with your movers to check for understanding.
2. Movers begin in a circle formation so all can view the cube before it is propelled around the circle. We suggest that, initially, you form just one large circle and have students perform the turned up movements in unison as the leader calls them out.
3. Propel (toss, push, roll, bounce, etc.) the SUPER MoveCube around the circle until leader signals the stopping point and a side is turned up. This determines the movement words to be explored.
4. Movement "starter sentences" are provided in the introduction of each of the four key concept areas. These help students initiate and master the movement "qualities" associated with the words produced by the cube. For example, if the SUPER MoveCube is tossed and turns up the words HEAD, FOOT, HAND, KNEE, the starter sentences for the BODY category are, "Show me how you can move your [head, foot, hand or knee]," and "Can you move your [head, foot, hand or knee] another way?"
   • Variation #1: the leader calls out certain BODY part words that are turned up and has the students: lead movement with that body part; isolate that body part and freeze it from moving; freeze everything except that body part; or position that body part in a shape or pose.
   • Variation #2: after mastering several integrated movements from several sides of the cube, roll the cube again and master a third movement and combine it with the other two.
5. Let the fun begin! Refer to the activities section of this guide for exciting and engaging ideas for individuals, partners and groups. There are many movement combinations that can occur when using all of the word lists with the SUPER MoveCube. The only boundary of this program is your own imagination!

Hints for Successful Use

The creative Word Lists section provides a vast number of movement words covering a broad range of ages, abilities and experience levels. Choose words that are appropriate for your movers. The "BEST" Concept Categories are:

B - This category contains BODY part words, and non-traveling (non-locomotor or axial) and traveling (locomotor) words.
E - This category contains words pertaining to the ENERGY and EFFORT involved in movement, as well as an opposite/relationship word list.
S - This category contains words relating to SPACE, SHAPE, directions, pathways and levels.
T - This category contains words related to TIME and different numbers to determine rhythms.

• For organizational purposes, it is helpful to color code the word cards made from each of the word lists. Print large enough for readability, and store the cards you make in a file box with identifying dividers.
• As movers become familiar with the SUPER MoveCube, they can be responsible for word card choices, use of the SUPER MoveCube individually, in small groups, or large groups, and leading movements.
• Keep directions simple and clear.
• Until movers are familiar with the SUPER MoveCube and how it is utilized, do not fill all 54 windows. Eventually, after introductory use (and depending on the age, experience and maturity level of the movers), different word cards from different lists may be mixed, and all 54 windows may be filled.
• Teach that the word "FREEZE" means to stop, look and listen.
• Movers should not do anything (physically or verbally) that can injure themselves or others.
• To create a positive atmosphere, movers must respect individual differences and alternative modes of expression.
• Encourage everyone to participate to the best of their ability. There is no right or wrong way to perform movements. Emphasize success and finding areas of strength. Positivity builds new-found confidence and knowledge.
• Inform participants of the movement area boundaries.
• Begin with a simple and short warm-up activity, and end with a cool-down activity and discussion of the preceding movement experience.
• Imagery and metaphors are useful when introducing new movement words from the various word lists. For example: "Burst like a bubble" or "Stretch like a rubber band." These examples may be printed on the backs of word cards to promote understanding, and the SUPER MoveCube can then be used independently, leading to self-directed learning.
• Control the energy level generated in a movement session by frequently changing the type of activity from fast to slow, using smooth transitions. Try to have all the movers involved at all times as participants or observers.
• Use movers' responses to best gauge the length of an activity.
• Let movers use their own problem-solving abilities to find movement solutions for challenging words and combinations that turn up on the SUPER MoveCube.

Props and musical accompaniment suggestions to enhance the SUPER MoveCube activities include:

• Streamers
• Items from Sportime catalog: Space Stations, Plastic Hoops, Balls, Parachutes, Shape Shifters, Balloons, Rhythm Instruments, Dancing Colors Scarves, Rhythm Sticks, Ribbon Wand Sets
• Hand-held drum to establish beat or as a signal to stop, start or change activity.
• Music (folk, ethnic, jazz, classical, modern instrumental or environmental recordings).
• Handling your SUPER MoveCube responsibly ensures many years of use. This includes inserting cards with care, not using the plastic window openings as handles, not stomping on the cube, etc.

