KICK SERVE TRAINING DEVICE

TECHNICAL FIELD

The present disclosure relates to a kick serve training device, and more specifically to a kick serve training device that includes an arc-shaped body to guide a user to swing a tennis racket along a predefined path.

BACKGROUND

A flat serve is usually the first serve that a tennis player hits in a tennis game. The tennis player typically hits the flat serve with a powerful force, with the intention of catching an opponent off guard or making it difficult for the opponent to hit the serve back. Since the flat serve is hit with a force, the user may commit a high percentage of errors while executing the flat serve. For example, the serve may not clear the net, or the tennis player may hit the tennis ball beyond a court baseline, when the user executes the flat serve.

Skilled tennis players typically prefer to follow up the flat serve with a kick serve, especially after committing an error in the flat serve. A kick serve is hit high above the net, with a top spin to the tennis ball. The tennis player usually hits the kick serve with less power and more control, and thus an error probability is considerably lower in the kick serve as compared to the flat serve.

However, kick serve is difficult to learn and master, in comparison to learning the flat serve. For example, kick serve is typically characterized by a heavy topspin, making the ball rise sharply after bouncing. To hit an effective kick serve, a tennis player is required to hit the tennis ball with an upward movement, from bottom to top, through the ball from a 7 O'clock to a 1 O'clock angle. Further, the tennis player is required to continue a horizontal upward movement of the tennis racket, after hitting the ball, at a particular angle. The tennis racket movement, as required to hit an effective kick serve, is contrary to the typical forward movement required for the first flat serve, thus making kick serve difficult to execute and learn. Further, the tennis player may be required to move and transition the elbow, arm and wrist in a specific pattern, to generate enough top spin on the ball to land the tennis ball in a serve area and also make the ball difficult for an opponent to offensively return.

Conventional tennis racket swing training devices teach players racket swing for flat serve, forehand, backswing, etc., however the conventional training devices do not assist the tennis player in learning to perform a kick serve. Thus, there is a need for a kick serve training device that can enhance training to tennis players seeking to learn the correct tennis racket swing direction, path and follow-through needed to execute an effective kick serve.

It is with respect to these and other considerations that the disclosure made herein is presented.

BRIEF DESCRIPTION OF THE DRAWINGS

The detailed description is set forth with reference to the accompanying drawings. The use of the same reference numerals may indicate similar or identical items. Various embodiments may utilize elements and/or components other than those illustrated in the drawings, and some elements and/or components may not be present in various embodiments. Elements and/or components in the figures are not necessarily drawn to scale. Throughout this disclosure, depending on the context, singular and plural terminology may be used interchangeably.

FIG. 1 depicts an example kick serve training device in accordance with the present disclosure.

FIG. 2 depicts an example ball holder in accordance with the present disclosure.

FIG. 3 depicts another example kick serve training device in accordance with the present disclosure.

FIG. 4 depicts a front view of the kick serve training device of FIG. 3 in accordance with the present disclosure.

FIG. 5 depicts the kick serve training device of FIG. 3 removably attached to a holding base in accordance with the present disclosure.

FIG. 6 depicts a flow diagram of a method for executing a kick serve by using the kick serve training device in accordance with the present disclosure.

DETAILED DESCRIPTION
Overview

The present disclosure is directed towards a kick serve training device. The training device may include an arc-shaped body (or a “swing plane”) having one or more portions. For example, in some aspects, the arc-shaped body may have a first side portion, a second side portion and a third base portion. In other aspects, the arc-shaped body may have more (e.g., four, five, six or more) or less (e.g., one or two) portions. In further aspects, the arc-shaped body may be a unitary structure.

Each arc-shaped body portion may include flexible tubular members that may be removably attached to the arc-shaped body portion and configured to generate sound when an object hits the flexible tubular members. A longitudinal axis of each flexible tubular member may be parallel to an arc-shaped body plane. In some aspects, the flexible tubular members may be deformable straws (or any other similar material) made of plastic that may generate sound when a tennis racket hits the straws. A user may practice executing the kick serve by swinging the tennis racket along an arc-shaped body interior surface. As the user swings the tennis racket, the tennis racket may strike the straws attached to the first side portion, the second side portion and the third base portion (or more or less portions). Sound may be generated when the tennis racket hits the straws, which may provide a validation to the tennis player (“user”) that the tennis racket is correctly swung.

In some aspects, the training device may be removably attached to a vertical support member in an inverted-U alignment. The vertical support member may be a straight pole or a curved pole, for example in a shape of a “question mark”.

In further aspects, the first side portion, the second side portion and the third base portion (or more or less portions) may include attachment mechanisms, for example holes, which may enable a training device user to removably attach the flexible tubular members to the arc-shaped body.

In additional aspects, the third base portion and/or the vertical support member may include telescoping means that may enable the training device user to adjust a training device height or width, based on training device user's requirements.

The present disclosure discloses a kick serve training device that guides the training device user to swing the tennis racket along a predefined trajectory, which may assist the user to learn the kick serve. Further, the training device provides auditory feedback when the user correctly swings the tennis racket, which may act as a positive reinforcement for the user. Furthermore, the training device is portable and the user may easily carry the training device to a tennis court for practice. Additionally, a training device height and/or width is adjustable, which may enable users of different physical dimensions (e.g., adults, children, etc.) to use the training device.

