ICE SKATING TEACHING APPARATUS AND METHOD

Description

FIELD OF THE INVENTION

The invention generally relates to methods of teaching improved ice-skating skills and associated apparatuses. More specifically, the invention relates to a practice pad providing visual markers to help ice skaters improve their stride mechanics while utilizing teaching methods.

BACKGROUND

Ice-skating is a complex motor skill requiring a high level of coordination and a significant investment of effort to develop a proper skating technique. In competitive ice hockey a player's skating technique often defines the player's performance ceiling. Speed, power, agility and technique must come together in a seamless union with technique leading the way. Similarly, in competitive speed skating, proper technique is a key to success. Fortunately, skating technique can be improved with dedicated practice and attention to detail.

There are many opportunities for improving skating technique including practice on ice. However, ice time is expensive thus making it desirable to have non-ice alternatives for developing ice-skating skills and techniques. Various non-ice teaching methods are available. This includes following a list of steps beginning with a ready stance and general position of a student's feet. A list of steps is helpful but requires mental focus and does not teach muscle memory. To be fluid and natural a skating technique must be internalized and become second nature through repetitive practice. This allows a hockey player to focus mental energy on the art of playing the game, or the speed skater to focus on winning the race.

In addition to teaching methods, various apparatuses exist to help teach proper skating technique. As an example, a slide board allows a student to slide from side to side on a smooth surface while wearing “booties.” Other than teaching lateral motion no full skating technique is learnable through using this system. Another type of training machine offers a V-shaped platform and footholds that move along each branch of the V-shaped platform. In use a student places each foot on the footholds and moves them in a standard skating pattern. This system locks the student into following the same sequence without variation in a robotic like motion. It also does not allow the student to move their feet in a proper skating motion or point their toe (or the toe of their skate) downward on the leg extending backwards at the end of the movement. Further, many similar machines are not suited for allowing a student to practice skating technique while wearing skates and moving through the full progression of movements. Therefore, there is opportunity to improve on teaching methods and use improved apparatuses to teach skating technique.

Other systems exist as well, some requiring substantial space such as systems using a harness to hold a skater in place over ice, or a simulated ice surface. Another system includes a skating treadmill which is cost prohibitive for most students and training organizations. While all of these systems have merit, their use is limited and their cost is higher than what is suitable for a typical student.

Experienced trainers such as Carrie Keil, a power skating instructor for over thirty years in Ann Arbor, Mich., have taught key fundaments for skating technique including a student's posture. According to her teaching, “just like a toddler learning to walk, skaters need to begin with the basics.” See Publication of USA Hockey, by Mike Doyle, Sep. 7, 2020. Ms. Keil has identified keys to a good stride. For example, “If your posture is incorrect, it lends itself to other incorrect motor patterns. Players who tend to lean forward too much tend to have that wide, railroad short choppy stride.” Id. Ms. Keil added, “The most important things are going to be your knees and hip flexion which is a fancy word for knee bend and being able to flex at the hips because you have to be able to get down low so that when you take a skating stride, you get a long stride and full extension.” Id. Therefore, opportunity exists for using new teaching methods and systems to better implement Ms. Keil's philosophies and those of other experts in the field.

SUMMARY OF THE INVENTION

The present embodiments comprise a teaching apparatus and methods that provide a student with a convenient, easy to use, cost effective system that will develop a student's skating technique. In a nonlimiting embodiment the invention includes a skating stride training system, comprising a plurality of visual cues in generally planar array on a base. The visual cues are arranged relative to one another in right and left directions lateral to a longitudinal axis. The visual cues are arranged relative to one another in forward and rearward directions with respect to the longitudinal axis. The visual cues comprise a pair of forward markers and a pair of rearward markers. The forward markers and rearward markers are disposed about the longitudinal axis. The rearward markers are disposed rearward relative to the forward markers along the longitudinal axis. The forward markers providing a cue for a starting position for a user's feet and the rearward markers providing a cue for a starting position for a user's feet. The visual cues further include a top center agility target disposed on the longitudinal axis, the top center agility target disposed mostly forward of said forward markers. The visual cues further include a left agility target and a right agility target, the left agility target and right agility target are disposed rearward relative to said forward markers. The left agility target is disposed left relative to the rearward markers and the right agility target is disposed right relative to the rearward markers. The left agility target is disposed at a left rearward, generally 45 degree angle with respect to the longitudinal axis and relative to the forward markers. The right agility target is disposed at a right rearward, generally 45 degree angle with respect to the longitudinal axis and relative to the forward markers.

The visual cues further comprise a forward left range of motion target and a forward right range of motion target, the forward left range of motion target is disposed generally left relative to the forward markers and the forward right range of motion target is disposed generally right relative to the forward markers

The visual cues further comprise a middle center agility target disposed on the longitudinal axis, the middle center agility target is disposed between the rearward markers. The visual cues further comprise a rearward center agility target disposed on the longitudinal axis, the rearward center agility target is disposed rearward of said rearward markers. The visual cues further comprise a rearward left range of motion target and a rearward right range of motion target, the rearward left range of motion target is disposed generally left relative to the rearward center agility target and the rearward right range of motion target are disposed generally right relative to said rearward center agility target.

The skating stride training system as described above, wherein the base is a mat or a pad.

The skating stride training system as described above, wherein the visual cues further comprise a left skating stride guide and a right skating stride guide, the left skating stride guide extending from the forward markers to the left agility target and the right skating stride guide extending from the forward markers to the right agility target.

The skating stride training system as described above, wherein the agility targets provide a cue for a rapid whole-body movement having a change in velocity or a change in direction in response to a stimulus.

