BACKGROUND
Chalk bags are used by climbers, weightlifters, and other athletes to store, carry, and dispense chalk. Chalk bags typically feature an open face receptacle containing powdered chalk in loose form, block form, and/or modular ball form. Chalk bags can be worn on a waist belt, secured to a climbing harness, or placed on a ground surface from which chalk can be periodically accessed by hand as needed. Chalk bags can have various configurations and sizes, and can be specifically configured and sized for personal use or group use.
SUMMARY
An example chalk bag includes a pouch including: a rim that defines a primary opening to access a chalk storage region of the pouch, an interior wall forming a boundary between the chalk storage region and an accessory storage region of the pouch, and an exterior wall of the pouch that defines a secondary opening to access the accessory storage region. The accessory storage region is formed between the interior wall and the exterior wall of the pouch. The chalk bag includes a fastening system of one or more fasteners operable to selectively retain the secondary opening to the accessory storage region in a closed state, enabling access to the accessory storage region in an open state. In an example, the interior wall includes a chalk impermeable layer that inhibits migration of chalk from the chalk storage region into the accessory storage region.
This Summary is provided to introduce a selection of concepts in a simplified form that are further described below in the Detailed Description. This Summary is not intended to identify key features or essential features of the claimed subject matter, nor is it intended to be used to limit the scope of the claimed subject matter. Furthermore, the claimed subject matter is not limited to configurations that solve any or all disadvantages noted in any part of this disclosure.
BRIEF DESCRIPTION OF THE DRAWINGS
FIG. 1A depicts a side view of an example chalk bag in a closed state of an accessory storage region.
FIG. 1B depicts interior features of the chalk bag of FIG. 1A in the closed state.
FIG. 1C depicts an open state of the accessory storage region of the chalk bag of FIG. 1A.
FIG. 2A depicts a section view of a chalk bag as an example of the chalk bag of FIGS. 1A-1C.
FIG. 2B depicts the section view of the chalk bag of FIG. 2A with a different configuration for accommodating the draw cord.
FIG. 3A depicts an example top view of the chalk bag of FIGS. 1A-1C looking down into the chalk storage region from above the rim.
FIG. 3B shows the view of FIG. 3A in which the chalk bag includes the liner, as previously described with reference to FIGS. 2A and 2B.
FIG. 4 shows a detailed side view of the connective region and zipper of FIGS. 3A and 3B.
FIG. 5 depicts a top view of chalk bag of FIGS. 1A-1C looking down from above the rim with the primary opening to the chalk storage region being in the closed state.
FIG. 6 depicts a section view of the interior wall of the chalk bag of FIGS. 1A-1C.
FIG. 7 depicts a view of an interior of the accessory storage region of FIG. 1C.
DETAILED DESCRIPTION
An example chalk bag includes a pouch including: a rim that defines a primary opening to access a chalk storage region of the pouch, an interior wall forming a boundary between the chalk storage region and an accessory storage region of the pouch, and an exterior wall of the pouch that defines a secondary opening to access the accessory storage region. The accessory storage region is formed between the interior wall and the exterior wall of the pouch. The chalk bag includes a fastening system of one or more fasteners operable to selectively retain the secondary opening to the accessory storage region in a closed state, enabling access to the accessory storage region in an open state.
In the above example, the chalk storage region and the accessory storage region share at least some of the interior volume defined by the exterior wall and rim of the pouch. A circumference of the interior wall can join the exterior wall at or near the rim of the chalk bag. A terminal end of the interior wall that forms a receptacle base of the chalk storage region can be free to translate relative to the exterior wall, providing a configuration that can be referred to as free floating within the interior volume of the pouch. The interior wall can be formed from a flexible material that accommodates items of various sizes and shapes in the chalk storage region and in the accessory storage region.
The boundary provided by the interior wall (and a liner if present) between the chalk storage region and the accessory storage region enables the relative size of these storage regions to be dynamically varied, depending on use. As an example, the chalk storage region can be expanded by the addition of chalk to occupy nearly the entire interior volume of the pouch, with the accessory storage region minimized in size. As another example, the accessory storage region can be expanded by the addition of items to occupy nearly the entire interior volume of the pouch, with the chalk storage region minimized in size. In yet another example, the chalk storage region and the accessory storage region can each occupy a substantial volume of the pouch somewhere between a minimized size and a maximized size of the above examples. This configuration enables a variety of uses of the chalk bag, including the ability to store a greater volume of chalk in the chalk storage region under some conditions, while under other conditions a greater volume of items can be stored in the accessory storage region. Thus, the chalk bag provides its user(s) with storage flexibility across a variety of settings.