The kick serve training device, as disclosed in the present disclosure, offers a novel, sequential and incremental training to a tennis player, where the tennis player is recommended to advance to a next phase of training when the tennis player succeeds in learning prior training phase. The kick serve training device uniquely allows the tennis player to use strategically placed physical targets (e.g., flexibly tubular members), with or without a practice or a real tennis ball, to facilitate faster learning of recommended tennis racket movement for executing a kick serve. These and other advantages of the present disclosure are provided in detail herein.

Illustrative Embodiments

The disclosure will be described more fully hereinafter with reference to the accompanying drawings, in which example embodiments of the disclosure are shown, and not intended to be limiting.

FIG. 1 depicts an example kick serve training device 100 in accordance with the present disclosure. A user 102 may use the training device 100 to learn and execute a kick serve in a tennis game. Specifically, the user 102 may use the training device 100 to learn and practice tennis racket swing, which may assist the user 102 in executing the kick serve. The training device 100 may further assist the user 102 in learning arm and wrist position transition, along with the racket swing. The training device 100 may be specifically designed to build user muscle memory, so that the user 102 may execute the kick serve proficiently in a tennis game.

In some aspects, the training device 100 may include an arc-shaped or a U-shaped body or a swing plane having a first side portion 104, a second side portion 106 and a third base portion 108. Although FIG. 1 depicts three portions in the arc-shaped body, in some aspects, the training device 100 may include more (e.g., four, five, six or more) or less (e.g., one or two) portions. In the description below and subsequent figures, although it is described/depicted that the arc-shaped includes three portions, presence of three portions should not be construed as limiting the present disclosure scope.

Proximal sides/ends of the first side portion 104 and the second side portion 106 may be attached to third base portion edges. In one or more aspects, the first side portion 104, the second side portion 106 and the third base portion 108 may form a unitary U-shaped structure, as shown in FIG. 1. The first side portion 104, the second side portion 106 and the third base portion 108 may be formed of foam or plastic and may be flexible/deformable. Further, a first side portion length may be shorter than a second side portion length. For example, the first side portion length may be in a range of 15-20 inches and the second side portion length may be in a range of 18-25 inches. Further, in an exemplary embodiment, a third base portion length or a training device width may in a range of 20-35 inches.

In some aspects, the third base portion 108 may include a telescoping mechanism 110, using which a training device user (e.g., the user 102) may adjust the third base portion length or the training device width. For example, the training device user may increase or decrease the training device width by using the telescoping mechanism 110, based on the training device user's requirement. In some aspects, the telescoping mechanism 110 may be disposed in proximity to a third base portion center.

The training device 100 may further include one or more flexible tubular members that may be removably attached to the first side portion 104, the second side portion 106 and/or the third base portion 108. Specifically, the first side portion 104 may be removably attached with a first flexible tubular member 112, via one or more first attachment mechanisms 114. The first attachment mechanisms 114 may be formed in proximity to a first side portion distal side/end. In some aspects, the first attachment mechanisms 114 may be holes (e.g., one to five or more in count) and the first flexible tubular member 112 may be a straw or a tube (or any other similar material) that may be deformable and that may have a diameter same as or equivalent to a hole diameter. In one or more aspects, the training device user may insert the first flexible tubular member 112 (e.g., the straw) in any one attachment mechanism from the one or more first attachment mechanisms 114 (e.g., the holes). In some aspects, the first flexible tubular member 112 may pass through the holes from a training device interior surface 144 to a training device exterior surface 146.

In an exemplary embodiment, a straw length may be 9 inches and the straw may be made of plastic or any other similar flexible material. Further, the straw may be made of a material that can be easily cut by the training device user, e.g., by using scissors, to customize the straw length. Furthermore, the straw may be configured to generate auditory feedback when hit by an object. For example, the straw may generate the auditory feedback when a tennis racket 116 strikes the straw. In addition, the straw may move/bend from an original position to a deformed position when the tennis racket 116/or tennis racket strings hit the straw, and then return to the original position when the tennis racket 116 moves away from the straw. In some aspects, a straw/first flexible tubular member 112 original position may be parallel to a training device plane 148 (specifically, X-Y plane of the training device 100) and oriented towards the training device interior surface 144 (e.g., pointed towards the second side portion 106). Specifically, the straw/first flexible tubular member 112 original position may be parallel to a third base portion longitudinal plane and perpendicular to the longitudinal planes of the first side portion 104 and the second side portion 106.

Similarly, the training device 100 may include a second flexible tubular member 118 that may be removably attached with the second side portion 106, via one or more second attachment mechanisms 120 (formed in proximity to a second side portion distal side/end). The second flexible tubular member 118 may be same as or similar to the first flexible tubular member 112. Further, the second attachment mechanisms 120 may be same as or similar to the first attachment mechanisms 114. The training device user may insert the second flexible tubular member 118 in any one attachment mechanism from the one or more second attachment mechanisms 120. In some aspects, a second flexible tubular member 118 original position may be parallel to the training device plane 148 (X-Y plane) and oriented towards the training device interior surface 144 (e.g., towards the first side portion 104). Specifically, the second flexible tubular member 118 original position may be parallel to the third base portion longitudinal plane and perpendicular to the longitudinal planes of the first and second side portions 104, 106.