The skating stride training system as described above, wherein the range of motion targets provide a cue for the distance in a direction a body part is intended to move in response to a stimulus.

The skating stride training system as described above, further comprising instructions to execute a movement incorporating one or more of the visual cues.

The skating stride training system as described above, wherein the instructions to execute a movement incorporate at least one agility target.

The skating stride training system as described above, wherein the instructions include movements to execute a single leg stride, the instructions including locating a user's feet on the forward markers, bending the user's right knee while extending the user's left foot toward the left agility target at a 45-degree angle from the forward markers and targeting a 90-degree bend in the user's right knee while maintaining posture and then returning the left foot to the forward markers.

The skating stride training system as described above, wherein the instructions to execute a movement incorporate at least one range of motion target.

The skating stride training system as described above, wherein the instructions include movements to execute a curtsy to crossover combo, the instructions including locating a user's feet on the rearward markers, curtsy right foot to the rearward left range of motion target, then returning the right foot to the rearward markers and then crossing over left foot with right foot to forward left range of motion target with the right foot then returning the right foot to said rearward markers.

The skating stride training system as described above, wherein the instructions to execute a movement incorporate at least one agility target and at least one range of motion target.

The skating stride training system as described above, wherein the instructions include movements to execute a stride to curtsy combo, the instructions including locating a user's feet on said rearward markers, bending the user's right knee while executing a toe tap by extending the user's left foot toward said left agility target, then curtsy left foot behind the right to said rearward right range of motion target, and then return left foot to said rearward markers.

In another nonlimiting embodiment, the invention includes a skating stride training system, comprising a plurality of visual cues disposed in generally planar array on a base, said visual cues comprising at least one pair of foot markers, at least one agility target, and at least one range of motion target.

The skating stride training system as described above, comprising a pair of forward markers and a pair of rearward markers, the rearward markers being disposed rearward relative to the forward markers.

The skating stride training system as described above, comprising a plurality of agility targets arranged in a rhomboid pattern, including a top center agility target disposed at the top vertex, a left agility target disposed at the left vertex and a right agility target disposed at the right vertex, a rearward center agility target at the bottom vertex and a middle center agility target disposed at the center of the rhomboid pattern.

The skating stride training system as described above, wherein the top center agility target is disposed between the pair of forward markers.

The skating stride training system as described above, comprising a plurality of range of motion targets arranged in a square pattern, including a forward left range of motion target and a forward right range of motion target disposed at corresponding top left and top right vertices of a square, a rearward left range of motion target and a rearward right range of motion target disposed at corresponding bottom left and bottom right vertices of the square pattern.

The skating stride training system as described above, wherein said forward left range of motion target is disposed generally left relative to the forward markers and the forward right range of motion target is disposed generally right relative to the forward markers.

In another nonlimiting embodiment of the invention, a skating stride training system, comprising, a mat, the mat having a generally planar surface, a plurality of visual cues disposed upon the surface of the mat, the visual cues arranged relative to one another in right and left directions lateral to a longitudinal axis and the visual cues arranged relative to one another in forward and rearward directions with respect to the longitudinal axis. The visual cues comprise a pair of forward markers and a pair of rearward markers, the forward markers and rearward markers are disposed about the longitudinal axis, the rearward markers are disposed rearward relative to the forward markers along the longitudinal axis. The forward markers providing a cue for a starting position for a user's feet and the rearward markers providing a cue for a starting position for a user's feet. The visual cues further comprising a top center agility target disposed on the longitudinal axis, said top center agility target disposed mostly forward of said forward markers. The visual cues further comprising a left agility target and a right agility target, the left agility target and right agility target disposed rearward relative to said forward markers, said left agility target disposed left relative to the rearward markers and the right agility target disposed right relative to the rearward markers, the left agility target disposed at a left rearward, generally 45-degree angle with respect to the longitudinal axis and relative to the forward markers, and the right agility target disposed at a right rearward, generally 45 degree angle with respect to the longitudinal axis and relative to the forward markers. The visual cues further comprising a forward left range of motion target and a forward right range of motion target, the forward left range of motion target is disposed generally left relative to the forward markers and the forward right range of motion target is disposed generally right relative to the forward markers. The visual cues further comprising a middle center agility target disposed on the longitudinal axis, the middle center agility target disposed between the rearward markers. The visual cues further comprising a rearward center agility target disposed on the longitudinal axis, the rearward center agility target disposed rearward of the rearward markers. The visual cues further comprising a rearward left range of motion target and a rearward right range of motion target, the rearward left range of motion target is disposed generally left relative to said rearward center agility target and the rearward right range of motion target is disposed generally right relative to the rearward center agility target

The skating stride training system as described above, further comprising instructions incorporating one or more of the visual cues to execute a movement.

In another nonlimiting embodiment of the invention, a method of training skating stride, comprises providing a plurality of visual cues comprising at least one pair of foot markers, at least one agility target and at least one range of motion target, the visual cues being arranged relative to one another in right and left directions lateral to a longitudinal axis and the visual cues arranged relative to one another in forward and rearward directions with respect to the longitudinal axis, and providing instructions to execute a movement incorporating one or more of the visual cues.

The method of training skating stride as described above, wherein the visual cues comprise a plurality of agility targets arranged in a rhomboid pattern, including a top center agility target disposed at the top vertex, a left agility target disposed at the left vertex and a right agility target disposed at the right vertex, a rearward center agility target at the bottom vertex and a middle center agility target disposed at the center of the rhomboid pattern.

