Hand Guard for Striking Targets

FIELD OF THE DISCLOSURE

The present disclosure generally relates to martial arts equipment and more particularly to devices for facilitating martial arts training and testing.

BACKGROUND

Millions of people a year participate in martial arts and experience the thrill and discipline of the sport, including board breaking. According to a 2011 Sports & Fitness Industry Association report, more than 5 million Americans participated in the martial arts. These individuals received their training at one of the more than 30,000 schools in the United States. Like many sports, children ages 4 to 14 make up the majority of martial arts participants. In fact, martial arts is the fourth most popular activity among 6-12 year olds. Martial arts is an attractive sport for both children and their parents because it provides a fun, challenging way to exercise while learning discipline and focus. Many children continue to participate in martial arts throughout childhood and into adulthood.

For several reasons, martial arts participants and the schools which instruct them purchase a large amount of equipment. First, because martial arts is a contact sport, safety equipment, training dummies, and the like wear out after repeated use (e.g., blows, strikes, and the like). Second, new participants must purchase at least the basic equipment necessary for training, such as attire and safety gear. Third, as individuals progress in the martial arts, they often purchase additional equipment for use both at home and at their martial arts school and upgraded equipment. Finally, instructors must purchase new equipment as groups of children wear out a school's equipment or as new equipment becomes available. In 2010, these factors resulted in wholesale revenues of $394 million, up twelve percent from the previous year.

Wooden boards for breaking are among the equipment routinely replaced by martial arts instructors.

A martial arts student breaking a wooden board with their bare foot or hand for the first time is one of the most exciting moments in their training. This first break is very satisfying to a student because board breaking is closely associated with martial arts prowess in popular culture. In fact, novice students must often pass board breaking tests as they progress to the first rank and beyond.

While such tests are exciting for the student, they pose an injury threat to instructors. One or more martial arts instructors typically hold the target board for the student to strike. The instructor's fingers exposed to potential strikes from the student if the student misses the targeted portion of the board (i.e., the center). Often, due to student excitement, poor aim, lack of skill, or lack of concentration, the student's strike will land on the instructor's hands, rather than the targeted portion of the board. Because the student is striking with great force in order to break the board, these wild strikes may break or otherwise injure an instructor's unprotected fingers.

Holding such boards while a student attempts to break them creates a risk of injury for the holder's fingers, yet there are few equipment options available to protect the holder during board breaking exercises.

One approach is for the holder to wear padded training gloves. This approach fails to protect the holder fully because the padding is not rigid. Instead, the padding absorbs only a portion of the force from a wild strike landing on the holder's gloved hand. Additionally, many padded gloves are designed to reduce impacts during sparring and provide padding for only the upper portion of the fist. This leaves the holder's fingers unprotected when the fingers are the most likely to be injured during board breaking exercises because they are the closest to the area of the board the student is aiming at.

Another approach is to use a mechanical device to hold the board. This approach enables a student to perform board breaking exercises without the aid of a holder. Such devices may mount on a wall or be held by one or more individuals.

One such device comprises a U-shaped frame having channels on opposing sides of the U-shaped frame. The channels are configured to hold a board of some thickness. One or more individuals may hold the board by grasping the bottom portion of the U-shaped frame. While these devices allow the holder to position their hands behind the board or a distance away from the board, thereby avoiding poorly aimed strikes, the frame of the device presents an additional danger to the student. If the student, for example, kicks through the board the force of their kick may cause the student's foot to impact the frame of the device, causing injury. This situation does not arise with an individual holding the board because the holder may simply move out of the way if the student's kick continues a significant distance after breaking the board. Even if such a kick lands on the individual holding the board, injury to the student's foot is unlikely.

Such devices may initially hold the board in place via set screws, clamps, or another friction-based holding device. While effective in maintaining a steady target for the student to strike, holding the board in place in this manner may present a danger to the student. After the student breaks the board, their foot often passes well beyond the plane of the board. Because the device is rigidly holding the board in a static position initially, it may continue to hold pieces of the now broken board in place after being broken. Such pieces often have newly exposed sharp, splintered edges. Where the student kicks through the board, these edges may scrape, cut or splinter the student's foot and leg as they remove their leg from the device because the device continues to hold the board pieces in place. This situation does not arise when a person holds the board without the aid of such a device. When the board is held by a person, that person typically moves the board halves away from the student's foot and leg, thereby avoiding contact between the newly splintered edges of the board on the student's body.