In some aspects, the training device 100 may include a third flexible tubular member 122 that may be removably attached with the third base portion 108, via a third attachment mechanism 124. The training device 100 may further include a fourth flexible tubular member 123 that may be removably attached with the third base portion 108, via a fourth attachment mechanism 125. In some aspects, the third flexible tubular member 122 and the fourth flexible tubular member 123 may be disposed in proximity to each other, as shown in FIG. 1. The third flexible tubular member 122 and the fourth flexible tubular member 123 may be same as the first flexible tubular member 112 and the second flexible tubular member 118. Further, the third attachment mechanism 124 and the fourth attachment mechanism 125 may be holes formed between the third base portion center and a second side portion proximal end. The third attachment mechanism 124 and the fourth attachment mechanism 125 may be same as any one of the first attachment mechanisms 114 or the second attachment mechanisms 120.

The training device user may insert the third flexible tubular member 122 in the third attachment mechanism 124 and/or the fourth flexible tubular member 123 in the fourth attachment mechanism 125, such that the third flexible tubular member 122 and the fourth flexible tubular member 123 may be parallel to the training device plane 148 (or stated in other terms, be co-planar with the X-Y plane of the training device 100). In some aspects, a substantial length of the third flexible tubular member 122 may be oriented towards the training device interior surface 144. Further, a third flexible tubular member original position may be parallel to the longitudinal planes of the first and second side portions 104, 106 and perpendicular to the third base portion longitudinal plane.

In some aspects, the training device user may insert either (i.e., only one of) the third flexible tubular member 122 or the fourth flexible tubular member 123 in the third attachment mechanism 124 or the fourth attachment mechanism 125, respectively.

In some aspects, the third flexible tubular member 122 or the fourth flexible tubular member 123 may be disposed at a first predefined angular displacement “a” relative to the first flexible tubular member 112, as shown in view 150. The first predefined angular displacement a may be in a range of 80 to 130 degrees, such that the first flexible tubular member 112 may be at 9:30 o'clock angle (or 10:30) and the third flexible tubular member 122/fourth flexible tubular member 123 may be at 1 o'clock angle (or 1:30). Stated another way, when measured at a center “C” of the arc-shaped body, the third flexible tubular member 122/fourth flexible tubular member 123 and the first flexible tubular member 112 may form the angle “a”, as shown in the view 150.

Similarly, the second flexible tubular member 118 may be disposed at a second predefined angular displacement “B” relative to the third flexible tubular member 122 or the fourth flexible tubular member 123, as shown in the view 150. Stated another way, when measured at a center “C” of the arc-shaped body, the third flexible tubular member 122/fourth flexible tubular member 123 and the second flexible tubular member 118 may form the angle “B”. The second predefined angular displacement ß may be in a range of 50 to 100 degrees, such that the second flexible tubular member 118 may be at 2:30 o'clock angle (or 3:30).

In further aspects, the training device 100 may be removably attached to a vertical support member 126 via an attachment support structure 128. The vertical support member 126 may be a straight vertical pole made of steel, aluminum, thermoplastic, and/or a combination thereof, and may be placed on ground via a base 130. The base 130 may be a container that may be configured to be filled with water or sand, so that the base 130 may be securely placed on the ground. The vertical support member 126 may be attached to the base 130 via a base attachment or a base fastening means. It is contemplated that the base 130 may take other forms such as, for example, a weighted plate, a platform, or an in-ground anchoring mechanism (not shown in FIG. 1) among others. It should be appreciated that the structure of the base 130 is provided as an example only and not meant to be limiting or exhaustive.

A vertical support member length may be adjustable via a vertical telescoping means 134. For example, the training device user may adjust the vertical support member length by using the vertical telescoping means 134, based on the training device user's requirements. In an exemplary embodiment, the vertical support member length may be approximately 10-11 feet.

In further aspects, the attachment support structure 128 may be formed of plastic, steel, thermoplastic, or aluminum, and may include a U-shaped base 136 and an attachment member 138, or similarly functioning holding mechanism. The attachment member 138 may be removably attached to the U-shaped base 136. The attachment member 138 may be L-shaped (as shown in FIG. 1), or may have any other shape or dimensions that may enable attachment with the U-shaped base 136. In some aspects, the attachment member 138 may be attached perpendicular to a U-shaped base plane and may be parallel to a vertical support member longitudinal axis. The attachment member 138 may be attached to the vertical support member 126 via a connector.

As is shown in FIG. 5, alternate design may exclude the U-shaped base 136, where the attachment member 138 may connect the third base portion 108 through mechanical means or as part of a unified (e.g., welded or molded) structural portion.

In some aspects, the U-shaped base 136 may be perpendicular to the training device plane 148 (specifically, the X-Y plane of the training device 100). The U-shaped base 136 (specifically U-shaped base edges) may be removably attached to the training device 100 by using an adhesive or a fastening means. Further, the U-shaped base 136 may be attached to the first and second side portions 104, 106 via the U-shaped base edges. In some aspects, the training device 100 may be attached to the U-shaped base 136 such that the training device 100 may be in an inverted-U alignment, as shown in FIG. 1.