The method for training skating stride as described above, wherein the visual cues comprise a plurality of range of motion targets arranged in a square pattern, including a forward left range of motion target and a forward right range of motion target disposed at corresponding top left and top right vertices of a square, a rearward left range of motion target and a rearward right range of motion target disposed at corresponding bottom left and bottom right vertices of the square pattern.

The method for training skating stride as described above, wherein the visual cues comprise a pair of forward markers and a pair of rearward markers, where the rearward markers are disposed rearward relative to the forward markers.

The method for training skating stride as described above, wherein the instructions to execute a movement incorporate at least one agility target.

In another nonlimiting embodiment of the invention, a method for training skating stride, comprises providing a mat having a plurality of visual cues disposed upon a generally planar surface of the mat, the visual cues comprising at least one pair of foot markers, at least one agility target and at least one range of motion target, the visual cues being arranged relative to one another in right and left directions lateral to a longitudinal axis and the visual cues arranged relative to one another in forward and rearward directions with respect to the longitudinal axis, and providing instructions to execute a movement incorporating one or more of the visual cues.

BRIEF DESCRIPTION OF THE DRAWINGS

Advantages of the invention will be readily appreciated as the same becomes better understood by reference to the following detailed description when considered in connection with the accompanying drawings, wherein:

FIG. 1 is a plan view of one embodiment of a stride trainer pad having a plurality of visual cues disposed thereon;

FIG. 2A is a schematic depiction of a trainee preparing to execute a single leg stride using the stride trainer pad of FIG. 1, with the trainee's feet positioned on forward markers and toes facing forward, knees bent at about a 90-degree angle;

FIG. 2B is a schematic depiction of the trainee executing a single leg stride using the stride trainer pad of FIG. 1, with the trainee's right foot positioned on one of the forward markers and toes facing forward, with the trainee's right knee targeting a deep knee bend with the left foot having followed along a left skating stride guide toward a left agility target;

FIG. 2C is a schematic depiction of the trainee executing a single leg stride using the stride trainer pad of FIG. 1, with the trainee's left foot positioned on one of the forward markers and toes facing forward, with the trainee's left knee targeting a deep knee bend with the right foot having followed along a right skating stride guide toward a right agility target;

FIG. 2D is a schematic depiction of the trainee executing a high knee following a left single leg stride as seen in FIG. 2B.

FIG. 2E is a schematic depiction of the trainee executing a high knee and hop following a left single leg stride as seen in FIG. 2B.

FIG. 3A is a schematic depiction of the trainee preparing to execute a curtsy using the stride trainer pad of FIG. 1, with the trainee's feet positioned on rearward markers and toes facing forward, knees slightly bent with a middle center agility target between the trainee's feet;

FIG. 3B is a schematic depiction of the trainee executing a left leg curtsy using the stride trainer pad of FIG. 1;

FIG. 3C is a schematic depiction of the trainee executing a right leg curtsy using the stride trainer pad of FIG. 1;

FIG. 3D is a schematic depiction of the trainee executing a left leg floating curtsy using the stride trainer pad of FIG. 1;

FIG. 3E is a schematic depiction of the trainee executing a high knee using the stride trainer pad of FIG. 1;

FIG. 4A is a schematic depiction of the trainee executing a crossover with the right leg while using the stride trainer pad of FIG. 1;

FIG. 4B is a schematic depiction of the trainee executing a crossover with the left leg while using the stride trainer pad of FIG. 1;

FIG. 5A is a schematic depiction of the trainee preparing to execute a dot stride to curtsy combo using the stride trainer pad of FIG. 1;

FIG. 5B is a schematic depiction of the trainee executing a dot stride with the left leg while using the stride trainer pad of FIG. 1;

FIG. 5C is a schematic depiction of the trainee executing a curtsy combo with the left leg while using the stride trainer pad of FIG. 1;

FIG. 5D is a schematic depiction of the trainee executing a high knee with the left leg while using the stride trainer pad of FIG. 1;

FIG. 5E is a schematic depiction of the trainee executing a circle stride with the left leg while using the stride trainer pad of FIG. 1;

FIG. 5F is a schematic depiction of the trainee executing a dot tap of the top center agility target with the left foot while using the stride trainer pad of FIG. 1;

FIG. 5G is a schematic depiction of the trainee executing a dot tap of the rearward center agility target with the left foot while using the stride trainer pad of FIG. 1;

FIG. 5H is a schematic depiction of the trainee executing a lateral lunge with the left foot while using the stride trainer pad of FIG. 1;

FIG. 6A is a schematic depiction of the trainee preparing to execute a forward lunge while using the stride trainer pad of FIG. 1;

FIG. 6B is a schematic depiction of the trainee executing a forward lunge with the left leg while using the stride trainer pad of FIG. 1;

FIG. 6C is a schematic depiction of the trainee preparing to execute a backwards lunge while using the stride trainer pad of FIG. 1;

FIG. 6D is a schematic depiction of the trainee executing a backwards lunge with the left leg while using the stride trainer pad of FIG. 1;

FIG. 7A is a schematic depiction of the trainee executing a lateral jump stride to the left while using the stride trainer pad of FIG. 1;

FIG. 7B is a schematic depiction of the trainee executing a lateral jump stride to the right while using the stride trainer pad of FIG. 1;

FIG. 7C is a schematic depiction of the trainee executing a knee down after a lateral jump stride while using the stride trainer pad of FIG. 1;

FIG. 7D is a schematic depiction of the trainee executing a high knee after a lateral jump stride while using the stride trainer pad of FIG. 1;

FIG. 8A is a schematic depiction of the trainee preparing to execute a rotate hip and foot switch while using the stride trainer pad of FIG. 1; and

FIG. 8B is a schematic depiction of the trainee executing a rotate hip and foot switch while using the stride trainer pad of FIG. 1;

For the purposes of promoting an understanding of the principles of the embodiments, reference will now be made to the embodiments illustrated in the drawings and specific language will be used to describe the same. It will nevertheless be understood that no limitation of the scope of the embodiments is thereby intended. Any alterations and further modifications in the described embodiments, and any further applications of the principles of the embodiments as described herein are contemplated as would normally occur to one skilled in the art to which the embodiment relates.