Regardless of the form of chalk used in a chalk bag, chalk in particulate form is generated through use or the mere presence of the chalk. This particulate can contaminate or otherwise be transferred to other items in the surrounding environment. Items such as electronics, tools, food, etc. can be damaged or otherwise negatively impacted by chalk particulate contamination. In at least some examples, the above-described interior wall of the chalk bag can include a chalk impermeable layer that inhibits migration of chalk from the chalk storage region into the accessory storage region. Thus, items stored within the accessory storage region can be protected from chalk particulate migrating through the interior wall.
FIG. 1A depicts a side view of an example chalk bag 100 in a closed state of an accessory storage region. FIG. 1B depicts interior features of chalk bag 100 of FIG. 1A in the closed state. FIG. 1C depicts an open state of the accessory storage region of chalk bag 100 of FIG. 1A.
Chalk bag 100 includes or otherwise comprises a pouch 110 that includes a rim 112 that defines a primary opening 114 to access 120 a chalk storage region 116 of the pouch. In this example, chalk storage region 116 includes chalk 118 in powder form.
Chalk bag 100 includes an interior wall 122 forming a boundary between chalk storage region 116 and an accessory storage region 124 of pouch 110. As an example, interior wall 122 defines a surface of a volume that includes chalk storage region 116 having an opening that faces primary opening 114.
Chalk bag 100 includes an exterior wall 126 of pouch 110 that defines a secondary opening 128 to access 130 accessory storage region 124. Various items can be stored within accessory storage region 124, including electronics, tool, food, medication, clothing, etc. Accessory storage region 124 can provide handbag, waist pack, or purse-like storage functionality, in at least some examples. For example, accessory storage region 124 can include loops, pockets, sleeves, etc. upon an interior facing side of exterior wall 126 to secure items. Exterior wall 126 can be formed from a textile in at least some examples. Example textiles for exterior wall 126 can be formed of polymer (e.g., nylon and/or polyester), cotton, wool, natural fiber, etc. or combination blends thereof. A more specific example of a material for exterior wall 126 includes polyester 840D (denier) ballistic weave having a water-resistant polyurethane coating.
FIG. 1C depicts accessory storage region 124 in the open state in which an upper portion 126A of exterior wall 126 is partially separated from a lower portion 126B of exterior wall 126. Lower portion 126B forms a base of the chalk bag, and can feature a cup, bowl, or tray shape that can aid in retaining objects within accessory storage region 124, when closed, partially opened, or even fully opened. In at least some examples, lower portion 126B can include piping 162 (represented schematically by a broken line) along the bottom circumference of the chalk bag that aids in retaining the shape and structural rigidity of lower portion 126B—e.g., as a cup, bowl, or tray shape.
Chalk bag 100 includes a fastener system 132 of one or more fasteners operable to selectively retain secondary opening 128 to accessory storage region 124 in the closed state of FIGS. 1A and 1B. As an example, the one or more fasteners of fastener system 132 includes a zipper. As described in further detail with reference to FIGS. 3A and 3B, the zipper can form an arc that is parallel to rim 112 in the closed state along at least a portion of the rim. In the example of FIGS. 1A-1C, rim 112 is located at a first end (e.g., upper end) or elevation of pouch 110, and fastener system 132 (e.g., as a zipper or other suitable set of fasteners) is located closer to an opposing second end (e.g., lower end) or elevation of the pouch than the first end.
As shown in FIG. 1B, accessory storage region 124 is formed between interior wall 122 and exterior wall 126. As briefly introduced above, in at least some examples, interior wall 122 includes a chalk impermeable layer (shown schematically at 610 in FIG. 6). This chalk impermeable layer can inhibit migration and contamination of chalk 118 in particulate form from passing from chalk storage region 116 into accessory storage region 124 through interior wall 122. Thus, accessory storage region 124 can be used to store items while reducing or eliminating contamination of those items by chalk particulate.
