FOOTBALL TRAINING APPARATUS

Abstract

A football training apparatus teaches new football players such as quarterbacks and running backs to identify and execute plays through a simulated football line of scrimmage that is configurable to communicate strategic movements through the assignment of holes. In some embodiments, multiple stand-up vinyl displays are organized to simulate a line of scrimmage. In further embodiments, a training device includes multiple tagged belts when worn by live players organized in a scrimmage line, that communicate position identities and denotes hole assignments for learning to execute strategic plays for offensive players. In yet further embodiments, a training device includes multiple football jerseys when worn by live players organized in a scrimmage line, that communicate position identities and denotes gap assignments for learning to execute strategic plays for defensive players.

Description

TECHNICAL FIELD

The embodiments disclosed herein relate generally to a football training apparatus.

BACKGROUND

American football is one of the most popular spectator and participant sports among young people. A football team has two sides in the traditional sport of American football: the offensive side and the defensive side. Eleven players are assigned to various positions on the offensive side on the practice field. In a mandatory football formation, seven of the eleven players stand side by side to form a line of scrimmage. A line of scrimmage is an imaginary transverse line across the width of the football field, over which players cannot cross until the play has begun. Each player on the line of scrimmage is assigned a named position and two hole assignments. The hole assignments for each player on the line of scrimmage are only for running plays involving running backs, i.e. an offensive back whose primary job is to be the ballcarrier. The running backs' hole assignments determine where they must carry the ball; however, the quarterback calls the offensive plays, deciding whether it is a run or pass play.

On the defensive side, eleven players are assigned to various positions on the practice field. The defensive players line up against the offensive players at the line of scrimmage in accordance with the offensive formation. As a result, the defense play formations determine whether a player's head is up against the opposing player or in the gap between the offensive line of scrimmage players.

Coaches today, however, continue to use training equipment that has been around for more than 50 years, such as orange cones, tires, football dummy pads, and so on, to depict fictitious players, which can be confusing to novice football players who are learning to play the sport.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 is a drawing that provides front and end views of multiple rigid, foldable displays in an offensive scheme for training a football player in defensive gap positions in accordance with one or more embodiments;

FIG. 2 is a drawing that provides rear and end views of multiple rigid, foldable displays in an offensive scheme for training a football player in offensive hole positions in accordance with one or more embodiments;

FIGS. 3A-3D show defensive gaps (FIG. 3A), a gap responsibilities base (FIG. 3B), a gap responsibilities stunt (FIG. 3C), and offensive holes (FIG. 3D);

FIG. 4 is a drawing that provides a front view of multiple rigid, foldable displays in a defensive scheme for training a football player in accordance with one or more embodiments;

FIG. 5 is a drawing that provides a rear view of multiple rigid, foldable displays in a defensive scheme for training a football player in accordance with one or more embodiments;

FIG. 6 illustrates an anchor mechanism in a rigid, foldable display for training a football player in accordance with one or more embodiments;

FIG. 7 illustrates the use of jerseys in their defensive positions in an assignment system, for training a football player in defensive formations in accordance with one or more embodiments;

FIG. 8 illustrates a jersey for use in an defensive player position assignment system, in accordance with one or more embodiments;

FIG. 9 illustrates the use of belts in an offensive position assignment system in accordance with one or more embodiments;

FIG. 10 illustrates a series of belts for use in an offensive position assignment system in accordance with one or more embodiments; and

FIG. 11 illustrates a belt for use in an offensive position assignment system in accordance with one or more embodiments.

DETAILED DESCRIPTION

Embodiments of the invention are described herein with reference to the accompanying drawings. Like numerals represent like elements throughout the several figures, and in which example embodiments are shown. However, embodiments of the claims can be embodied in many different forms and should not be construed as limited to the embodiments set forth herein. The examples set forth herein are non-limiting examples and are merely examples, among other possible examples. Throughout this specification, plural instances, e.g. “610,” can implement components, operations, or structures, e.g. “610a,” described as a single instance. Further, plural instances, e.g. “610,” refer collectively to a set of components, operations, or structures, e.g. “610a,” described as a single instance. The description of a single component, e.g. “610a,” applies equally to a like-numbered component, e.g. “610b,” unless indicated otherwise. These and other aspects, features, and implementations can be expressed as methods, apparatuses, systems, components, program products, means or steps for performing a function, and in other ways. These and other aspects, features, and implementations will become apparent from the following descriptions, including the claims.