In operation, the training device user (e.g., the user 102) may swing the tennis racket 116 along the training device arc-shaped body, which may assist the user 102 in learning the kick serve. Specifically, the user 102 may hit a ball (or may practice shadow tennis swing) and then move the tennis racket 116 along a path of the first side portion 104, the third base portion 108 and the second side portion 106. In an exemplary aspect, the user 102 may first use a practice ball while beginning to learn kick serve by using the training device 100. As the user 102 progresses to learn the kick serve using the training device 100, the user 102 may switch to a real tennis ball.

In some aspects, the user 102 may move the tennis racket 116 along the training device interior surface 144. As described above, a first side portion length may be shorter than a second side portion length. Shorter first side portion length enables the user 102, having already hit a practice ball or a real tennis ball (which may be marked as “Target 1”), to continue with the upward, horizontal movement of the tennis racket 116 to strike the first flexible tubular member 112 (which may be marked as “Target 2” on the training device 100). Thereafter, the user 102 may continue the tennis racket movement and strike the third flexible tubular member 122 (or the fourth flexible tubular member 123). In some aspects, the third flexible tubular member 122 (or the fourth flexible tubular member 123) may be marked as “Target 3” on the training device 100. Furthermore, as the user 102 completes the tennis racket swing, the tennis racket 116 may strike the second flexible tubular member 118 (which may be marked as “Target 4” on the training device 100). The markings “Target 1”, “Target 2”, “Target 3” and “Target 4” are shown in FIG. 4.

As the user 102 practices to move the tennis racket 116 along the arc-shaped body striking the first flexible tubular member 112 (Target 2), the third flexible tubular member 122 (Target 3) and the second flexible tubular member 118 (Target 4) many times, the tennis racket swing trajectory may get adjusted/perfected to effectively hit the kick serve.

In some aspects, the tennis racket 116 may hit the first flexible tubular member 112 when the tennis racket 116 passes through the first side portion 104. As described above, the first flexible tubular member 112 may generate a sound or provide auditory feedback to the user 102, which may enable the user 102 to get validation that the user 102 has correctly hit the first flexible tubular member 112. Similarly, the tennis racket 116/tennis racket strings may hit the third flexible tubular member 122 when the tennis racket 116 continues the swing trajectory and passes through the third base portion 108. The third flexible tubular member 122 may also generate a sound when the tennis racket 116 hits the third flexible tubular member 122. Furthermore, as the tennis racket 116 completes the swing trajectory, the tennis racket 116 may hit the second flexible tubular member 118 when the tennis racket 116 passes through the second side portion 106. The second flexible tubular member 118 may also generate a sound when the tennis racket 116 hits the second flexible tubular member 118. In this manner, the user 102 may hear three distinct sounds as the tennis racket 116 moves along the training device arc-shaped body. The three distinct sounds at Target 2, Target 3, Target 4 may indicate to the user 102 that the user 102 has correctly swung the tennis racket 116 along the arc-shaped body trajectory. The user 102 may practice the tennis racket swing along the arc-shaped body to perfect the swing trajectory.

The user 102 may adjust lengths of the first flexible tubular member 112, the second flexible tubular member 118 or the third flexible tubular member 122, based on user height. For example, a tall user may need or prefer a short third flexible tubular member 122, while a short user (e.g., a child learning to execute kick serve) may need a longer third flexible tubular member 122. In some aspects, the user 102 may adjust flexible tubular members' lengths by inserting the flexible tubular members more or less in the corresponding holes formed on the training device arc-shaped body. Lengths can be also easily adjusted with scissors.

In some aspects, the training device 100 may further include a secondary guide (or a guide, not shown in FIG. 1) formed along the training device interior surface 144, which may further assist (e.g., provide visual guidance to) the user 102 to move the tennis racket 116 along the arc-shaped body trajectory. The secondary guide may be, for example, a visible colored strip or marking that may be formed in the training device interior surface 144. Specifically, the user 102 may follow the secondary guide using interior palm and move the tennis racket 116 along the secondary guide to perfect the tennis racket swing trajectory (and user arm/wrist movement). Secondary guide may be available for both right and left-handed players.

The training device 100 may be reversible so that left-handed users as well as right-handed users may use the training device 100. Further, in some aspects, the training device 100 may include a ball holder configured to hold the tennis ball (e.g., a practice ball or a real tennis ball) via a flexible elongated member/cord 140 as shown in FIG. 1. The flexible elongated member 140 may be formed of plastic, aluminum, iron, or a combination thereof. Flexible elongated member 140 proximal end may be attached to the first side portion 104 distal side/edge (of the arc-shaped body or the swing plane) and flexible elongated member 140 distal end may hold the tennis ball in the tennis racket swing trajectory. The user 102 may swing the tennis racket 116 such that the tennis racket 116 first hits the tennis ball held in the flexible elongated member 140 distal end, then the first flexible tubular member 112, the third/fourth flexible tubular members 122/123 and lastly the second flexible tubular member 118.

