MARKSMANSHIP TRAINING DEVICES, SYSTEMS, METHODS, AND GAMES

Abstract

A representative marksmanship training device includes: a support frame having an outer periphery and an aperture, the aperture at least partially defining a void; a first sub-target, spaced from the aperture, disposed within the void and supported by the support frame; and a first plurality of connectors, each of the first plurality of connectors spanning the void between the support frame and the first sub-target; wherein the first plurality of connectors is configured to separate the first sub-target from the support frame based on discontinuity of each of the first plurality of connectors between the support frame and the first sub-target.

Description

BACKGROUND

Technical Field

The disclosure generally relates to marksmanship training.

Description of the Related Art

Marksmanship training (shooting) is generally understood as a skill acquisition endeavor that requires physical ability, mental concentration, and repetition. Oftentimes, conventional paper targets are used by marksmanship trainees. Such targets provide a trainee with a visual indication of the location where a projected bullet impacts the target. However, all aim points about the surface of a conventional target are considered equivalent in difficulty unless the shooter desires to aim only toward the center of the target. This “center of mass” shooting technique, while adding difficulty, presents training challenges as the visual feedback provided from the impacting bullets can be reduced as multiple bullets may pass through a tear in the paper target formed by a previously impacting bullet. Thus, the effectiveness of a conventional target may be perceived as diminishing as more shots are taken.

SUMMARY

Marksmanship training devices, systems, methods and games are provided. An example embodiment of a marksmanship training device comprises: a support frame having an outer periphery and an aperture, the aperture at least partially defining a void; a first sub-target, spaced from the aperture, disposed within the void and supported by the support frame; and a first plurality of connectors, each of the first plurality of connectors spanning the void between the support frame and the first sub-target; wherein the first plurality of connectors is configured to separate the first sub-target from the support frame based on discontinuity of each of the first plurality of connectors between the support frame and the first sub-target.

An example embodiment of a marksmanship training system comprises: a shooting lane defining a shooter location and a target location; and a marksmanship device positioned at the target location, the marksmanship device having a front-facing surface oriented toward the shooter location, a support frame having an outer periphery and an aperture, the aperture at least partially defining a void, a first sub-target, spaced from the aperture, disposed within the void and supported by the support frame, and a first plurality of connectors, each of the first plurality of connectors spanning the void between the support frame and the first sub-target; wherein the first plurality of connectors is configured to separate the first sub-target from the support frame based on discontinuity of each of the first plurality of connectors between the support frame and the first sub-target.

An example embodiment of a marksmanship training method comprises: defining a first shooter location and a first target location; providing a first marksmanship training device having a front-facing surface, a support frame, a first sub-target, and a first plurality of connectors, the support frame having an outer periphery and a first aperture, the first aperture at least partially defining a first void, the first sub-target disposed within the first void and supported by the support frame, each of the first plurality of connectors spanning the first void between the support frame and the first sub-target; positioning the first marksmanship training device at the first target location with the front-facing surface oriented toward the first shooter location; and instructing a first marksmanship trainee, positioned at the first shooter location, to shoot the first plurality of connectors of the first marksmanship training device with bullets projected from a first firearm to separate the first sub-target from the support frame based on discontinuity of each of the first plurality of connectors between the support frame and the first sub-target.

Other objects, features, and/or advantages may become apparent from the following detailed description of the preferred but non-limiting embodiments. The following description is made with reference to the accompanying drawings.

BRIEF DESCRIPTION OF THE DRAWINGS

Non-limiting and non-exhaustive embodiments are described with reference to the following drawings. In the drawings, like reference numerals refer to like parts throughout the various figures unless otherwise specified. These drawings are not necessarily drawn to scale. Likewise, the relative sizes of elements illustrated by the drawings may differ from the relative sizes depicted.

The disclosure can be more fully understood by the subsequent detailed description and examples with reference made to the accompanying drawings.

FIG. 1 is a schematic diagram of an example embodiment of a marksmanship training device.

FIGS. 2A and 2B are schematic diagrams depicting an example embodiment of a method for using a marksmanship training device.

FIGS. 3A and 3B are schematic diagrams depicting another example embodiment of a method for using a marksmanship training device.

FIGS. 4-11 are schematic diagrams of other example embodiments of marksmanship training devices.

FIG. 12 is a schematic diagram of an example embodiment of a marksmanship training system.

FIG. 13 is a flowchart depicting an example embodiment of a marksmanship training method.

FIG. 14 is a schematic diagram of another example embodiment of a marksmanship training system.

FIG. 15 is a flowchart depicting another example embodiment of a marksmanship training method.

FIGS. 16 and 17 are schematics diagram of other example embodiments of marksmanship training devices showing representative targeting indicia.