DETAILED DESCRIPTION OF THE DRAWINGS

The subject embodiments of the invention relate to a system for teaching ice-skating techniques including a stride trainer pad to use while practicing the techniques. The system, including the stride trainer pad and methods is particularly suitable for teaching ice hockey techniques. Although more attention is devoted to ice hockey, the teachings of the invention have application to other ice-skating related sports including, but not limited to speed skating and figure skating.

Skating is the first skill players learn in the game of hockey. It's a skill that sets it apart from all the other sports and one that is absolutely necessary in order to succeed on the ice. The skating stride is the foundation of any hockey player—it is one of, if not the most important parts of a player's game. Becoming a great skater takes time. From a physical standpoint, an optimal skating position and stride requires foot and single-leg stability, ankle and hip mobility and a strong lower body. If any of these areas are lacking, a player's skating stride will be lacking.

The invention improves skating stride by teaching proper technique, developing muscle memory of the proper technique, and strengthening the muscles needed to execute the technique. Importantly, the invention helps isolate discrete components of a stride thus allowing for strengthening the required muscle groups and help the skater get into proper position. As another advantage, the invention will help prevent injury by teaching proper technique and body mechanics. The invention is a multifunctional, multi-directional off-ice training aid that focuses on reinforcing proper skating mechanics, posture, injury prevention and techniques for hockey specific training. The system of the invention will improve the trainee's overall athleticism. Further, the system is designed for use by beginners to advanced athletes.

The system of the invention is designed to reinforce strong skating mechanics, teach posture and technique while enhancing the following: coordination; balance; agility; quickness; speed; power/explosiveness; and recovery. Each of the disclosed training exercises are designed to focus on the fundamentals of the skating stride and help with injury prevention, flexibility, lower body strength and single leg stability. The system teaches a trainee to center their weight over their hips, gliding foot, knee and skate so that when the trainee takes a stride they will exert 100% of their power potential with their weight and leg strength. The stride trainer pad is compact, light in weight and inexpensive when compared to other stride teaching apparatuses.

More particularly with reference to FIG. 1, in a nonlimiting embodiment, the system of the invention includes a stride trainer pad 10 having a base 12. The base 12 is a pad, a mat or other similar construction. The base 12 is made of any suitable materials known to a person of skill in the art, including, but not limited to lightweight nitrile rubber. Advantageously, the base 12 can be made out of a material suitable for withstanding wear associated with a person wearing ice-skates while exercising on the base. The base 12 is rectangular and will be offered in one or more sizes such as four (4) by six feet (6) feet for adult users, and three (3) by five (5) feet for youth users. The base 12 will be approximately one-quarter inch thick. It should be appreciated that the invention is not limited to a specific size, shape, or thickness of the base 12, it being intended that the base 12 may be any size, shape or thickness. Advantageously, base 12 can be rolled up for easy storage and rolled out for use on any flat surface. The base 12 weighs approximately seven (7) to twelve (12) pounds.

The base 12 includes two forward markers 14 and two rearward markers 16 that include an outline of a right and left foot pattern. The forward markers 14 and rearward markers 16 are arranged relative to one another in right and left directions lateral to a longitudinal axis with the rearward markers 16 rearward of the forward markers 14. A user can position their right and left foot on the two forward markers 14 or rearward markers 16 as part of isolation exercises or agility exercises. The forward markers 14 and rearward markers 16 provide a cue for a starting point for a user's feet while performing exercises.

The base 12 further includes as visual cues a forward left range of motion target 18 and a forward right range of motion target 20. The forward left range of motion target 18 is positioned generally left relative to the forward markers 14 and the forward right range of motion target 20 is positioned generally right relative to the forward markers 14.

The base 12 further includes as a visual cue a top center agility target 22 positioned on the longitudinal axis. The top center agility target 22 is positioned mostly forward of the forward markers 14.

The base 12 further includes as visual cues a left skating stride guide 24 and a right skating stride guide 26. The left skating stride guide 24 extends from the forward markers 14 to a left agility target 28 and the right skating stride guide 26 extends from the forward markers 14 to a right agility target 32. The left agility target 28 is at a left rearward, generally 45-degree angle with respect to the longitudinal axis and relative to the forward markers 14, and the right agility target 32 is at a right rearward, generally 45-degree angle with respect to the longitudinal axis and relative to the forward markers 14. The left skating stride guide 24 and right skating stride guide 26 may be in the shape and form of an arrow as illustrated to help guide a user's feet from the forward markers 14 to the left agility target 28 or the right agility target 32.

The base 12 further includes as a visual cue a middle center agility target 30 positioned on the longitudinal axis. The middle center agility target 30 is positioned between the rearward markers 16.

The base 12 further includes as visual cues a rearward left range of motion target 34 and a rearward right range of motion target 38. The rearward left range of motion target 34 is positioned generally left relative to a rearward center agility target 36 and the rearward right range of motion target 38 is positioned generally right relative to the rearward center agility target 36.