The ball holder depicted in FIG. 1 may be a ball holder for a practice ball, which may enable the practice ball to be affixed to the ball holder. Specifically, the practice ball may not leave the ball holder (or “fly away”) when the tennis racket 116 hits the practice ball. In some aspects, the practice ball may include a cavity (not shown) through which a bolt may be attached to the ball. The flexible elongated member/cord 140 may be bolted to the practice ball by using a nut that may be disposed at the flexible elongated member 140 distal end. A person ordinarily skilled in the art may appreciate that the bolt-and-nut arrangement is an example arrangement for affixing the practice ball with the flexible elongated member/cord 140. Any other attachment arrangement may also be used without departing from the present disclosure scope.

In additional aspects, the flexible elongated member/cord 140 may be attached to another ball holder that may hold a real tennis ball. In this case, the user may replace the ball holder for the practice ball with the ball holder for the real tennis ball, when the user desires to train with the real tennis ball. In some aspects, in the ball holder for the real tennis ball, the tennis ball may not be affixed with the ball holder. Stated another way, the real tennis ball may fly into the air when the tennis racket 116 hits the tennis ball. An example ball holder for a real tennis ball (e.g., a ball that may not be affixed to the ball holder) is described in conjunction with FIG. 2.

In other aspects, the ball holder (ball holder for practice or real tennis ball) may be attached to a separate pole 142 or a vertical structure may be disposed in proximity to the arc-shaped body/swing plane, as shown in FIG. 1. In yet another aspect, the user 102 may not use the ball holder or the pole 142, and may just throw the tennis ball in the air by using his non-playing hand (as shown in FIG. 1). In this case, the user 102 may hit the tennis ball and then continue with the tennis racket swing along the first flexible tubular member 112, the third/fourth flexible tubular members 122/123 and the second flexible tubular member 118.

Although the description of FIG. 1 describes use of flexible tubular members in the training device 100, in some aspects, the flexible tubular members may be replaced by sensors that may provide auditory or visual output when the user 102 correctly swings the tennis racket 116. In this case, the sensors may be light or laser sensors that may detect light or laser signals reflected from the tennis racket 116, as the tennis racket 116 swings along the arc-shaped body trajectory. The sensors may provide auditory or visual output when the sensors detect reflected signals from the tennis racket 116.

FIG. 2 depicts an example ball holder 200 in accordance with the present disclosure. The ball holder 200 may be configured to hold a real tennis ball 202, via one or more holding mechanism(s) 204. In some aspects, the holding mechanism 204 may be flexible elongated members made of plastic, aluminum, iron, or a combination thereof, and may be configured to hold the tennis ball 202 between ball holder distal ends 206, as shown in FIG. 2. In some aspects, ball holder proximal ends 208 may attached to the flexible elongated member 140 via a fastening means 210. The fastening means 210 may be bolt and nut arrangement, wing nut bolt arrangement, and/or the like.

In operation, the tennis device user may first decide whether the user desires to train with a practice ball or a real tennis ball. If the user desires to train with the practice ball, the user may use the ball holder depicted in FIG. 1. Alternatively, if the user desires to train with a real tennis ball, the user may use the ball holder 200. In the latter case, the use pull the ball holder distal ends 206 apart and place the tennis ball 202 in between the ball holder distal ends 206. Since the holding mechanism 204 is flexible, the tennis ball 202 may be securely held between the ball holder distal ends 206, when the user places the tennis ball in between the ball holder distal ends 206.

A person ordinarily skilled in the art may appreciate that by using the ball holder 200, the user may use the training device 100 to practice kick serve by using the real tennis ball 202 (as opposed to the practice ball depicted in FIG. 1). When the user 102 strikes the tennis ball 202 with the tennis racket 116, the tennis ball 202 may fly off the ball holder 200, and the user may then continue with the tennis racket 116 swing along the first flexible tubular member 112, the third/fourth flexible tubular members 122/123 and the second flexible tubular member 118.

FIG. 3 depicts another example kick serve training device 300 in accordance with the present disclosure. The training device 300 may be similar to the training device 100, however a shape of a first side portion 302 may be different from a shape of the first side portion 104. Specifically, the first side portion 302 may include a first side portion proximal side 313 (same as first side portion 104 proximal side), a first L-shaped connector 304, a second L-shaped connector 306, a first elongated member 308 and a second elongated member 310 (which may be same as first side portion 302 distal side). Although FIG. 3 depicts L-shaped connectors 304, 306, in alternative aspects, the device 300 may include connectors of other shapes.

One end of the first L-shaped connector 304 may be connected to the first side portion proximal side 313 and second end of the first L-shaped connector 304 may be connected to the first elongated member 308. As shown in FIG. 3, the first elongated member 308 may be connected between the first L-shaped connector 304 and the second L-shaped connector 306. In some aspects, the first elongated member 308 may be oriented perpendicular to a training device plane 324 (specifically, the X-Y plane of the training device 300) and a longitudinal axis of a second side portion 312 (same as the second side portion 106). The first elongated member 308 may be oriented in a backward direction, specifically towards a U-shaped base 314 (same as the U-shaped base 136) of an attachment support structure 316 (same as the attachment support structure 128). In an exemplary embodiment, a first elongated member 308 length may be in a range of six to seven inches.