Activity Ideas

Through use of the SUPER MoveCube and your own inventiveness, many exciting activities and games can be created to challenge movers to use their perceptual knowledge, memory, concentration, imagination, original thinking and problem-solving skills. Individual, partner, and small/large group movement activities can be introduced and adapted to small or large areas. SUPER MoveCube activities build communication awareness and leadership skills through cooperative and multi-age grouping. There are many possible movement activities that generate creative enthusiasm!

Once it is clear that movers understand the activity and feel comfortable moving as directed by the SUPER MoveCube, interesting variations are easily created. Introduce these modifications with the "BEST" movement elements.

The following movement activities will get the imagination going:

Large Groups

Super Moves

• Prepare the SUPER MoveCube for use. Choose 24 words for your cards from the "BEST" lists. Fill the four corner windows on each side of the SUPER MoveCube with these word cards. Fill the center window with a wild card (prepared from any of the provided lists, in the focus area of your choice) facing inward so the word cannot be seen. You now have 6 sides of options, each containing five different words, for exploring the BEST program.
• Begin in a large circle with students standing at arms' length apart. Tell them they will be moving in personal space and in general space.
• Explain that the SUPER MoveCube must stay in constant motion by being propelled by the students' hands (tossed, rolled, pushed, etc.) for a predetermined amount of time (such as 20 seconds). Or have students pass the SUPER MoveCube in a clockwise or counter-clockwise direction as if it were a hot potato, using the following chant to determine the duration of time the cube is passed: "B - E - S - T � Body, Energy, Space and Time � BEST!" (stop). The leader decides how many times the chant is said before saying "STOP".
• When the word "STOP" is said, whoever holds the cube quickly tosses it into the center of the circle. As the leader reads each of the four words on the up side of the cube, the students move as the words direct. Create integrated movement by creating a movement that consists of all four words. For example, if the four cards say gallop, strongly, zigzag and medium tempo, the integrated movement is "gallop in general space on a zigzag pathway with strong energy at a medium tempo."

Variation 1: As a variation to the Super Moves activity, prepare the cube as described above, except fill the 8 windows around the center wild card window on each side of the cube to create more complex integrated movements.

Variation 2: Have fun with the wild card by rolling the cube and revealing the wild card on the side of the cube that turns up. Then have the students perform the movement with the wild card idea. For example, if the wild card says "forward & backward," then the movement must be performed forward and backward.

Variation 3: Prepare the SUPER MoveCube as in Variation 1 above. However, this time place all cards inward, except the center wild card, which should face outward and feature a word from the relationships word list. The Super MoveCube is moved around the circle as quickly as possible for a set number of counts. The person holding the cube when it stops is directed by the teacher to turn over the card in a designated window (such as "upper-right corner," "center window on the bottom," etc.). Students must then move as directed by the two cards (combined). This process continues, and as each new word is turned up, it must be combined with the other words to form an increasingly complicated integrated movement.

Parachute Ideas

• Fill all windows on 2 sides of the cube with Locomotor word cards; fill all windows on another 2 sides with Non-Locomotor cards; fill another side with Energy/Effort cards; and fill the final side with Space cards.
• Divide the class into 2 groups: A & B
• Place the SUPER MoveCube in the center of the parachute. Have students in group "A" take an edge of the parachute, then toss the cube high and catch it with the parachute several times, finally tossing it out onto the floor.
• Group "B" students perform the integrated movement produced in step #3 under or around the parachute. While the movement is being performed, group "A" continues to billow the parachute while walking in a clockwise or counter-clockwise circle (keep them moving!).
• Group "A" and "B" switch roles.

Concentration
The leader calls out the movement words from the integrated movement one at a time, in sequential order. Once the students have performed these movements in sequential order, test memory skills by asking, "What was the first (then second, third, etc.) word?" For a greater challenge, don't go in numerical order � ask what the third word was, then the first, followed by the fourth, etc.

"NewSports" Hall of Fame

• Prepare the SUPER MoveCube for use by filling the 4 corner windows on each side with word cards from the Sports list. To create a good warm-up activity, use the following ball-handling skills: roll, bounce, catch, overhand throw, underhand throw, strike, kick volley, dodge, carry, etc.
• Students stand in a circle.
• Give the SUPER MoveCube to a student who begins propelling the cube clockwise or counter-clockwise around the circle, student to student, until the leader indicates they should stop.
• Upon stopping, the cube is tossed into the center of the circle.
• Leader calls out the words on the turned-up side of the cube, pausing as students interpret their move for each word. Suggestion: students perform each movement for a set number of counts (such as 15) and then freeze like a statue or a photograph and explore balance in their pose.
• Now blend two of the Sport words together to create a new sport and have students create a name for it. Students practice moving in the style they feel the new sport suggests. For example, if the 2 sport words are swimming and hockey, the new sport may be called "swockey" or "swickey" and the class can discuss how this new sport would be played and what, if any, imaginary equipment should be used. Their movement may incorporate a skating movement of the feet/legs combined with swimming strokes of the arms.
• Students move around the room individually "playing" this new sport. Surprise the students by calling out "freeze" so they stop immediately and pose in the "NewSports" Hall of Fame.