In at least some examples, the chalk impermeable layer of interior wall 122 forms a continuous surface of a volume that defines chalk storage region 116. The phrase “continuous surface” can include or otherwise feature two or more pieces of materials that are joined along a seam, such as via stitching and/or seam sealing techniques. Seams used within the context of the chalk impermeable layer can be joined using stitching and/or sealing techniques that sufficiently inhibit the transfer of chalk particulate across the chalk impermeable layer. As an example, interior wall 122 or the chalk impermeable layer thereof can be formed from a sheet material, such as a polymer, rubber, mylar, etc., or multiple pieces of sheet material that are joined along one or more seams. As another example, interior wall 122 or the chalk impermeable layer thereof can be formed from a textile or other porous material having a coating. This coating can span seams used to join multiple pieces of sheet material. Example textiles include nylon and/or polyester ripstop, canvas made of natural and/or synthetic materials, etc. Example coatings can include urethane, silicone, wax, etc. As a specific example, the internal wall featuring the chalk impermeable layer can include N.40 double ripstop, silicon finish of +PU1500, and the ripstop of this example can have a density of textile density of 122×112 and weight of 98 g per yard. However, it will be understood that other suitable materials can be used.
In at least some examples, the chalk impermeable layer of the interior wall exhibits impermeability to chalk particulate down to at least 50 μm, which corresponds to visible chalk particulate. However, other suitable levels of chalk permeability can be used.
The chalk impermeable layer of interior wall 122, in at least some examples, is impermeable or resistant to the transfer of liquid water through the chalk impermeable layer. For example, water resistant or water impermeable materials can provide a suitable chalk impermeable layer, as chalk particulate is less able to migrate through materials as compared to liquid water. As an example, a chalk impermeable layer of interior wall 122 can be impermeable to water at 1000 mm of hydrostatic head or a pore size of 10-um. However, in at least some examples, water resistant or water impermeable materials suitable for the chalk impermeable layer can include a material that offers impermeability of liquid water at a different hydrostatic head. In still further examples, the chalk impermeable layer of interior wall 122 is impermeable or resistant to the transfer of air through the chalk impermeable layer.
Chalk bag 100 can include one or more belt loops 140 through which a belt, clip, or other feature can be passed to enable the chalk bag to be secured to a person or other object. Belt loops are typically located at an upper end of the chalk bag near the rim to provide stability and avoid unintended tipping of the bag.
Chalk bag 100 can include a draw system 150 that can be used to selectively close primary opening 114, thereby retaining chalk 118 within chalk storage region 116. Draw system 150 can include a draw cord 152 forming a loop that circumnavigates interior wall 122 beneath rim 112, as shown in further detail in FIGS. 2B and 5. Draw system 150 can include a stay 154 through which draw cord 152 passes to enable a size of primary opening 114 as defined, at least in part, by a length of the draw cord 152 that forms the loop circumnavigating interior wall 122. Stay 154 when can lock draw cord 152 to open or closed states for primary opening 114. In this example, draw cord 152 passes through a grommet formed in exterior wall 126.
Chalk bag 100 can include one or more elastic retaining bands 160 mounted to interior-facing surfaces of exterior wall 126 for retaining items within the accessory storage region. For example, FIG. 1C depicts elastic retaining bands 160 on an interior of lower portion 126B.
FIG. 2A depicts a section view of a chalk bag 100-2, which is an example of chalk bag 100 of FIGS. 1A-1C. Chalk bag 100-2 includes an exterior wall 126-2 as an example of exterior wall 126, and an interior wall 122-2 as an example of interior wall 122 of FIGS. 1A-1C. In this example, interior wall 122-2 forms a three-dimensional volume (e.g., a conical shape or other tapered volume) that projected down into exterior wall 126-2. A boundary 202 is represented in FIG. 2A between an upper portion 126A-2 as an example of upper portion 126A, and a lower portion 126B-2 as an example of lower portion 126B of FIGS. 1A-1C.
As indicated at 220, exterior wall 126-2 and interior wall 122-2 are secured to each other at or near rim 112-2, as an example of rim 112 of FIGS. 1A-1C. For example, exterior wall 126-2 and interior wall 122-2 can be sewn or stitched to each other to form a pouch 112-2, as an example of pouch 112 of FIGS. 1A-1C. Sewn or stitched regions can be seam sealed, in at least some examples. However, it will be understood that exterior wall 126-2 and interior wall 122-2 can be secured to each other using other suitable techniques, including bonding through use of adhesive, ultrasonic welding, crimping, etc.