Further, the second elongated member 310 may be connected to the second L-shaped connector 306 such that the second elongated member 310 may be aligned parallel to the second side portion longitudinal axis (and to the X-Y plane of the training device 300). Further, the second elongated member 310 may be disposed at a predefined distance back from the training device plane 324 (X-Y plane). The predefined distance may be same as or equivalent to the first elongated member 308 length.

In an exemplary embodiment, a second elongated member 310 length may be in a range of eleven to thirteen inches.

In some aspects, the second elongated member 310 may include a first flexible tubular member 318 (similar to the first flexible tubular member 112) that may include a first straw portion 320 and a second straw portion 322. The first straw portion 320 and the second straw portion 322 may be aligned perpendicular to each other and may form a unitary structure (L-shaped structure). In some aspects, the first straw portion 320 may be attached to the second elongated member 310 by fastening means, adhesives, or holes, as described in FIG. 1.

In some aspects, the first flexible tubular member 318 may be, for example, a standard bendable drinking straw. Accordingly, in one example embodiment where the fastening means are holes as shown in FIG. 3, the holes may be sized such that the standard drinking straw used (e.g., the second straw portions 322) is held in position using a friction fit such that the second straw portion 322 maintains its relative position pointing towards a center of the training device 300 as shown in FIG. 3. By recessing the L-shaped connector 306, the user may practice the kick serve swing using the right or left hand such that the ball avoids hitting the first side portion 302 (specifically, the first side portion proximal side 313) when struck, and further, the recessed position of the L-shaped connector 306 provides additional clearance for unimpeded racket movement.

It should be appreciated that all flexible tubular members including the first flexible tubular member 318 may be replaced using standard and widely available straws. Accordingly, the first flexible tubular member 318 may be a straw of the variety that has bendable or deformable features that allow the straw to be positioned at 90 degrees as shown in FIG. 3, and maintain that position until struck as described herein.

As shown in FIG. 3, the second straw portion 322 may be aligned parallel to the X-Y plane of the training device 300 and oriented towards the second side portion 312. In operation, the user 102 may swing the tennis racket 116 such that the tennis racket 116 strikes the second straw portion 322. The second straw portion 322 may generate a sound when the tennis racket 116 hits the second straw portion 322, which may provide validation to the user 102 that the tennis racket 116 has correctly hit the second straw portion 322.

Remaining training device 300 elements are similar to training device 100 elements described in conjunction with FIG. 1. Therefore, for the sake of simplicity and conciseness, the remaining elements are not described again here.

A person ordinarily skilled in the art may appreciate that training device structure, as described in FIG. 3, makes it easier for the user 102 to swing the tennis racket 116 along the training device 300 arc-shaped body. Specifically, since the first elongated member 308 is oriented in the backward direction, there may be more room for the tennis racket 116 and/or the tennis ball to clear the training device 100, without hitting any of the frames/structures shown in FIG. 3.

FIG. 4 depicts a front view of the kick serve training device of FIG. 3 in accordance with the present disclosure. Specifically, FIG. 4 depicts a kick serve training device 400 that may be same as the training device 300.

The training device 400 may include a first side portion 402, a second side portion 404 and a third base portion 406 (or more or less portions, as described above) of the arc-shaped body or swing plane of the training device 400, as described above. A ball holder 408 may be attached to a first side portion 402 distal end. The ball holder 408 may be configured to hold a ball 410 (which may be a practice ball or a real tennis ball). Further, the training device 400 may include a first flexible tubular member 412 removably disposed on the first side portion 402, a second flexible tubular member 414 removably disposed on the second side portion 404, and third and fourth flexible tubular members 416, 418 removably disposed on the third base portion 406.

In some aspects, “Target 1” may be marked on the ball 410, indicating that the user 102 may strike the ball 410 first with the tennis racket 116. In some aspects, the ball 410 may include arrows (as shown in FIG. 4) having an orientation from a 7 o'clock to 1 o'clock angle. In practice, the user 102 may be instructed to hit the tennis racket 116 along the arrow direction. The user 102 may be further instructed to use a practice ball initially and gradually switch to a real tennis ball. In some aspects, the training device 400 may be packaged along with two practice balls.

Further, “Target 2” may be marked in proximity of the first flexible tubular member 412, indicating that the user 102 may strike the first flexible tubular member 412 after hitting the ball 410 with the tennis racket 116. In some aspects, “Target 1” and “Target 2” may be disposed in proximity to each other. Furthermore, “Target 3” may be marked in proximity of the third or fourth flexible tubular members 416, 418, indicating that the user 102 may strike the third or fourth flexible tubular members 416, 418 after striking the first flexible tubular member 412 with the tennis racket 116. In further aspects, additional marking may be included near the “Target 3” marking. In an exemplary embodiment, the additional marking may read “Palm Up Over” indicating that the user's palm may transition from up to over at the top of the racket swing, when the tennis racket reaches the “Target 3”.

In some aspects, the “Target 3” (specifically the third or fourth flexible tubular members 416, 418 disposed at the “Target 3”) may be positioned on the arc-shaped body or the swing plane at approximately 90 degrees respective to the Target 1 or Target 2.