Such devices may be combined with rebreakable boards. Rebreakable boards are comprised of two interconnecting half sections which interlock. When the rebreakable board is struck with the force necessary to break a wooden breaking board, the two half sections separate. Such sections may be joined back together and the board breaking exercise may be repeated. When known board holding devices are used in combination with a rebreakable board, one or more individuals may practice board breaking exercises at length without destroying any equipment.

Given the foregoing, devices are needed which protect an individual holder's hand from wild strikes while the individual holds a breaking board. In particular, such devices should fully protect the holder's fingers, enable holding of several boards, and be usable with boards of varying widths and thicknesses. Devices are also needed with provide a rigid structure which protects the holder's hand from wild strikes.

Additionally, devices are needed which protect an individual holder's hand from wild strikes while the individual holds a breaking board and ensure the safety of the individual attempting to strike the breaking board. In particular, devices are needed which do not present a danger to the individual attempting to strike the board if their follow through carries their leg, arm, or another portion of their body a significant distance past the board. It is also desirable to provide devices which enable moving board pieces away after the board has been broken in order to avoid harming the individual who broke the board with broken board pieces.

Finally, devices are needed which, when used in conjunction with rebreakable boards, facilitate safe practice of board breaking exercises at length.

SUMMARY

This Summary is provided to introduce a selection of concepts. These concepts are further described below in the Detailed Description section. This Summary is not intended to identify key features or essential features of the disclosures subject matter, nor is this Summary intended as an aid in determining the scope of the disclosed subject matter.

Aspects of the present disclosure meet the above identified needs by providing devices which facilitate safe target striking. In particular, hand guard devices made in accordance with the present disclosure facilitate safe target striking for both the target holder and the striker without requiring moving parts (e.g., clamps). Such hand guard devices are compact and versatile. This enables targets of varying thicknesses to be held, as well enabling holding multiple targets simultaneously (e.g., holding several breaking boards at once).

As described above, traditional martial arts board breaking features a first individual, such as an instructor, gripping the striking target (i.e. the breaking board) at both ends with their hands. The instructor positions the striking target such that a second individual, such as a student, may strike the striking target with a portion of their body, such as their foot. Portions of the instructor's hands face the student and may be injured by a wild strike if the student fails to control their attempt to strike the target.

In an aspect, a hand guard is provided which protects the exposed portions of the instructor's hands from injury by a wild strike during board breaking exercises. The hand guard comprises a blocking surface, a grip, and a stabilizer. The hand guard is at least partially constructed of a rigid material, such as ABS plastic, a polymer, metal, or wood. The hand guard is configured to absorb and channel impact forces around the instructor's fingers and back of the hand such that wild strikes which land on the hand guard do not injure the instructor's hand and fingers. The front of the hand guard is comprised of the blocking surface, a rigid member which protects the hand during use. In an aspect, the blocking surface is curved, reducing risk of injury to the student if they strike the hand guard compared to the square metal brackets of previous solutions. The grip is rigidly connected to the back of the blocking surface and comprises a cavity. The bottom portion of the hand guard comprises a stabilizer. The stabilizer is a rigid L-shaped member configured to be placed on a side portion of a breaking board and to overlap a portion of the front side of it, thereby enabling the instructor to securely grip the board by pressing the heel of their hand into the back of the board. The back portions of the grip and the stabilizer may be open, allowing the instructor to hold several boards at the same time. This enables the instructor to utilize the hand guard and remain protected while, for example, a more advanced student attempts to break several boards at once.

The instructor may use two hand guards to hold a target, such as a breaking board, by placing the fingers of one of their hands inside the grip cavity and squeezing an end portion of the breaking board between the stabilizer portion of the hand guard and the heel of the hand, thereby firmly gripping the board and protecting the hand. The other end portion of the breaking board is held in a similar fashion. When held in this configuration, the instructor may position the board such that a student may attempt to break the board with a front kick, side kick, front punch, etc.