In embodiments, not all of the identified visual cues are present on the base 12. Further, the representation of the visual cues can differ from what is illustrated in the drawings. It is the relative positioning of the visual cues that correlates with a user's positioning of their feet or skates for performing various exercises. In addition, the visual cues may be color coded to correspond to training instructions. For example, the top center agility target 22 may be colored yellow, the left agility target 28 may be colored red, the middle center agility target 30 may be colored white, the right agility target 32 may be colored green, and the rearward center agility target 36 may be colored blue. Other color assignments or using no colors can be made while following the teachings of the invention.

While using the visual cues on the stride trainer pad 10 a trainee is trained in deliberate practice, also known as deep practice. Purposeful and systematic training is key to building muscle memory and creating better athletes. This is accomplished by isolating certain skills into small components (sub-skills)—go through the training routine and see where the trainee falters. Detailed focus is then drawn to the areas needing the most attention. Deep/deliberate practice while using the teachings of the invention allows for focusing on component by component to ensure each element is strong until a full stride sequence is developed. The system of the invention provide a method for breaking down a skating stride to its essential parts, including: 1. Isolating a specific skill; 2. Breaking down the skill into sub-skills and target proper technique; 3. Combining and layering skills in a series of movements; 4. Allowing time to figure and explore minor improvements to techniques; 5. Forcing recall of techniques; and 6. Applying repetition to the techniques.

Each of the following described isolation exercises using the above describe stride trainer pad 10 teach skating techniques and require attention to a proper skating stride, including: 1. Nose over toes; 2. Arm across body; 3. Shoulder torque; 4. Stacking joints over glide foot; 5. Leaning into laces (feet); 6. Bending knee approximately 90-degrees; 7. Driving leg, pushing out from hip by extending 45-degrees and snapping toe; 8. Recovering extended stride leg off ground and underneath the hip and shoulder.

With further reference to FIGS. 2-8 several training method embodiments are described as exercises. A trainee 40 is seen on the stride trainer pad 10, having a right foot 42, a right leg 44, a right arm 46, hips 48, a left foot 50, a left leg 52 and a left arm 54. Although appearing to be an adult, the trainee 40 could be a child. Although the description and illustrations show the trainee 40 in shoes, it should be understood that the system and associated exercises can be performed with the trainee 40 wearing skates. Embodiments of training methods by following the visual cues on the stride trainer pad 10, include the following:

Exercise 1: Isolate Single Leg Stride—Left or Right Leg

This method teaches the basic hockey stride technique. With emphasis on FIGS. 2 and 3, the trainee 40 starts with the right foot 42 and left foot 50 on the forward markers 14. For isolation of a left leg stride the trainee 40 bends the knee of their right leg 44 about 90-degrees while the left leg 52 is worked backwards along the left skating stride guide 24 and extended out at a 45-degree angle off the hips 48. At the end of the stride the toe of the left foot 50 is snapped back and outwardly to complete the hockey stride. At the start, the forearm of the right arm 46 is raised at a 90-degree angle and as the left foot 50 follows along the left skating stride guide 24 the forearm of the left arm 54 is brought forward at a 90-degree angle above the hips 48. The left foot 50 is then returned to the forward markers 14 with the trainee 40 in the standing position. The motion is repeated several times to isolate the motion and focus on the technique.

The same motion and technique can then be followed on the right side using the right leg 44 and foot 42 in the described motion. With further emphasis on FIG. 2C, for isolation of a right leg stride the trainee 40 bends the knee of their left leg 52 about 90-degrees while the right leg 44 is worked backwards along the right skating stride guide 26 and extended out at a 45-degree angle off the hips 48. At the end of the stride the toe of the right foot 42 is snapped back and outwardly to complete the hockey stride. At the start, the forearm of the left arm 54 is raised at a 90-degree angle and as the right foot 42 follows along the right skating stride guide 26 the forearm of the right arm 46 is brought forward at a 90-degree angle above the hips 48. The right foot 42 is then returned to the forward markers 14 with the trainee 40 in the standing position.

Exercise 2: Isolate Single Leg Stride to High Knee—Left or Right Leg

This method teaches the basic hockey stride technique as described above (Exercise 1) with a high knee motion at the end of the stride. With emphasis on FIG. 2D, following the same example as above for a left leg stride, the motion as described above is followed except that at the end of the stride the trainee 40 raises the left leg 52 with the knee bent at a 90-degree angle before placing the left foot 50 back on the forward markers 14. The same motion and technique can then be followed on the right side raising the right leg 44 at a 90-degree angle at the end of the hockey stride.

Exercise 3: Isolate Single Leg Stride to High Knee with Hop—Left or Right Leg

This method teaches the basic hockey stride technique as described above (Exercises 1 and 2) with a hop at the end of the stride. With emphasis on FIG. 2E, following the same example as described in Exercise 2, at the end of the stride the trainee 40 hops on the right foot 42 above the forward markers 14 while also raising the left leg 52 with the knee bent at a 90-degree angle before placing the left foot 50 back on the forward markers 14. The same motion and technique can then be followed on the right side by hoping on the left foot 50 and raising the right leg 44 at a 90-degree angle at the end of the hockey stride.

Exercise 4: Isolate Alternating Single Leg Stride Left and Right Leg

The method teaches the basic hockey stride technique as described above in Exercise 1, but alternates between the left leg 52 and the right leg 44 as seen in FIGS. 2B and 2C.