Furthermore, “Target 4” may be marked in proximity of the second flexible tubular member 414, indicating that the user 102 may strike the second flexible tubular member 414 with the tennis racket 116, as the user 102 finishes the racket swing. The “Target 4” (specifically, the second flexible tubular member 414) may be positioned on the arc-shaped body or the swing plane at approximately 180 degrees respective to the “Target 1” or “Target 2”.

A person ordinarily skilled in the art may appreciate that the orientation of “Target 1” respective to the Targets 2, 3 and 4 promotes recommended horizontal and upward tennis racket swing path, to start a tennis kick serve.

In further aspects, the training device 400 may include a secondary guide 420 formed along training device 400 interior surface. The secondary guide 420 may be a visible strip (e.g., colored in yellow or green) that may assist (e.g., provide visual guidance to) the user 102 to move the tennis racket 116 along the training device arc-shaped body. Additionally, the training device 400 may include a tossing ball slot 422 that may indicate/show an inward arrow. The inward arrow may indicate to the user 102 to move the non-playing hand (e.g., the ball tossing hand) and corresponding shoulder inwards after the tennis racket 116 contacts the ball 410. In an exemplary embodiment, the tossing ball slot 422 may read “Mimic Toss”.

In some aspects, the markings, as mentioned above, create a system/method that may assist the user 102 to slowly learn the required arm, elbow, wrist, palm movement to move the tennis racket 116 on a correct path and for the tennis racket strings to create top spin on the ball 410.

In some aspects, the device 400 may not include the ball holder 408 and the ball 410. In this case, the user 102 may throw the ball (e.g., a real tennis ball) into the air and the tossing ball slot 422 may provide a directional guide to the user 102 to move user shoulder inwards, and user arm to come down towards user waist. Further, the Targets 2, 3 and 4 provides planned adjustable, novel and sequential physical targets that may facilitate the user 102 to move the tennis racket 116 along the arc-shaped body or swing plane of the device 400.

A person ordinarily skilled in the art may appreciate that as the kick serve swing path is not considered intuitive, learning to effectively hit all targets as mentioned above will require user's commitment of time and repetitions. In an exemplary scenario, a plurality of challenges may be provided to the user 102. For example, a first challenge may be to hit “Target 1” and then proceed to “Target 2”. In the first challenge, the user 102 may be instructed to use a practice ball.

When the user 102 achieves this task or executes the first challenge effectively, with repetition and easy consistency, the user 102 may advance to a second challenge. In the second challenge, the user 102 may be instructed to hit “Target 1”, “Target 2”, and then “Target 3”. In the second challenge as well, the user 102 may be instructed to use the practice ball.

When the user 102 achieves this task or executes the second challenge effectively, with repetition and easy consistency, the user 102 may advance to a third challenge. In the third challenge, the user 102 may be instructed to hit “Target 1”, “Target 2”, “Target 3” and then finally “Target 4”. In the third challenge as well, the user 102 may be instructed to use the practice ball.

When the user 102 executes the three challenges successfully, the user 102 may be instructed to switch to a real tennis ball and repeat the first challenge, the second challenge and the third challenge. Thereafter, the user 102 may be instructed to take the training device 400 to a tennis court and attempt hitting the kick serve by using the training device 400.

In the game of tennis, the Deuce side is on the right side when a player is facing the net. The Deuce side is the side at which a player starts each game. The Ad side is the left side, respectively. Right-handed users would practice at the tennis court serving to the Deuce side, and left-handed users may practice at the tennis court by serving to the Ad side.

FIG. 5 depicts the kick serve training device (the kick serve training device 300) of FIG. 3 removably attached to a holding base 502 in accordance with the present disclosure. The training device 500 may be attached to the holding base 502 via an attachment support structure 504. Specifically, the attachment support structure 504 may be attached to the training device 500 via support structure ends 506 and may be attached to the holding base 502 at a support structure center 508. The attachment support structure 504 may be attached to the training device 500 and the holding base 502 by using fastening means, as described in FIG. 1.

In some aspects, the attachment support structure 504 may be same as the attachment support structure 128. Further, the training device 500 may be same as the training device 300. In one or more aspects, the training device 100 may also be attached to the holding base 502, without departing from the present disclosure scope.

Furthermore, the holding base 502 may be similar to the vertical support member 126, however the holding base 502 may have a “question-mark” structure, as shown in FIG. 5. Specifically, the holding base 502 may be a pole with a curved back surface 510 and a vertical attachment means 512. In some aspects, the curved back surface 510 and the vertical attachment means 512 may be attached to each other via fastening means (not shown) or the curved back surface 510 and the vertical attachment means 512 may form a unitary structure (as shown in FIG. 5).

Other embodiments may exclude the support structure ends 506, where the support structure center 508 connects a device third base portion 518 (same as the third base portion 108) through mechanical means or as part of a unified (e.g., welded or molded) structural portion.

In one or more aspects, the vertical attachment means 512 may be attached to a base 514, which may be same as the base 130. Further, the vertical attachment means 512 may include a telescoping mechanism 516 that may enable the user 102 to adjust a holding base length. In an exemplary embodiment, the holding base length may be in a range of 5 to 11 feet.

In some aspects, a center of gravity of the structure shown in FIG. 5 may be slightly above the vertical attachment means 512, which may provide a robust and stable base to the structure. Specifically, the structure may not fall or waver when the user 102 uses the training device 500.