The embodiments disclosed herein relate to football training apparatuses used to teach new football players such as quarterbacks and running backs to identify and execute plays through a scrimmage line. In some embodiments, an apparatus includes multiple stand-up displays that are organized to simulate a line of scrimmage. In further embodiments, a device includes multiple football jerseys that, when worn by live players organized in a scrimmage line, denote open assignment gaps to players learning to execute defensive strategic plays. In yet further embodiments, a training device includes multiple tagged belts that communicate hole assignments to also execute offensive strategic plays. In embodiments, jerseys are worn for defensive training which shows alphabetical letters for gap callouts. In other embodiments, belts are worn for offensive training which shows numerical letters for hole callouts.

FIG. 1 is a drawing that provides front and end views of multiple rigid, foldable displays in an offensive scheme for training a football player in defensive gap positions in accordance with one or more embodiments. In FIG. 1, front and end views, 10, 12 respectively, are shown of a rigid, foldable display for a tailback. Similar views are shown for a quarterback, halfback and fullback, as well as for a line of scrimmage comprising a left tight end, left tackle, left guard, center, right guard, right tackle, and right tight end. A gap 14 between the center and the right guard is identified.

FIG. 2 is a drawing that provides rear and end views of multiple rigid, foldable displays in an offensive scheme for training a football player in offensive hole positions in accordance with one or more embodiments. In FIG. 2, rear and end views, 20, 22 respectively, are shown of a rigid, foldable display for a tailback. Similar views are shown for a quarterback, and two fullbacks, as well as for a line of scrimmage comprising a left tight end, left tackle, left guard, center, right guard, right tackle, and right tight end. A hole 24 between the center and the right guard is identified.

In some embodiments, the apparatus is used by a new player to learn football strategy. For example, the apparatus is used to assist novice football players and coaches in visualizing various offensive and defensive football formations on practice fields, thereby accelerating and promoting rapid learning. In an offensive formation, a player can identify holes between objects in the simulated scrimmage line before executing a play. In a defensive formation, players can use gap assignments to easily identify where to move and rushing to the opposing players to make a tackle during a play.

FIGS. 3A-3D show defensive gaps (FIG. 3A), a gap responsibilities base (FIG. 3B), a gap responsibilities stunt (FIG. 3C), and offensive holes (FIG. 3D).

Everything in the game of football starts up front at the line of scrimmage. It is the point of attack—where the ball starts and where everything must go through on both offense and defense for a play to be successful. Both offensive and defensive coaches come up with a number of schemes and plays to try to keep the other team off balance.

Offenses employ different blocking schemes that include zone blocking and having offensive linemen pull to one side or the other. They run play-action passes, draws and counter runs to deceive the defense, making them think a play is going to one side of the field when it is actually going the other.

Defenses employ similar techniques to keep the offense guessing. They have defensive linemen employ stunts to make offensive linemen make quick adjustments to their blocking assignments. They blitz linebackers, cornerbacks, and safeties to put extra pressure on the quarterback.

Even though there is a wide variety of techniques and plays that coaches use, it's all done with one simple thing in mind—to either open up (offense) or plug up (defense) the gaps and holes at the line of scrimmage. Understanding what these gaps and holes are and how they are used in football terminology is essential for any football player as they try to carry out their duties on every play.

Let's dive a little deeper into what gaps and holes are, and how they are used to teach and run the game effectively.

Football gaps and holes are alphabetical and numerical symbols, respectively, given to each space along the line of scrimmage. Offenses and defenses use these symbols to label the different holes and gaps to simplify the process of understanding where a particular play is going, and where players will be responsible to block and/or go through. By labeling each gap with a standard symbol, it is easier for players to understand the field. This is especially important for two reasons:

(1) The number of players on both the offensive and defensive line can change on each play. It can also change from one team to the next.

(2) It's a lot easier to say “A gap” than “the space to the left of the center and to the right of the guard,” for example.

The simplicity and standardization of the gaps and holes allows any football player, no matter what position he is playing and no matter what team he is on, to understand plays and responsibilities quickly and correctly.

Football gaps and holes are technically the same thing, as they refer to each of the spaces between two offensive linemen. So, for example, the space between the center and the guard is a gap or hole. Technically speaking, if you are running a defensive scheme, you refer to the space between the center and guard a gap hole. The space between the guard and the offensive tackle is another gap or hole. Technically speaking, if you are running an offensive scheme, you refer to the space between the guard and the offensive tackle a hole. And so on and so on.