Variation 1:

• Choose words from the Energy/Effort list, the Mood/Emotion list, and the Sports list. Fill 4 windows on each side of the cube with words from the Sports list; fill 4 windows on each side of the cube with a mixture of Mood/Emotion and Energy/Effort words. Fill the middle window with a wild card word, facing in, unrevealed. For the wild card, use words such as: backwards, slow motion, miniature movements, sticky environment, volcanic environment, freezing environment, or any of the words on the Locations & Settings list.
• Follow directions #2 - #5 above.
• After students have explored, moved, and integrated all the movements on each side of the SUPER MoveCube, introduce the wild card by turning it face out as each side turns up. Now, students integrate the wild card word into their movements.

Variation 2: Practice sport-specific skills by creating cards that contain rules or movements for that sport.

Partners

Any of the activities described above can be performed with a partner by applying the following relationship concepts:

Mirroring
Facing each other, partners take turns leading and following � one person leads while the other mirrors his/her movements.

Shadowing
Partners take turns following each other like a "shadow."

Echoing
Partners take turns copying and repeating movement sequences to each other.

Connecting
Partners touch or link their shape or movement.

Meeting & Parting
Partners move toward each other, meet, and then move away from each other.

Silent Visit

• Partners silently relate by performing the turned up movements first on the same level, then different levels and, finally, on opposite levels. Levels could be high, middle, and low � for a predetermined amount of time.
• Partners create different relationships by exploring spatial and directional concepts such as: above, below, over, under, around, etc.
• Partners travel set pathways to meet and part.
• Partners travel the same pathway to meet and to move apart.
• Partners travel one pathway to meet, and a different pathway when they move apart.
• Refer to the Opposites/Relationships word lists to explore more variations.

Activities For Small And Large Groups

Scenario Moves
This game involves 6 small groups, identified by color, moving in general space. Each group creates and performs thematic integrated movements called "Scenario Moves." The theme for each color group is determined by its matching color/words that turn up on the Super MoveCube. Individuals in each color group must move together while conveying their theme.

• Prepare the SuperMove Cube for use. Fill all 9 windows on each side of the SuperMove Cube with word cards. Select word cards from the following 9 lists: Emotions/Moods, Holidays, Human Systems/Senses, Opposites/Relationships, Physical Activities, Seasonal Words, Settings/Locations, Sports, and Sound. A word from each of the nine lists should appear on each side of the cube. Do not use any words more than once.
• Divide the class into 6 groups. Assign each group to one of the 6 colors (red, yellow, blue, green, orange and purple).
• Students form a large circle and begin moving the Super MoveCube around the circle, keeping it in constant motion. Students move the cube by tossing, rolling, passing, sliding, etc. To add to the fun, specify that the cube must be moved with their feet, or one hand, or the head, etc. The leader determines the duration of time the Super MoveCube is moved around the circle.
• When the cube comes to a stop, the turned-up color determines the first color group to see the 9 words they are to use in their Scenario Move. Group members must memorize their words, similar to the game of "concentration." Continue this process until all color groups have their words. The sequence in which the colors turn up determines the order in which the scenarios are presented.
• Each color group goes to a designated area to begin integrating their words into a Scenario Move. If the students cannot remember all their words, they can return and look at the cube again, or jot down the words.
• Students should "brainstorm" different story ideas and ways to put their words together to create a scenario.
• Students practice their Scenario Moves several times prior to performing for the class.

Variation 1: Students put their scenario into motion, and on the teacher's command, freeze their Scenario Moves to create a static sculpture.

Variation 2: Students may name their scenario, and add sound/music.

Variation 3: After the groups perform their Scenario Moves, they travel linked together, or connected, in general space. One linked group meets another linked group to create a moving sculpture that combines both groups' Scenario Moves. The two groups combine their movement words to create a new scenario.