In at least some examples, the chalk bags disclosed herein can include a liner that separates the interior wall from the chalk storage region. For example, chalk bag 110-2 of FIG. 2A includes a liner 210 that separates interior wall 122-2 from chalk storage region 116-2, as an example of chalk storage region 116 of FIGS. 1A-1C. Liner 210 can also be secured to one or more of interior wall 122-2 and/or exterior wall 126-2 as indicated at 220. However, a liner can be omitted in other examples of the chalk bags disclosed herein.
Liner 210 can include a textured interior facing surface 218, in at least some examples. Alternatively, interior wall 122-2 can include textured interior facing surface 218 in examples where liner 210 is omitted. This configuration can be accomplished by interior wall 122-2 being formed from a textured material or by featuring a textured surface treatment or integrated textured material. Textured interior facing surface 218 can provide improved retention of chalk within chalk storage region 116 and/or improved application of the chalk to hands. Examples of textured interior facing surface 218 is described in further detail with reference to FIGS. 3B and 6. In still other examples, textured interior facing surface 218 can be omitted.
In at least some examples, liner 210 can include a lower liner portion 212 and an upper liner portion 214 that are delineated from each other by boundary 216 in FIG. 2A. Boundary 216 can be formed by sewing or stitching portions 212 and 214 to each other. Sewn or stitched regions, including boundary 216 can be seam sealed, in at least some examples. However, other suitable techniques can be used to secure portions 212 and 214 along boundary 216, including adhesive, ultrasonic welding, etc.
Textured interior facing surface 218 can be provided with lower liner portion 212, but omitted from upper liner portion 214 in an example. In examples where liner 210 is omitted, boundary 216 can delineate textured interior facing surface 218 of interior wall 122-2 below the boundary from above the boundary where the textured interior facing surface is omitted. Thus, in these examples, the textured interior facing surface 218 does not extend upwards to rim 112-2. However, in other examples, textured interior facing surface 218 can extend upwards to rim 112-2.
In at least some examples, rim 122-2 can include a cap portion 230 that circumnavigates the rim. As an example, cap portion 230 can cover the upper edge of one or more of exterior wall 126-2, interior wall 122-2, and/or liner 210. For example, in FIG. 2A, cap portion 230 is folded over either side of the rim, and can be secured to one or more of exterior wall 126-2, interior wall 122-2, and/or liner 210 as indicated at 220. Cap portion 230 can be omitted in at least some examples.
In at least some examples, rim 122-2 can include piping 232 that circumnavigates the rim. Piping 232 can take the form of a flexible ring, as an example. This flexible ring can be formed by an elastomeric material (e.g., a rubber or polymer O-ring) in at least some examples. As depicted in FIG. 2A, piping 232 is covered by cap portion 230. However, piping 232 can be secured in other suitable configurations to form part of rim 122-2. As an additional example, piping in the form of a flexible ring can be integral to or co-molded with a polymer or rubber material that forms the interior wall to form a continuous surface or shell as the chalk impermeable layer. Thus, in this example, some or all of the rim and interior wall can be formed from a single piece of material.
Within FIG. 2A, a draw cord 152-2 is shown as an example of draw cord 152 of FIGS. 1A-1C that substantially circumnavigates interior wall 122-2. In this example, draw cord 152-2 forms a loop between the exterior wall 126-2 and the interior wall 122-2 in a closure plane 270 that is parallel to rim 112-2. Draw cord 152-2 can be retained within this closure plane by one or more guides 240A provided on an exterior side of interior wall 122-2. As an example, the one or more guides 240A can take the form of discrete loops located at intervals around the exterior side of interior wall 122-2 or can be substantially continuous (e.g., a circular or arc-shaped tube) around the exterior side of interior wall 122-2. In at least some examples, the one or more guides 240A can be formed by folding and securing interior wall 122-2 upon itself to retain the loop of draw cord 152-2 at a particular elevation of the chalk bag. However, other suitable construction techniques can be used to form and secure the one or more guides 240A.
Within FIG. 2A, draw cord 152-2 is schematically represented, in part, by a broken line passing through exterior wall 126-2 (e.g., at grommet 156-2 as an example of grommet 156 of FIG. 1A), and passing downward from 156-2 between exterior wall 126-2 and interior wall 122-2 until reaching closure plane 270 within which draw cord 152-2 forms a loop around interior wall 122-2 and through the one or more guides 240A. Thus, in this example, the one or more guides 240A retain the loop of draw cord 152-2 at a lower elevation relative to rim 112-2 than the entry/exit point at 156-2. Additionally, in this example, the one or more guides 240A retain the loop of draw cord 152-2 at a lower elevation relative to rim 112-2 than boundary 216 between portions 212 and 214 of liner 210. This configuration reduces infiltration of chalk from chalk storage region 116-2 through stiches or other porosity that may be introduces at boundary 216 of liner 210, at least where chalk is not filled above closure plane 270 formed by the loop of draw cord 152-2 representing the closure plane of the chalk storage region.