FIG. 3A shows defensive gaps. Such gaps are what the defense calls these spaces between the offensive linemen. Gaps are labeled alphabetically. To make things even simpler, the offensive line split down the middle, with the same letters assigned to the same gaps on each side of the line.

Here are each of the gaps:

• • A Gap: The space between the center and the offensive guard;
  • B Gap: The space between the offensive guard and the offensive tackle;
  • C Gap: The space between the offensive tackle and the tight end; and
  • D Gap: The space on the outside shoulder of the tight end.

Notice that we did not specify which side of the field we are talking about. That is because there are two of each gap on each side of the field. In other words, the space between the center and the offensive guard to the left and right side of the field are both referred to as the A gap. Defenses can differentiate the specific A gap they are referring to by calling one the strong-side and one the weak-side (or back-side) A gap.

FIG. 3B shows a gap responsibilities base. Defenses use the gaps to assign responsibilities to defensive linemen primarily. On running plays, linebackers have a specific gap assignment, and safeties can as well at times. On passing plays, linebackers (and sometimes safeties) can also have gap assignments if they are blitzing the quarterback. When the defense lines up before the snap, the easiest thing to do is have all the players shoot through the gap that they are lined up opposite. For example, if the nose tackle lines up shaded over the outside shoulder of the center, he would have A gap responsibilities on the side of the field where he's shaded. In a typical base defense, this is how all the defensive linemen would attack—pretty much straight ahead. The linebackers would then fill in the remaining gaps along the offensive line on running plays, with safeties helping out on the D gaps, if necessary.

FIG. 3C shows a gap responsibilities stunt. One way coaches can change this up to keep offensive linemen guessing, though, is to run stunts. There are two ways to do this:

The first way is to run a stunt with just one player and the other is to run a stunt-and-pull combination with two players. A stunt would simply involve the defensive linemen going through the gap that is opposite where he's lined up. In the above example with the nose tackle, that would mean he would attack the A gap on the opposite side of the field where he is shaded.

A stunt-and-pull is slightly more complicated. It often involves one defensive tackle and one defensive end. On this play, instead of attacking the gap that's straight ahead, one lineman “stunts” to the outside gap while the defensive lineman next to him loops behind him. In this example, the defensive tackle lines up shaded to the outside shoulder of the offensive guard, and the defensive end next to him lines up on the outside shoulder of the offensive tackle. In a base play, the defensive tackle attacks the B gap and the defensive end attacks the C gap. On this stunt-and-pull, the defensive tackle angles out to the C gap. The defensive end pulls or curls around behind the defensive tackle and attacks the offense through the B gap.

These little variations to the way the defense attacks the offense can happen on just one side of the line or on both sides of the line simultaneously as well.

FIG. 3D shows offensive holes. Just as the defense uses gaps to label the spacing between offensive linemen, the offense uses holes to do the same. Instead of letters, though, the offense uses numbers to label each of these spaces. In addition, they alternate from left to right when they label.

Here are each of the holes:

• • 1: The space between the center and the offensive guard to the left;
  • 2: The space between the center and the offensive guard to the right;
  • 3: The space between the guard and the offensive tackle to the left;
  • 4: The space between the guard and the offensive tackle to the right;
  • 5: The space between the offensive tackle and the tight end to the left;
  • 6: The space between the offensive tackle and the tight end to the right;
  • 7: The space to the outside of the tight end to the left; and
  • 8: The space to the outside of the tight end to the right.

Each hole corresponds to a defense's gaps, of course. The terms are interchangeable, then, but the offense uses a different number for each space to make it easier for backs to understand and identify the part of the field that they are running to. Again, being able to say run through the “1 hole” is a lot easier than saying run through the “A gap to the left side of the field.”

Offenses use the holes a little differently than defenses use gaps. Offenses do not use the holes to signify where offensive linemen will block. The blocking assignments are done on a man-to-man or zone basis. Offensive linemen do not pay attention to the holes when they are blocking. In fact, they often refer to their assignments based on what gaps the defenders are lined up across from and which ones they attack. What they do, though, is open up space in these holes for ball carriers to run through.