When an instructor holds a breaking board during a breaking board exercise in a traditional manner (i.e. with no hand protection), the student is presented with three closely spaced surfaces to potentially strike: the breaking board itself, the instructor's right hand and the instructor's left hand. Striking two out of three of these surfaces may result in significant injury to the instructor. Using hand guards in the above described configuration presents a different set of surfaces to strike: the breaking board itself, the blocking surface of the hand guard held in the instructor's left hand and the blocking surface held in the instructor's right hand. In this configuration, no portions of the instructor's hands are exposed to potential strikes from the student.

Compared to previous solutions, hand guards in accordance with the present disclosure reduce risk of injury to the student. When an instructor holds a breaking board with hand guards in the above described configuration, the instructor's hands are protected from wild strikes but there is no frame supporting the breaking board. Because there is no frame, the student is not in danger of injuring himself if the follow through of their strike carries him a significant distance past the front surface of the breaking board. Additionally, after the student strikes the board and breaks it, the instructor may move the board pieces away from the student, thereby minimizing risk of injury to the student from impacting sharp, newly broken edges of the board.

Aspects of the present disclosure may be used in combination with rebreakable boards. When used in combination with rebreakable boards, a pair of students may practice board breaking exercises repeatedly while the student holding the rebreakable board is protected by hand guards made in accordance with the present disclosure.

Further features and advantages of the present disclosure, as well as the structure and operation of various aspects of the present disclosure, are described in detail below with reference to the accompanying drawings.

BRIEF DESCRIPTION OF THE DRAWINGS

The features and advantages of the present disclosure will become more apparent from the Detailed Description set forth below when taken in conjunction with the drawings in which like reference numbers indicate identical or functionally similar elements.

FIG. 1 is perspective view of an instructor using two hand guards to hold a breaking board while a student attempts to strike the breaking board, according to an aspect of the present disclosure.

FIG. 2 is side view of a hand guard, according to an aspect of the present disclosure.

FIG. 3 is a rear perspective view of a hand guard, according to an aspect of the present disclosure.

FIG. 4 is a top view of a hand guard, providing a view of when an instructor inserts their hand into the grip of the hand guard, according to an aspect of the present disclosure.

FIG. 5 is a side view of two hand guards being used by an instructor, according to an aspect of the present disclosure.

FIG. 6 is a side view of two hand guards in use, wherein the breaking board being held by the instructor is in a horizontal orientation, according to an aspect of the present disclosure.

FIG. 7 is a front view of four hand guards being used by two instructors to hold a breaking board, according to an aspect of the present disclosure.

FIG. 8 is a side view of two instructors utilizing four hand guards to hold a breaking board, according to an aspect of the present disclosure.

FIGS. 9A-9H are perspective views of alternative configurations of a hand guard, according to aspects of the present disclosure.

DETAILED DESCRIPTION

The present disclosure is directed to devices which facilitate safe target striking. In particular, hand guards made in accordance with the present disclosure facilitate safe target striking for both the target holder and the striker without requiring moving parts (e.g., clamps). Such hand guards are compact and versatile. This enables targets of varying thicknesses to be held, as well enabling holding multiple targets simultaneously (e.g., holding several breaking boards at once).

Aspects of the present disclosure may be configured to facilitate safe target striking in a martial arts environment. For example, hand guards in accordance with the present disclosure facilitate board breaking exercises while protecting the board holder's hands from injury from wild strikes.

In an aspect, such hand guards protect the board holder's hands while enabling the board holder to place the heel of their hand against the back of the board in the same manner as the board would be held without using such hand guards. In this manner, the board holder may hold the board in a traditional manner and stance and still be protected. In other words, board holders (e.g., instructors) do not have to learn new holding stances. Rather, the learning curve of such hand guards is low, enabling the board holder to quickly and intuitively begin using such hand guards.

For the purposes of the present disclosure, a “target” is an object which an individual is attempting to strike. Targets include, but are not limited to, wooden breaking boards, synthetic breaking boards, rebreakable boards, padded striking targets, breakable objects, and the like. As will be appreciated to those skilled in the relevant art(s) after reading the description herein, hand guards made in accordance with the present disclosure may be utilized with other objects. For clarity of description of various aspects of the present disclosure, the target may be referred to as a “board” or “breaking board” however, the present disclosure should not be limited by such particularized usage. Rather, such terms may be used interchangeably with “target.”