Exercise 5: Isolate Curtsy—Left or Right Leg

This method teaches the trainee 40 a curtsy skating technique. With added reference to FIGS. 3A, and 3B, the trainee 40 begins with the left foot 50 and right foot 42 on the rearward markers 16. For isolation of a left leg 52 curtsy the left leg 52 is pushed backwards towards the rearward right range of motion target 38 in a curtseying motion while raising the forearm of the left arm 54 at a 90-degree angle. The left leg 52 is then returned to the rearward markers 16. Referring to FIG. 3C, for isolation of the right leg 44 curtsy the same method is followed but with the right leg 44 and right arm 46.

Exercise 6: Isolate Floating Curtsy—Left or Right Leg

This method is the same as Exercise 5 but, with reference to FIG. 3D, instead of touching the rearward right range of motion target 38 with the left foot 50, the trainee 40 holds their foot above the rearward right range of motion target 38 and balances on the right foot 42 before returning the to the rearward markers 16. For isolation of the right leg 44 curtsy the same method is followed but with the right leg 44 and right arm 46.

Exercise 7: Isolate Curtsy to High Knee—Left or Right Leg

This method teaches the same method as Exercise 5 except, with added reference to FIG. 3E, after performing the curtsy instead of returning to the rearward markers 16, the trainee 40 first lifts the knee of the left leg 52 at a 90-degree angle and then returns the left leg 52 to the rearward markers 16. The same method can be performed with the right leg 44.

Exercise 8: Isolate Crossover—Left or Right Leg

This method teaches the trainee 40 a crossover skating technique. The trainee 40 begins with the left foot 50 and right foot 42 on the rearward markers 16. With added reference to FIG. 4A, for isolation of a right leg 44 crossover the right foot 42 is moved forward to the forward left range of motion target 18 while raising the forearm of the left arm 54 at an at least 90-degree angle before returning the right foot 42 to the rearward markers 16. Referring to FIG. 4B, the same crossover technique can be performed with the left leg 52 by moving the left foot 50 forward to the forward right range of motion target 20 while raising the forearm of the right arm 46 at an at least 90-degree angle before returning the left foot 50 to the rearward markers 16.

Exercise 9: Isolate Curtsy to Crossover Combo—Left or Right Leg

This method teaches the trainee 40 a curtsy followed by a crossover skating technique. The trainee 40 first performs the left leg 52 curtsy as described in Exercise 5 followed by the left leg 52 crossover as described in Exercise 8. The trainee 40 can also perform the right leg 44 curtsy as described in Exercise 5 followed by the right leg 44 crossover as described in Exercise 8.

Exercise 10: Isolate Dot Stride to Curtsy Combo—Left or Right Leg

This method teaches the trainee 40 a hockey stride followed by a curtsy technique. Referring to FIGS. 5A, 5B and 5C, the trainee 40 starts with the right foot 42 and the left foot 50 on the rearward markers 16. Starting with the left leg 52 the trainee 40 moves the left foot 50 to the left agility target 28 in a similar stride as described in Exercise 1. Then, the left foot 50 is moved in the curtsy position as described in Exercise 5 to the rearward right range of motion target 38. As explained in relation to Exercises 1 and 5, the same method can be followed for the right leg 44.

Exercise 11: Isolate Dot Stride to Curtsy Combo to High Knee—Left or Right Leg

This method teaches the trainee 40 a hockey stride, followed by a curtsy which is then followed by a high knee technique. With added reference to FIG. 5D, after following the method taught in Exercise 10, the trainee 40 raises the knee of the left leg 52 at a 90-degree angle. The same method can be followed for the right leg 44.

Exercise 12: Isolate Circle Stride—Left or Right Leg

This method teaches the trainee 40 a hockey stride technique that circles back to a starting position. This method partially follows Exercise 1 by the trainee 40 starting with the right foot 42 and the left foot 50 on the forward markers 14. For isolation of the left leg stride the trainee 40 bends the knee of their right leg 44 about 90-degrees while the left leg 52 is worked backwards along the left skating stride guide 24 towards the left agility target 28, but instead of stopping there as in Exercise 1, with added reference to FIG. 5E, the trainee 40 circles the left foot 50 towards the rearward left range of motion target 34 before returning to the forward markers 14, in one continuous motion. The same method can be followed for the right leg 44.

Exercise 13: Isolate Three Taps Stride—Left or Right Leg

This method teaches the trainee 40 a balancing and coordination motion while taping three locations with the right or left foot. With added reference to FIGS. 5F and 5G, starting with the right foot 42 and the left foot 50 on the rearward markers 16 the trainee 40 moves the left foot 50 to the top center agility marker 22, and then to the left agility target 28, followed by moving the left foot 50 to the rearward center agility target 36. Then, the left foot 50 is moved back to the rearward markers 16. The same method can be followed for the right leg 44 by taping the right foot 42 to the top center agility target 22, and then the right agility target, followed by the rearward center agility target 36. It is also an option to alternate the method with the left leg 52 and right leg 44.

Exercise 14: Isolate Lateral Lunge Stride—Left or Right Leg

This method teaches the trainee 40 a balancing and coordination motion while lunging out laterally to the left or right. With added reference to FIG. 5H, starting with the right foot 42 and the left foot 50 on the rearward markers 16 the trainee 40 lunges the left foot 50 laterally outward to the left agility target 28 while bending the knee of the left leg 52 at about 90-degrees and maintaining the right leg 44 straight. The same method can be followed for the right leg 44. It is also an option to alternate the method with the left leg 52 and right leg 44.