On each standard running play, the running back has a hole that he is assigned to run through after taking the hand-off. His first move is toward that hole on the field. He, of course, has the leeway to make cutbacks or go through a different hole if the one that he is assigned to run through is not open when he approaches it. For example, the running back may be assigned to run through the 1 hole. If that hole did not open up, though—if a defender plugged it—then the running back can adjust and go through another hole that he sees is open.

The holes are also used to identify blocking assignments for backs during passing plays. On passes where the running back does not run a route, he stays in and is responsible mostly for blocking the first defender who breaks through the line of scrimmage. However, he will be asked to primarily concentrate on a few holes, depending on the play called on offense and the alignment of the defense.

Thus, to make understanding blocking, running, and attacking assignments easier, coaches have labeled spacing between offensive linemen along the line of scrimmage. This standardization allows players to easily identify their roles and responsibilities on each play, no matter what looks the offense or defense gives them. The defense calls these spaces gaps and labels them with letters. The offense calls these spaces holes and labels them with numbers.

In an embodiment, in a defensive formation (see FIG. 1), gaps are denoted by alphabetic symbols. As a result, the gap between the center and the right guard is A-A. The gap assignment between the right guard and the right tackle is B-B. The gap assignment between the right tackle and the right tight end is C-C. The right side of the tight end is D. The gap assignment between the center and the left guard is A-A. The gap assignment between the left guard and left tackle B-B. The gap assignment is between the left tackle and the left tight end C-C. The left end of the left tight end is D.

In embodiments, in an offensive formation (see FIG. 2), the right-side holes are indicated by even numbers. The hole between the center and the right guard is numbered #2. The hole between the right guard and the right tackle is numbered #4. The hole between the right tackle and the right tight end is numbered #6. The hole to the right of the right tight end is numbered #8. The left side holes are indicated by odd numbers. The hole between the center and the left guard is numbered #1. Continuing the example, the hole between the left guard and the left tackle is numbered #3. The hole between the left tackle and the left tight end is numbered #5. The hole to the left of the left tight end is numbered #7.

FIG. 4 is a drawing that provides a front view of multiple rigid, foldable displays in a defensive scheme for training a football player in accordance with one or more embodiments.

FIG. 5 is a drawing that provides a rear view of multiple rigid, foldable displays in a defensive scheme for training a football player in accordance with one or more embodiments.

FIG. 6 illustrates an anchor mechanism in a rigid, foldable display 30 for training a football player in accordance with one or more embodiments. In an embodiment steel rods 32 adjustably project downwardly from the display. The steel rods pierce and engage in the turf on which the display is placed to anchor the display to the turf. The steel rods are engaged downwardly by a handle 35.

As can be seen in FIG. 6, each foldable display includes a front side 36, a back side 37, and indicia 38, typically comprising positional markers and graphics.

FIG. 7 illustrates the use of jerseys in their defensive positions in an assignment system, in accordance with one or more embodiments. A similar arrangement may be provided for offensive positions. In this embodiment, the indicia for organizing a line of scrimmage, as described in FIGS. 1 and 2, is applied to a jersey for each player. In this way the positions within the line of scrimmage 40 occupied by each player, as well as the gap assignments 42, 44 are readily identified between each player.

FIG. 8 illustrates a jersey for use on a defensive player position assignment system, in accordance with one or more embodiments. Locations are provided for indicia indicating gaps 80, as well as player position 81 and player logo 82.

FIG. 9 illustrates the use of belts in their offensive positions in an assignment system in accordance with one or more embodiments. A similar arrangement may be provided for defensive positions. In this embodiment, the indicia for organizing a line of scrimmage, as described in FIGS. 1 and 2, is applied to a belt 50 that is worn by each player. In this way the positions within the line of scrimmage occupied by each player, as well as holes 51, 52 are readily identified between each player.

FIG. 10 illustrates a series of belts for use in their offensive positions in an assignment system in accordance with one or more embodiments. In FIG. 10, several belts 60 are shown each having indicia a described in connection with FIG. 2 above. In this way the position within the line of scrimmage occupied by each player, as well holes 64 are readily identified between each player.

FIG. 11 illustrates a belt 70 for use in an offensive position assignment system in accordance with one or more embodiments, as described in FIG. 2 above. Indicia are positioned in one or more locations 72. A belt loop 74 allows the belt to be secured to the player's uniform. Those skilled in the art will appreciate that other attachments mechanisms may be used.

In embodiments, wrist band can be used in place of belts.