As will be appreciated to those skilled in the relevant art(s) after reading the description herein, “holder” and “instructor” may each interchangeably refer to the individual or group of individuals holding the board. Similarly, “student” and “striker” may interchangeably refer to the person attempting to strike or break the board by striking the board with a portion of their body (e.g., hand, elbow, foot, knee, forehead, and the like) or with some device (e.g., a staff, nunchaku, and the like). The striker need not be a student. Rather, the striker may be an instructor. Similarly, the holder need not be an instructor. Students may hold the board during board breaking exercises while another individual attempts to strike the board.

Reference may be made to the front, back, left, right, top, and bottom portions of the hand guard. For the purposes of the present disclosure, the front portion of an item described (e.g., a breaking board, a hand guard) is that portion of the item which faces the student during a board breaking exercise, as depicted in FIG. 1. The top portion of an item described is that portion of the item which appears higher than other portions, from the perspective of the student. The left side of an item described is that portion of the item which appears on the left from the perspective of the student. When reference is made to a portion of the hand guard using such terms, such directions make reference to portions of the hand guard when it is in the orientation depicted by hand guard 102a. It is understood that such terms may refer to other spatial relationships when used in different contexts (e.g., the instructor's right thumb). Additionally, it is understood that such terms are used to clarify the present disclosure. The present disclosure should not be limited by such usage.

As will be readily apparent to those skilled in the relevant art(s), aspects of the present disclosure may possess right halves and left halves that are substantially identical. That is, the hand guard is symmetrical in that the right half of the hand guard device is a mirror image of the left half thereof. Accordingly, reference may be variously made to only the right side or the left side of the device. It will be understood that the other side of the device, while not specifically described, is constructed and functions in a similar manner to the portions described.

Referring now to FIG. 1, a perspective view of an instructor 106 using two hand guards 102 (labeled as hand guards 102a,b in FIG. 1) to hold a breaking board 104 while a student 108 attempts to strike board 104, according to an aspect of the present disclosure, is shown.

As shown in FIG. 1, during board breaking exercises, student 108 attempts to strike board 104 and break it with the force of their strike. Student 108 may strike board 104 with a foot, as shown. In other board breaking exercises, student 108 may attempt to strike board 104 with another portion of their body or another device. Often, due to student excitement, poor aim, or lack of concentration, student 108 will miss board 104 and their strike will land on the instructor's hand 110 (labeled, for clarity, only as hand 110a in FIG. 1). In particular, student 108 may strike the instructor's fingers 112 (labeled, for clarity, only as finger 112a in FIG. 1) or thumbs 114 (labeled, for clarity, only as thumb 114a in FIG. 1), causing injury. In an effort to minimize their exposure, instructor 106 may use only their fingertips to hold the front of board 104. While this position reduces the area of the hand exposed to potential wild strikes from student 108, it may position the instructor's knuckles in a more injury prone position.

Hand guards 102 may be utilized as shown in FIG. 1 in order to protect instructor fingers 112, thumbs 114, and other portions of their hands 110. Hand guard 102 may be at least partially constructed of a rigid material, such as ABS plastic, a polymer, metal, or wood. Hand guard 102 is configured to absorb and channel impact forces around the instructor's fingers 112 and such that wild strikes which land on hand guard 102 do not injure instructor 106.

In order to utilize hand guard 102, instructor 106 inserts at least a portion of hand 110 into hand guard 102 and then uses hand guard to hold board 104. In an aspect, instructor 106 inserts fingers 112 into hand guards 102 and grasps board 104 on the top and bottom portions of board 104 in a manner similar to the grasping configuration used when hand guards 102 are not utilized. That is, instructor 106 holds board 104 by gripping board 104 between their hand guard-protected fingers 112 and the heel of their hand 110. Thumb 114 is positioned along the top edge of board 104, behind the front face of hand guard 102, such that no portion of hand 114 is exposed to potential strikes from student 108.

Referring now to FIG. 2, a side view of hand guard 102, according to an aspect of the present disclosure, is shown.

Hand guard 102 is configured to both protect instructor 102 and facilitate holding of board 104. Hand guard 102 may be designed to easily slip on and off hand 110, facilitating ease of use. In some aspects, hand guard 102 is a single piece containing no moving parts, thereby increasing durability and simplicity.

Hand guard 102 comprises a blocking surface 202, a grip 208, and a stabilizer 210.

In an aspect, the outer edges of hand guard 102 are curved in order to reduce the chance of injury to student 108 and instructor 106 when a wild strike impacts hand guard 102.