Humachines
Discuss the fact that the human body is a machine. Introduce to the students these 9 simple machines: pulley, wheel/axle, hinge, lever/fulcrum, chisel, gear, wedge, inclined plane and screw (winding inclined plane). Explain that compound machines are a combination of two or more simple machines. Have students find body parts that move like one of the simple machines � such as an elbow or knee moving like a hinge.

• Prepare the Super MoveCube for use. Choose wild card words from the Human Systems/Senses word lists, and fill the center windows on all 6 sides of the Super MoveCube with these words. Fill all 8 windows surrounding the center window on each side of the cube with word cards from the Energy/Effort, Body Part, Locomotor, Non-locomotor, Spatial/Directional, Time, Emotions and Opposite/Relationship lists. A word from each of the eight lists should appear on each side.
• Divide the class into six groups, numbered 1-6. Each group takes its turn, in numerical order, rolling the cube to determine the Humachines integrated movements they will explore. If several groups roll the same color, no problem � the interpretations will still be different and interesting to observe.
• Each group must problem solve, through critical thinking skills, how to perform their integrated movement while moving the Humachine as one unit. For example, let's suppose the 8 cards on the turned-up side say: twisting, stretching, pulling, sharply, up/down, zigzag, tight/loose, and connected. The wild card reads "muscle machine." As a result, the small group must travel in general space as a "muscle machine" � twisting, stretching, pulling sharply, moving up & down, connected, along a zigzag pathway, all while tightening and loosening.

Variation #1: Each student is responsible for performing just one or two of the movement words that were assigned to their Humachine group. That is, using the example in step 3 above, one group member performs the twisting movement; another performs the up/down movement; another zigzags; etc.

Variation #2: This is a spin-off of Variation #1 above. Members of each small group "number off." Then, as the Humachine moves in general space, the leader calls off various numbers, and the corresponding numbered part spins away from the Humachine and continues the movement in personal space, solo. On a signal from the leader, all parts reconnect in descending order.

Variation #3: The leader pretends to be the "operator" of the Humachine and turns them on or off, and speeds them up or slows them down. The Humachines may also freeze up and cease to operate. The leader then acts as a repairperson and fixes various parts so the Humachine begins moving again.

Variation #4: After each group has had time to perfect their Humachine, conduct a special demonstration of all the different machines. Each group names their machine, or you may allow other groups to name the machines as they watch them perform.

Variation #5: Combine two groups to create a "Compound Humachine."

Variation #6: Students may add sound effects to their movements.

Guessit (Charades)
This game involves 6 small groups identified by color, moving in general space. Each group creates and performs thematic integrated movements that utilize movement words associated with a holiday or season. The theme for each group is determined by the words that turn up on the matching (color) side of the cube. For example, the red team's words appear on the red side of the cube. Individuals in each group must cooperate, and utilize smooth transitions between words/movements, to convey their theme to the rest of the class so they may successfully guess the theme.

• Prepare the SuperMove Cube for use. Fill all 9 windows on each side of the cube with word cards facing in. Select words from the Holiday word list or Seasonal word list (for younger children). Each side must feature words from the SAME holiday or season. For example, the red side may be filled with words from the Halloween list, the green side may be filled with words from the Easter word list, etc. Do not mix multiple holidays/seasons on the same side of the cube.
• Divide the class into 6 groups. Assign one group to each of the 6 colors: red, yellow, blue, green, orange and purple.
• Students form a large circle and begin moving the Super MoveCube around, keeping it in constant motion. Students may accomplish this by tossing, rolling, passing or sliding the cube. The leader determines the duration of time the cube is moved around the circle.
• When the cube stops, the turned-up color determines the first group to perform. Remember, the cards are facing in, so the 9 words have not yet been seen. Group members carefully remove their word cards from the windows so people from other groups cannot see the words. Continue this process until all groups have their words. The sequence in which colors turn up determines the order in which the Guessits are performed.
• Each group is assigned a designated area in which to work on their theme.
• Each group need only perform 4 or 5 (teacher's choice) of the 9 words. They should choose the words that best portray their holiday or season.
• Students brainstorm different ideas and methods for performing their integrated movements, and begin practicing. Emphasize smooth transitions from one word clue to the next. Students should practice their Guessit moves several times prior to performing in front of the entire class.
• Groups perform in the order that their color appeared on the cube.

Variation #1: Once Guessit has been played and all the holidays or seasons have been guessed, the students can try to guess each group's individual words.