In embodiments, the jerseys, wrist bands, and/or belts may be used in combination.

The description and drawings herein are illustrative and are not to be construed as limiting. Numerous specific details are described to provide a thorough understanding of the disclosure. However, in certain instances, well-known details are not described to avoid obscuring the description. Further, various modifications can be made without deviating from the scope of the embodiments.

The terms used in this specification generally have their ordinary meanings in the art, within the context of the disclosure, and in the specific context where each term is used. Certain terms that are used to describe the disclosure are discussed above, or elsewhere in the specification, to provide additional guidance to the practitioner regarding the description of the disclosure. For convenience, certain terms can be highlighted, for example using italics and/or quotation marks. The use of highlighting has no influence on the scope and meaning of a term; the scope and meaning of a term is the same, in the same context, whether it is highlighted. It will be appreciated that the same thing can be said in more than one way.

Consequently, alternative language and synonyms can be used for any one or more of the terms discussed herein, nor is any special significance to be placed upon whether a term is elaborated or discussed herein. Synonyms for certain terms are provided. A recital of one or more synonyms does not exclude the use of other synonyms. The use of examples anywhere in this specification including examples of any term discussed herein is illustrative only and is not intended to further limit the scope and meaning of the disclosure or of any exemplified term. Likewise, the disclosure is not limited to various embodiments given in this specification.

It is to be understood that the embodiments and variations shown and described herein are merely illustrative of the principles of this invention and that various modifications can be implemented by those skilled in the art.

Claims

1. An apparatus for training a football player, comprising: a plurality of free standing, rigid, foldable placards, each of the plurality of placards shaped and sized to resemble a football player, wherein each placard comprises: a first panel movably joined to a second panel along an upper substantially horizontal edge thereof and having a first display outward facing surface; andsaid second panel having a second outward facing display surface facing opposite to the first display surface;wherein the panels are movable relative to each other between a folded position and an operative position;wherein the first and the second display surfaces of each panel display indicia, each indicium of the indicia comprising at least one symbol that, with corresponding indicia displayed on the display surfaces of a plurality of aligned or associated placards, denotes offensive or defensive positions and assignment holes and gaps in a simulated football scrimmage line; wherein when the placards are arranged relative to each other as the simulated football scrimmage line when the panels are in said operative position said placards create an assignment of holes and gaps that communicates strategic movements to a football player.

2. The apparatus of claim 1, each placard further comprising: an extendible member projecting transversely from a lower edge of one or both of the panels, said member having a downwardly projecting pointed end, wherein when the member is in an extended position beyond the lower edge of the panel the pointed end of the member penetrates a ground surface upon which the placard rests to secure the placard thereto, and wherein when the member is in a withdrawn position recessed above the lower edge of the panel the placard is not secured to the ground surface upon which it rests.

3. The apparatus of claim 2, further comprising: a handle configured to move the member between the recessed position and the extended position.

4. The apparatus of claim 1, wherein the assignment holes and gaps comprise an arrangement of at least two of: a center position, a quarterback, and a defensive tackle, a right guard, a halfback a defensive end, a right tackle, a fullback, a linebacker, a right tight end, a tailback, a cornerback, a left guard, a left tackle, a safety and a left tight end.

5. The apparatus of claim 1, wherein the display surface comprises at least one of vinyl, corrugated vinyl, cardboard, wood, plastic, or metal.

6. An apparatus for training a football player, comprising: a plurality of belts; each belt configured to be worn by the football player and comprising:a first hanging tag disposed on the belt to be positioned on a right side of the football player; anda second hanging tag disposed on the belt to be positioned on a left side of the football player, wherein each of the first hanging tag and the second hanging tag has indicia imprinted thereon that denotes, in combination with adjacent indicia imprinted on adjacent belts, respective offensive positions,wherein the indica defines respective assignment holes in a simulated football scrimmage line, said simulated football scrimmage line representing a plurality of football players, andwherein the simulated football scrimmage line is configurable to communicate strategic movements through the assignment holes.

7. An apparatus for training a football player, comprising: a plurality of jerseys; each jersey comprising:a front side;wherein the front side has indicia displayed thereon, each indicium of the indicia comprising at least one symbol that, with corresponding indicia imprinted on adjacent jerseys, denotes defensive positions and assignment gaps in a simulated football scrimmage line, wherein the simulated football scrimmage line is configurable to communicate strategic movements through the assignment gaps.