Blocking surface 202 is located on the front of hand guard 102. When hand guard 102 is used, blocking surface 202 is the surface exposed to potential strikes from student 108, rather than hand 110. Blocking surface 202 comprises a rigid member, configured to protect hand 110 from wild strikes without substantial deformation (i.e. without the compression of the surfaces of padded gloves). Avoiding substantial deformation of blocking surface 202 allows hand guard 102 to absorb and channel impact forces around fingers 112 and thumb 114, thereby preventing injury.

Blocking surface 202 may be, for example, a plate, an L-shaped surface, or a curved surface. Blocking surface 202 shown in FIG. 2 is a curved surface. Such curvature may be preferred in some aspects because a smoothly curving blocking surface 202 is less likely to injure student 108 if, for example, their foot strikes hand guard 102. In an aspect, blocking surface 202 is a curved surface with an arc that follows the general curvature of fingers 112 gripping board 104 (i.e. the curvature of the top portion of fingers 112 when fingers 112 are curled inward in a gripping position).

In the aspect depicted in FIG. 2, the front of hand guard 102 is blocking surface 202. Blocking surface 202 is a curved surface having dimensions of five and a half inches wide and two and three-quarters inches tall.

On a front portion, blocking surface 202 may further comprise a padding layer (not depicted in FIG. 2). The padding layer may be configured to further reduce impact forces imparted on hand guard 102 by a wild strike. Additionally, padding layer may be configured to reduce impact forces imparted on the student 108 from a wild strike. Padding layer may cover the entire front surface of hand guard 102 and comprise an air bladder, foam, rubber, vinyl nitrile foam, thermoplastic urethane foam, or the like.

Blocking surface 202 may comprise side extensions 204 and top extension 206.

Top extension 206 is configured to protect the back of hand 110 from wild strikes. Top extension 206 may be sufficiently tall and wide to eliminate exposure of the back of hand 110 to student 108 when hand guard 102 is being used to hold board 104 as depicted in FIG. 1. In an aspect, top portion may be approximately one and a quarter inches tall and three and a half inches wide, thereby providing sufficient surface area to protect the back of a typical adult's hand.

Side extensions 204 may be configured to protect thumb 114 from wild strikes. Side extension 204 may be sufficiently tall and wide to eliminate exposure of thumb 114 to student when hand guard 102 is being used to hold board 104 as depicted in FIG. 1. In an aspect, the right side extension 204a is one and a half inches tall and one inch wide, thereby providing sufficient surface area to protect a typical adult's thumb.

Hand guards 102 may be symmetrical and comprise two side extensions 204. Inclusion of two side extensions 204 enables hand guard 102 to be used by either instructor's right hand or instructor's left hand. In other words, such symmetry enables ambidextrous use.

In another aspect, hand guard 102 comprises a single side extension 204. Here, side extension 204 may be configured to protect thumb 114 of either the right or the left hand. Such hand guards 102 are not designed for ambidextrous use but, may have a smaller profile.

Hand guard 102 is designed to facilitate holding board 104. In an aspect, grip 208 enables instructor 106 to utilize hand guard 102. Grip 208 provides a surface, cavity, or other area where hand 110 may hold hand guard 102 in a manner that protects hand 110 from wild strikes.

Stabilizer 210 assists board 104 holding. Stabilizer 210 may contact a portion of board 104. Unlike the uneven, malleable surface of the palm of the hand, stabilizer 210 may be configured to provide an even, rigid surface to contact board 104. Such uniformity enabling more secure holding of board 104. In an aspect, stabilizer 210 is an L-shaped member configured to conform to a portion of the front and top surfaces of board 108. In conjunction with pressure applied by the heel of hand 110, stabilizer 210 holds board 104 in place during board breaking exercises.

Stabilizer 210 may be three and a half inches long with legs measuring half-inch and one inch. The one-inch leg may contact the front surface of board 104 and the half-inch leg may contact the top surface of board 104. This stabilizer 210 may be used with boards of varying thicknesses, such as half-inch, one inch, or one and a half inches. The dimensions of stabilizer 210 may be varied in order to accommodate boards 104 of other configurations.