FIG. 2B depicts the section view of the chalk bag 100-2 of FIG. 2A with a different configuration for accommodating draw cord 152-2. In contrast to the configuration of FIG. 2A, the one or more guides are located on an interior surface of interior wall 122-2 in FIG. 2B. Draw cord 152-2, in this example, substantially circumnavigates liner 210, and forms a loop between the interior wall 122-2 and liner 210 in closure plane 270 that is parallel to rim 112-2. Draw cord 152-2 can be retained within this closure plane by one or more guides 240B provided on an exterior side of interior wall 122-2. As an example, the one or more guides 240B can take the form of discrete loops located at intervals around the interior side of interior wall 122-2 or can be substantially continuous (e.g., a circular or arc-shaped tube) around the interior side of interior wall 122-2. In at least some examples, the one or more guides 240B can be formed by folding and securing interior wall 122-2 upon itself to retain the loop of draw cord 152-2 at a particular elevation of the chalk bag. However, other suitable construction techniques can be used to form and secure the one or more guides 240B.
Within FIG. 2B, draw cord 152-2 is again schematically represented, in part, by a broken line passing through exterior wall 126-2 (e.g., at grommet 156-2) and through an opening 280 formed in interior wall 122-2, and passing downward from opening 280 until reaching closure plane 270 within which draw cord 152-2 forms a loop around liner 210 and through the one or more guides 240B. Thus, in this example, the one or more guides 240B retain the loop of draw cord 152-2 at a lower elevation relative to rim 112-2 than the entry/exit point at 156-2 and opening 280 of interior wall 122-2. This configuration reduces infiltration of chalk from chalk storage region 116-2 through opening 280, at least where chalk is not filled above closure plane 270 formed by the loop of draw cord 152-2 representing the closure point of the chalk storage region. Additionally, in this example, the one or more guides 240B retain the loop of draw cord 152-2 at a lower elevation relative to rim 112-2 than boundary 216 between portions 212 and 214 of liner 210. This configuration reduces infiltration of chalk from chalk storage region 116-2 through stiches or other porosity that may be introduces at boundary 216 of liner 210, at least where chalk is not filled above closure plane 270 formed by the loop of draw cord 152-2 representing the closure point of the chalk storage region.
FIG. 3A depicts a top view of chalk bag 100 of FIGS. 1A-1C looking down into chalk storage region 116 from above rim 112. Primary opening 114 to chalk storage region 116 is in the open state in FIG. 3A. In this example, rim 112 has a circular shape. However, rim 112 can have an oval or polygonal shape in other examples. In this example, exterior wall 126 forms a cylindrical wall of pouch 110 that joins rim 112. However, exterior wall 126 can have other suitable shapes in section, including oval or polygonal. As described by the example of FIG. 2A, interior wall 122 can form a three-dimensional volume (e.g., a conical shape or other tapered volume) in this example that is wrapped around a central axis that is parallel to the viewing axis of FIG. 3A. In the example of FIG. 3A, a liner such as example liner 210 of FIG. 2A has been omitted. It will be understood that a liner such as example liner 210 of FIG. 2A can be included in other examples, such as depicted in FIG. 3B.
FIG. 3A further depicts an example zipper 132-3 that forms an arc, which is an example of previously described fastening system 132 of FIGS. 1A-1C. Within FIG. 3A, an example relationship between zipper 132-3 and rim 112 are shown overlaid upon each other. The arc of zipper 132-3 can be at least 180 degrees of the cylindrical wall formed by exterior wall 126, as an example. The arc of zipper 132-3 can be at least 270 degrees of the cylindrical wall formed by exterior wall 126, as another example. The arc of zipper 132-3 can be at least 300 degrees of the cylindrical wall formed by exterior wall 126, as yet another example. Among these examples, the larger 300 degree or greater arc dimension provides greater access to the accessory storage region of the chalk bag.