A person ordinarily skilled in the art may appreciate that with a holding base shape, as shown in FIG. 5, a probability of the tennis racket 116 hitting the holding base 502 is greatly reduced. Specifically, as the user 102 swings the tennis racket 116 along the training device arc-shaped body, the tennis racket 116 may not hit the holding base 502 as the curved back surface 510 is curved backwards, away from the tennis racket swing.

FIG. 6 depicts a flow diagram of a method 600 for executing a kick serve by using the kick serve training device 100, 300 or 500 in accordance with the present disclosure. FIG. 6 may be described with continued reference to prior figures. The following process is exemplary and not confined to the steps described hereafter. Moreover, alternative embodiments may include more or less steps that are shown or described herein and may include these steps in a different order than the order described in the following example embodiments.

Referring to FIG. 6, at step 602, the method 600 may commence. At step 604, the method 600 may include striking a ball (e.g., a practice ball or a real tennis ball) attached to a ball holder with the tennis racket 116. As described above, the user 102 may use the practice ball when the user 102 starts to use the training device 100, and may gradually start to use the real tennis ball as the user 102 progresses on the kick serve training.

At step 606, the method 600 may include striking the first flexible tubular member 112 with the tennis racket 116. Specifically, as the user 102 hits the ball at the step 604, the user 102 may move the tennis racket 116 along the training device interior surface 144 and strike the first flexible tubular member 112. As described above, the first flexible tubular member 112 may provide an auditory output when the tennis racket 116 (or the tennis racket strings) strikes the first flexible tubular member 112.

At step 608, the method 600 may include striking the third flexible tubular member 122 with the tennis racket 116. Specifically, after striking the first flexible tubular member 112 with the tennis racket 116, the user 102 may continue the tennis racket 116 swing along the training device interior surface 144 and strike the third flexible tubular member 122. The third flexible tubular member 122 may provide an auditory output when the tennis racket 116 strikes the third flexible tubular member 122.

At step 610, the method 600 may include striking the second flexible tubular member 118 with the tennis racket 116. As the user 102 completes the tennis racket 116 swing, the tennis racket 116 may strike the second flexible tubular member 118. The second flexible tubular member 118 too may provide an auditory output when the tennis racket 116 strikes the second flexible tubular member 118.

Three distinct auditory outputs may indicate to the user 102 that the user 102 has swung the tennis racket 116 correctly. As the user 102 practices to move the tennis racket 116 along the first flexible tubular member 112, the third flexible tubular member 122 and the second flexible tubular member 118 many times, the tennis racket swing trajectory may get adjusted/perfected to effectively execute/hit the kick serve.

At step 612, the method 600 may stop.

In the above disclosure, reference has been made to the accompanying drawings, which form a part hereof, which illustrate specific implementations in which the present disclosure may be practiced. It is understood that other implementations may be utilized, and structural changes may be made without departing from the scope of the present disclosure. References in the specification to “one embodiment,” “an embodiment,” “an example embodiment,” etc., indicate that the embodiment described may include a particular feature, structure, or characteristic, but every embodiment may not necessarily include the particular feature, structure, or characteristic. Moreover, such phrases are not necessarily referring to the same embodiment. Further, when a feature, structure, or characteristic is described in connection with an embodiment, one skilled in the art will recognize such feature, structure, or characteristic in connection with other embodiments whether or not explicitly described.

It should also be understood that the word “example” as used herein is intended to be non-exclusionary and non-limiting in nature. More particularly, the word “example” as used herein indicates one among several examples, and it should be understood that no undue emphasis or preference is being directed to the particular example being described.

With regard to the processes, systems, methods, heuristics, etc. described herein, it should be understood that, although the steps of such processes, etc. have been described as occurring according to a certain ordered sequence, such processes could be practiced with the described steps performed in an order other than the order described herein. It further should be understood that certain steps could be performed simultaneously, that other steps could be added, or that certain steps described herein could be omitted. In other words, the descriptions of processes herein are provided for the purpose of illustrating various embodiments and should in no way be construed so as to limit the claims.

Accordingly, it is to be understood that the above description is intended to be illustrative and not restrictive. Many embodiments and applications other than the examples provided would be apparent upon reading the above description. The scope should be determined, not with reference to the above description, but should instead be determined with reference to the appended claims, along with the full scope of equivalents to which such claims are entitled. It is anticipated and intended that future developments will occur in the technologies discussed herein, and that the disclosed systems and methods will be incorporated into such future embodiments. In sum, it should be understood that the application is capable of modification and variation.

All terms used in the claims are intended to be given their ordinary meanings as understood by those knowledgeable in the technologies described herein unless an explicit indication to the contrary is made herein. In particular, use of the singular articles such as “a,” “the,” “said,” etc., should be read to recite one or more of the indicated elements unless a claim recites an explicit limitation to the contrary. Conditional language, such as, among others, “can,” “could,” “might,” or “may,” unless specifically stated otherwise, or otherwise understood within the context as used, is generally intended to convey that certain embodiments could include, while other embodiments may not include, certain features, elements, and/or steps. Thus, such conditional language is not generally intended to imply that features, elements, and/or steps are in any way required for one or more embodiments.

KICK SERVE TRAINING DEVICE

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