Exercise 15: Isolate Lateral Lunge Stride to High Knee—Left or Right Leg

This method teaches the trainee 40 a balancing and coordination motion while lunging out laterally to the left or right as in Exercise 14, and then raising the knee of the lunging leg. A high-knee motion can also be the first motion. The same method can be followed for the right leg 44. It is also an option to alternate the method with the left leg 52 and right leg 44.

Exercise 16: Isolate Lateral Stride Alternate Left and Right Leg

This method teaches the trainee 40 an alternating hockey stride. The trainee 40 starts with the right foot 42 and the left foot 50 on the rearward markers 16. With reference to FIG. 5B, starting with the left leg 52 the trainee 40 moves the left foot 50 to the left agility target 28 in a similar stride as described in Exercise 1. After returning the left foot to the rearward markers 16, the right foot 42 is moved to the right agility target 32 in a similar stride as described in Exercise 1.

Exercise 17: Forward Lunge Left and Right Leg

This method teaches the trainee 40 a balancing and coordination motion while lunging forward. With added reference to FIGS. 6A and 6B, the trainee 40 starts with the right foot 42 and left foot 50 on the rearward right range of motion target 38 facing diagonally towards the forward left range of motion target 18. The trainee 40 then lunges the left foot 50 forward onto the forward left range of motion target 18 with a deep knee bend of the left leg 52, with the knee over the toes of the left foot 50, shoulders back and hands on hips or head for balance. The same method is followed with the right leg 44.

Exercise 18: Backwards Lunge Left and Right Leg

This method teaches the trainee 40 a balancing and coordination motion while lunging backwards. With added reference to FIGS. 6C and 6D, the trainee 40 starts with the right foot 42 and left foot 50 on the forward right range of motion target 20 with the trainee's back facing diagonally towards the rearward left range of motion target 34. The trainee 40 then lunges the left foot 50 backwards onto the forward left range of motion target 18 with a deep knee bend of the right leg 44, with the knee over the toes of the right foot 42, shoulders back and hands on hips or head for balance. The same method is followed with the right leg 44.

Exercise 19: Lateral Jump Stride

This method teaches the trainee 40 a balancing, coordination and strengthening exercise while laterally jumping from side to side on one leg. With added reference to FIGS. 7A and &B, the trainee 40 starts with the right foot 42 on or near the right agility target 32, and the knee of the left leg 52 bent at about 90-degrees and elevated above the base 12. The left arm 54 is raised across the body in a hockey stride type motion. The trainee 40 then jumps laterally to the left agility target 28 and lands with the left foot 50 on or near the left agility target 18. The right arm 46 is raised across the body in a hockey stride type motion. A lateral jump is then made back to the right agility target 32 and the method is repeated. This technique can be performed slowly at first to balance-pause on each leg before the next jump and then pick up the pace of jumping.

Exercise 20: Knee Down to Lateral Jump Stride

This method substantially follows Exercise 19, where the trainee 40 starts with one foot on the right agility target 32 or the left agility target 28 and jumps from side to side as described. With added reference to FIG. 7C, in this method, the knee of the other leg is placed on the base 12 prior to jumping from side to side.

Exercise 21: Lateral Jump Stride to High Knee Drive

This method substantially follows Exercise 19, where the trainee 40 starts with one foot on the right agility target 32 or the left agility target 28 and jumps from side to side as described. With added reference to FIG. 7D, in this method, after each jump the trainee raises the knee of the other leg at a 90-degree angle prior to making the next jump.

Exercise 22: Lateral Jump Stride to Single Leg Jump

This method substantially follows Exercise 22, where the trainee 40 starts with one foot on the right agility target 32 or the left agility target 28 and jumps from side to side followed by a high knee drive as described. In this method, the high knee drive includes an upward jump while raising the knee.

Exercise 23: Lateral Jump Stride Double Tap

This method substantially follows Exercise 19, where the trainee 40 starts with one foot on the right agility target 32 or the left agility target 28 and jumps from side to side as described. In this method, the trainee 40 first jumps on one leg to middle center agility target 30 before continuing to the right agility target 32 or the left agility target 28.

Exercise 24: Rotate Hip and Foot Switch

With reference to FIGS. 8A and 8B, in this method the trainee 40 starts with the right foot 42 on the right agility target 32 and the left foot 50 on the middle center agility target 30. The trainee 40 quickly rotates the hips 48 towards the trainee's right while moving the left foot 50 towards the right agility target 32 and the right foot 42 towards the middle center agility target 30. The trainee 40 then quickly returns to the starting position. The same type of exercise can be performed while starting with the left foot 50 on the left agility target 28 and the right foot 42 on the middle center agility target 30, and rotating the hips 48 towards the left while moving the right foot 42 towards the left agility target 28 and the left foot 50 towards the middle center agility target 30.

Thus, the system of the invention offers coaches, teams, and athletes a cost-effective way to increase hockey specific skating mechanics while developing better athletic skills, improving stride strength, and decreasing risk of injury or fatigue without spending time practicing on ice. Each of the exercises develops a skater's skating technique.

The invention has been described in an illustrative manner. It is to be understood that the terminology, which has been used, is intended to be in the nature of words of description rather than of limitation. Many modifications and variations of the invention are possible in light of the above teachings. Therefore, within the scope of the appended claims, the invention may be practiced other than as specifically described.