Within the example of FIG. 3A, a zipper track 310 formed by a pair of rows of zipper teeth of zipper 132-3 terminates at first end 312 and second end 314 that are spaced apart from each other to provide a connective region 320 of exterior wall 126 that forms a hinge between upper portion 126A and lower portion 126B of FIG. 1C. However, in another example, zipper 132-3 may be continuous around the entire circumference of the chalk bag to enable lower portion 126B of FIG. 1C to be entirely removed from upper portion 126A. Zipper 132-3 further includes a slider 316 that travels along zipper track 310. Slider 316 can include a zipper pull 318 to assist with moving slider 316 along zipper track 310.
FIG. 3B shows the view of FIG. 3A in which the chalk bag includes liner 210, as previously described with reference to FIGS. 2A and 2B. Within FIG. 3B, portion 212 having textured interior facing surface 218 and portion 214 are shown delineated by boundary 216.
FIG. 4 shows a detailed side view of connective region 320 and zipper 132-3 of FIGS. 3A and 3B. In this example, connective region 320 features a first side 410 of a hook and loop fastener that is configured to engage with a second side of the hook and loop faster 412 of zipper pull 318 that is coupled to slider 316. The hook and loop fastener holds slider 316 in place when the zipper is closed, thereby reducing or inhibiting accessory storage region 128 from unintentionally transitioning to the open state (e.g., of FIG. 1C) by movement of the slider. Hook and loop fasteners can be replaced by other types of touch-based fasteners. Alternatively, the hook and loop fastener of FIG. 4 can be replaced with other types of mechanical fasteners, such as a T-shaped or hook-shaped zipper pull for zipper pull 318 that can be secured to a corresponding loop that is coupled to connective region 320 to thereby secure accessory storage region 128 in the closed state. This loop and zipper pull configuration can be reversed, whereby the T-shaped or hook-shaped feature is located on connective region 320, and the loop is located on slider 316.
FIG. 5 depicts a top view of chalk bag 100 of FIGS. 1A-1C looking down from above rim 112 with primary opening 114 to chalk storage region 116 in the closed state. In this example, the loop of draw cord 152 is depicted overlaid by an upper portion of interior wall 122 that encloses primary opening 114. Depending on whether the configuration of FIG. 2A or 2B are used, the interior wall 122 or the liner 210 is visible. Where liner 210 is used, an example location of boundary 216 above the closure plane is visible in the closed state of FIG. 5.
FIG. 6 depicts a section view of a portion of interior wall 122-6, which is an example of interior wall 122 of FIG. 1B. In this example, interior wall 122-6 includes chalk impermeable layer 610, which is an example of the chalk impermeable layer previously described with reference to FIGS. 1A-1C.
Interior wall 122-6 further includes a textured interior facing surface 218-6 in this example. Textured interior facing surface 218-6 can provide improved retention of chalk within chalk storage region 116 and/or improved application of the chalk to hands. In the context of a liner (e.g., 210) or surface features of interior wall 122-6 that provide textured interior facing surface 218-6, this textured interior facing surface can be located between chalk impermeable layer 610 and chalk storage region 116. For example, textured interior facing surface 218-6 can be formed by a textile (e.g., synthetic fleece) or other suitable material. In at least some examples, where interior wall 122-6 comprises both chalk impermeable layer 610 and textured interior facing surface 218-6, chalk impermeable layer 610 can take the form of a coating that forms a backing to a material that features the textured interior facing surface on an opposing side.
FIG. 7 depicts a view of an interior of accessory storage region 130 of FIG. 1C. In this example, upper portion 126B features a sleeve 710 configured to hold a mobile electronic device 710, such as a handheld smartphone. An opening 714 of sleeve 710 can be orientated upward towards the rim of the chalk bag. Sleeve 710 can be located above connective region 320. In this configuration, when the chalk bag is worn about the waist, the mobile electronic device or other object can be retained along a rear of the chalk bag nearest the person's body. This configuration has the potential to reduce the perception of forces caused by the mass of the mobile electronic device or other object due to swaying or movement of the person or chalk bag.
It will be understood that the configurations and/or approaches described herein are exemplary in nature, and that these specific embodiments or examples are not to be considered in a limiting sense, because numerous variations are possible. The subject matter of the present disclosure includes all novel and non-obvious combinations and sub-combinations of the various configurations, and other features, functions, acts, and/or properties disclosed herein, as well as any and all equivalents thereof.
Patent Application
20230210235