In some aspects, a gripping layer is applied to the stabilizer surface in order to assist holding board 104. Gripping surface may be a ridged or ribbed surface. Gripping surface may also be an adhesive layer. In yet another aspect, gripping surface may be grip tape as used on pole vaulting poles, hockey sticks, and the like. As will be appreciated to those skilled in the relevant art(s) after reading the description herein, gripping surface may be another material or configuration.

In another aspect, stabilizer 210 is a device which holds board 104 in place without the assistance of hand 110. Such stabilizers 104 may be a vice grip, a clamp, or a rigid slot configured such that board 104 may be inserted into the slot and retained by friction.

Referring now to FIG. 3, a rear perspective view of hand guard 102, according to an aspect of the present disclosure, is shown.

Grip 208 comprises a cavity defined by sidewalls 304, a grip ceiling 302, and a grip floor 306. The cavity may be additionally defined by a grip bottom (not shown). In the aspect depicted in FIG. 3, no grip bottom exists because grip ceiling 302 curves with the profile of blocking surface 202 and intersects the L-shaped grip floor. Similarly, grip floor 306 has an L-shaped profile similar to the bottom shape of stabilizer 210. The surfaces with define the cavity of grip 208 may be rigid surfaces. The cavity may be of sufficient width to accommodate four curled fingers of an average adult hand. The cavity may be approximately three and a half inches wide.

Fingers 112 are inserted into the cavity and contact at least one of the surfaces that define the cavity. In an aspect, fingers 112 do not contact grip ceiling 302 during hand guard use in order to maximize the absorption and channeling of impact forces around fingers 112.

In an aspect, one or more inner surfaces of the cavity are at least partially covered by a shock absorbing material. For example, grip ceiling 302 may additionally comprise a shock absorbing foam covering its entire interior surface in order to further absorb impact forces from wild strikes. The shock absorbing material may be an air bladder, foam, rubber, vinyl nitrile foam, thermoplastic urethane foam, or the like. Similarly, the back surface of side extension 204 may further comprise a shock absorbing material.

In another aspect, one or more inner surfaces of the cavity are at least partially configured to increase gripping power. Such surfaces may be ridged or ribbed. In another aspect, such surfaces comprise grip tape, as used on pole vaulting poles, hockey sticks, and the like. As will be appreciated to those skilled in the relevant art(s) after reading the description herein, surface may be configured in another manner or comprise additional materials in order to increase gripping power.

Referring now to FIG. 4, a top view of hand guard 102, providing a view of where instructor 106 inserts hand 110 into grip 208, according to an aspect of the present disclosure, is shown.

Grip 208 provides an open back which enables instructors 106 with a variety of hand sizes to use hand guard 102. Additionally, it enables instructor 106 to use hand guard 102 while wearing additional equipment, such as a padded glove.

In another aspect, grip 208 may be a different configuration such as a pistol grip, a T-grip, or the like.

In yet another aspect, hand guard 102 may comprise top extension 206 which is configured to curve around the top of hand 110, providing additional protection.

Referring now to FIG. 5, a side view of two hand guards 102 being used by instructor 106, according to an aspect of the present disclosure, is shown.

FIG. 5 depicts instructor 106 holding board 104 in a fashion similar to FIG. 1. That is, instructor 106 holds board 104 by gripping board 104 between their hand guard-protected fingers 112 (not labeled, for clarity, in FIG. 5) and the heel of their hand 110 (not labeled, for clarity, in FIG. 5). Thumb 114 (labeled, for clarity, only as thumb 114a in FIG. 5) is positioned along the top edge of board 104, behind side extension 204 (not labeled, for clarity, in FIG. 5), such that no portion of hand 114 is exposed to potential strikes from student 108.

Thumb 114 may additionally grip the outer portion of sidewall 304 (labeled, for clarity, only as sidewall 304a in FIG. 5). This may provide additional gripping power and stability when using hand guard 102 to hold board 104.

Outer portion of sidewall 304 may be further configured to increase gripping power. It may be ridged or ribbed. In another aspect, the outer portion of sidewall may comprise grip tape, as used on pole vaulting poles, hockey sticks, and the like. As will be appreciated to those skilled in the relevant art(s) after reading the description herein, the outer portions of sidewall 304 may be configured in another manner or comprise additional materials in order to increase gripping power.