Claims

1. A skating stride training system, comprising: a plurality of visual cues disposed in generally planar array on a base, said visual cues arranged relative to one another in right and left directions lateral to a longitudinal axis and said visual cues arranged relative to one another in forward and rearward directions with respect to the longitudinal axis;said visual cues comprising a pair of forward markers and a pair of rearward markers, said forward markers and rearward markers disposed about the longitudinal axis, said rearward markers disposed rearward relative to said forward markers along the longitudinal axis, said forward markers providing a cue for a starting position for a user's feet and said rearward markers providing a cue for a starting position for a user's feet;said visual cues further comprising a top center agility target disposed on the longitudinal axis, said top center agility target disposed mostly forward of said forward markers;said visual cues further comprising a left agility target and a right agility target, said left agility target and right agility target disposed rearward relative to said forward markers, said left agility target disposed left relative to said rearward markers and said right agility target disposed right relative to said rearward markers, said left agility target disposed at a left rearward, generally 45-degree angle with respect to the longitudinal axis and relative to said forward markers, and said right agility target disposed at a right rearward, generally 45-degree angle with respect to the longitudinal axis and relative to said forward markers;said visual cues further comprising a forward left range of motion target and a forward right range of motion target, said forward left range of motion target disposed generally left relative to said forward markers and said forward right range of motion target disposed right disposed generally right relative to said forward markers;said visual cues further comprising a middle center agility target disposed on the longitudinal axis, said middle center agility target disposed between said rearward markers;said visual cues further comprising a rearward center agility target disposed on the longitudinal axis, said rearward center agility target disposed rearward of said rearward markers; andsaid visual cues further comprising a rearward left range of motion target and a rearward right range of motion target, said rearward left range of motion target disposed generally left relative to said rearward center agility target and said rearward right range of motion target disposed generally right relative to said rearward center agility target.
2. The skating stride training system of claim 1, wherein said base is one of a mat and a pad.
3. The skating stride training system of claim 1, wherein said visual cues further comprise a left skating stride guide and a right skating stride guide, said left skating stride guide extending from said forward markers to said left agility target and said right skating stride guide extending from said forward markers to said right agility target.
4. The skating stride training system of claim 1, wherein said agility targets provide a cue for a rapid whole-body movement having a change in velocity or a change in direction in response to a stimulus.
5. The skating stride training system of claim 1, wherein said range of motion targets provide a cue for the distance in a direction a body part is intended to move in response to a stimulus.
6. The skating stride training system of claim 1, further comprising instructions to execute a movement incorporating one or more of said visual cues.
7. The skating stride training system of claim 6, wherein said instructions to execute a movement incorporate at least one agility target.
8. The skating stride training system of claim 7, wherein said instructions include movements to execute a single leg stride, said instructions including locating a user's feet on said forward markers, bending the user's right knee while extending the user's left foot toward said left agility target at a 45-degree angle from said forward markers and targeting a 90-degree bend in the user's right knee while maintaining posture and then returning the left foot to said forward markers.
9. The skating stride training system of claim 6, wherein said instructions to execute a movement incorporate at least one range of motion target.
10. The skating stride training system of claim 9, wherein said instructions include movements to execute a curtsy to crossover combo, said instructions including locating a user's feet on said rearward markers, curtsy right foot to said rearward left range of motion target, then returning the right foot to said rearward markers and then crossing over left foot with right foot to forward left range of motion target with the right foot then returning the right foot to said rearward markers.
11. The skating stride training system of claim 6, wherein said instructions to execute a movement incorporate at least one agility target and at least one range of motion target.
12. The skating stride training system of claim 11, wherein said instructions include movements to execute a stride to curtsy combo, said instructions including locating a user's feet on said rearward markers, bending the user's right knee while executing a toe tap by extending the user's left foot toward said left agility target, then curtsy left foot behind the right to said rearward right range of motion target, and then return left foot to said rearward markers.
13. A skating stride training system, comprising: a plurality of visual cues disposed in generally planar array, said visual cues comprising at least one pair of foot markers;at least one agility target; andat least one range of motion target.
14. The skating stride training system of claim 13, comprising a pair of forward markers and a pair of rearward markers, said rearward markers being disposed rearward relative to said forward markers.
15. The skating stride training system of claim 13, comprising a plurality of agility targets arranged in a rhomboid pattern, including a top center agility target disposed at the top vertex, a left agility target disposed at the left vertex and a right agility target disposed at the right vertex, a rearward center agility target at the bottom vertex and a middle center agility target disposed at the center of the rhomboid pattern.
16. A method for training skating stride, comprising: providing a plurality of visual cues comprising at least one pair of foot markers, at least one agility target and at least one range of motion target, the visual cues being arranged relative to one another in right and left directions lateral to a longitudinal axis and the visual cues arranged relative to one another in forward and rearward directions with respect to the longitudinal axis; andproviding instructions to execute a movement incorporating one or more of the visual cues.
17. The method for training skating stride as set forth in claim 16, wherein the visual cues comprise a plurality of agility targets arranged in a rhomboid pattern, including a top center agility target disposed at the top vertex, a left agility target disposed at the left vertex and a right agility target disposed at the right vertex, a rearward center agility target at the bottom vertex and a middle center agility target disposed at the center of the rhomboid pattern.
18. The method for training skating stride as set forth in claim 16, wherein the visual cues comprise a plurality of range of motion targets arranged in a square pattern, including a forward left range of motion target and a forward right range of motion target disposed at corresponding top left and top right vertices of a square, a rearward left range of motion target and a rearward right range of motion target disposed at corresponding bottom left and bottom right vertices of the square pattern.
19. The method for training skating stride as set forth in claim 16, wherein the visual cues comprise a pair of forward markers and a pair of rearward markers, where the rearward markers are disposed rearward relative to the forward markers.
20. The method for training skating stride as set forth in claim 16, wherein the instructions to execute a movement incorporate at least one agility target.

ICE SKATING TEACHING APPARATUS AND METHOD

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