When using hand guards 102 in the manner depicted in FIG. 5, instructor 106 may quickly move broken pieces of board 104 away from student 108 after student 108 has broken board 104. This eliminates the risk of cutting, scratching, or otherwise harming student 108 with such broken pieces. Additionally, as shown in FIG. 5, there is no frame supporting board 104. Thus, student 108 is not in danger of injuring himself if the follow through of their strike carries him a significant distance past the front surface of board 104.

Referring now to FIG. 6, a side view of two hand guards 102 in use, wherein board 104 being held by instructor 106 is in a horizontal orientation, according to an aspect of the present disclosure, is shown.

As shown in FIGS. 5 and 6, hand guards 102 (labeled, for clarity, only as hand guard 102b in FIG. 6) may be used while holding board 104 in a variety of orientations and angles because hand guard 102 is low profile and does not limit the angles board 104 may be positioned in. Hand guard 102 enables the instructor's arms to absorb impact forces from both successful and wild strikes at board 104 in the same manner as such forces would be absorbed in the absence of hand guards 102. That is, the heel of hand 110 (not labeled, for clarity, in FIG. 6) is pressed firmly against board 104 and absorbs impact forces from board 104.

Hand guards 102 may be used in combination with rebreakable boards. When used in combination with rebreakable boards, a pair of students may practice board breaking exercises repeatedly. One student may hold the rebreakable board with hand guards 102, while the other student practices board breaking exercises. The student holding the rebreakable board is protected by hand guards 102.

Referring now to FIG. 7, a front view of four hand guards 102 being used by two instructors 106 to hold board 104, according to an aspect of the present disclosure, is shown.

For larger boards 104, or boards 104 which are more difficult to break, it may be desirable for more than one instructor 106 to hold board 104. Because hand guard 102 is low profile and versatile, two or more instructors 104 may hold board 104 while utilizing hand guards 104. Positionability and orientation of board 104 is maintained in such a configuration.

Referring now to FIG. 8, a side view of two instructors 106 utilizing four hand guards 102 to hold board 104, according to an aspect of the present disclosure, is shown.

As shown in FIG. 8, instructor 108 hand position when two instructors are utilizing hand guards 102 to hold board 104 is not significantly different compared to a single instructor 106 holding board 104 or when two instructors 106 hold board 104 without the aid of hand guards 102.

Referring now to FIGS. 9A through 9H, perspective views of alternative configurations of hand guard 102, according to aspects of the present disclosure, are shown.

Top extension 206 may be extended in some aspects. Such configurations may provide additional protection for portions of hand 110. The cavity portion of grip 208 may be similarly enlarged in order to accommodate hand 110.

Stabilizer 210 may further comprise retaining lip 902. Retaining lip 902 is positioned along the portion of stabilizer which contacts the top edge of board 104. Retaining lip 902 is configured to assist holding board 104 in place. Where stabilizer 210 is an L-shaped member retaining lip 902 may be positioned a distance equal to the thickness of board 104 away from the front leg of stabilizer 210. In another aspect, retaining lip 902 is positioned an integer multiple of such a distance away from the front leg of stabilizer 210.

While various aspects of the present disclosure have been described above, it should be understood that they have been presented by way of example and not limitation. It will be apparent to persons skilled in the relevant art(s) that various changes in form and detail can be made therein without departing from the spirit and scope of the present disclosure. Thus, the present disclosure should not be limited by any of the above described exemplary aspects, but should be defined only in accordance with the following claims and their equivalents.

In addition, it should be understood that the figures in the attachments, which highlight the structure, methodology, functionality and advantages of the present disclosure, are presented for example purposes only. The present disclosure is sufficiently flexible and configurable, such that it may be implemented in ways other than that shown in the accompanying figures. As will be appreciated by those skilled in the relevant art(s) after reading the description herein, certain features from different aspects of the present disclosure may be combined to form yet new aspects of the present disclosure.

Further, the purpose of the foregoing Abstract is to enable the U.S. Patent and Trademark Office and the public generally and especially the scientists, engineers and practitioners in the relevant art(s) who are not familiar with patent or legal terms or phraseology, to determine quickly from a cursory inspection the nature and essence of this technical disclosure. The Abstract is not intended to be limiting as to the scope of the present disclosure in any way.

Hand Guard for Striking Targets

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CROSS-REFERENCE TO RELATED APPLICATION

Provisional Applications (1)