DETAILED DESCRIPTION

For ease in explanation, the following discussion describes several embodiments of marksmanship training devices, systems, methods, and games. It is to be understood that the invention is not limited in its application to the details of the particular arrangements shown since the invention is capable of other embodiments. Also, the terminology used herein is for the purpose of description and not of limitation.

Reference throughout this specification to “one embodiment”, “an embodiment”, “one example”, and/or “an example” (or language similar thereto) means that a particular feature, structure, and/or characteristic described in connection with the embodiment or example is included in at least one embodiment or version. Thus, appearances of the phrases “in one embodiment”, “in an embodiment”, “one example”, and/or “an example” in various places throughout this specification are not necessarily all referring to the same embodiment or example. Furthermore, the feature(s), structure(s), and/or characteristic(s) may be combined in any suitable combination(s) and/or sub-combination(s) in one or more embodiments or examples.

In this regard, the motivation to engage in most any type of training is significantly increased when the theory of play and self-determination take effect for any group of trainees. Intrinsic and extrinsic motivation to engage in the act of training may be enhanced by facilitating an experience that is fun. Self-determination can be supported by one's own autonomy to set personal goals, the desire to improve competence, and the connection to others within the shooting sport, thus sustaining the motivation to engage in training. This is true in the skills-based sport of marksmanship (shooting).

The shooting sport requires training for both mental and physical activity. Mental training is directly linked to concentration and positive attitude, which result from high levels of motivation and self-efficacy. In guiding the focus of the mental and physical requirements of marksmanship, it is desirable to emphasize training as a marksmanship challenge (or game). Mental and physical training is blended together during the act of practicing. Gabbett, Jenkins, and Abernethy (2009) make the argument that an increase in cognitive effort through game-based training can have a positive impact on learning skills, training, and perceptual expertise. (Anderson, G. (2020). Training part 1: The way to success in shooting. On The Mark, Spring 2020 (7). https://thecmp.org/news-media/on-the-mark/gary_otm/; Ericsson, K. A., & Charness, N. (1994). Expert performance: Its structure and acquisition. American Psychologist, 49(8), 725-747. https://doi.org/10.1037/0003-066X.49.8.725; Gabbett, T., Jenkins, D., & Abernethy, B. (2009). Game-based training for improving skill and physical fitness in team sport athletes. International Journal of Sport Science & Coaching, 4(2). Doi 10.1260/174795409788549553).

Physical training through repetition and observed performance also contribute to self and group efficacy. The pursuit of exceptional, expert performance is frequently obtained through deliberate practice rather than innate skill. Maintaining expert performance is likely found from the unique, intense practice by engaging in a game. The question we ask is ‘why bother engaging in boring, repetitive practice?’ Engaging in activities designed to refine specific aspects of expert performance can tailor individual improvement through training (Ericsson & Charness, 1994). A game alone will not make any of us an expert marksman, but the participation in a game that is tailored as unique training may facilitate the conditions to refine some domains of expert performance. But, repetitive practice is boring! Of course it is . . . . That is where game-based training takes a strong role in personal development.

Frequently advocated by Gary Anderson, two-time Olympic gold medalist, are four primary training objectives to improve shooting scores: physical performance, hold stability, mental performance, and shot technique performance. Engaging with a game (example embodiments of which are described herein) facilitates the opportunity for positive outcomes in specifically one's hold stability, mental performance, and shot technique performance. Physical performance improvement takes place outside of the shooting range.

The methods to practice an accomplishment of three of the four primary training objectives include training at a shooting range and mental training. Elements of mental training include: reflecting on one's own motivation to participate in the shooting sport; analyzing one's own marksmanship; recalling the purpose of practice in order to improve at a sport; and applying what we learn from practice towards our future performance. Hold stability is both mental and physical. A good hold demands that we practice and actively assess one's stance or position while engaging with a marksmanship training device. Shot technique performance is also equally a mental and physical training exercise that requires trainees to actively repeat fundamental techniques including, but not limited to, breathing and sight picture alignment. Assessment during the process of shooting targets alongside summative evaluation of training is also key to an increase in performance. It is encouraged that everyone participating in individual training keep a journal of your development.

Engaging in the repetition of shooting performance and game-based training leads to skill development. Consistent training is linked to an increase in performance, which can result in long-term learning from skills obtained from variable practice conditions (Gabbett et al., 2009). These skills developed in game-based training have transferability to other areas of the shooting sport, such as competitive shooting, target shooting, recreational shooting, and hunting.

Participating in a game combines fun with unique practice. Thus, use of a marksmanship training device, system, method and/or game is associated with a marksmanship challenge, rather than the repetitive placement of shots on the same paper bullseye or steel target.

As is generally shown in the accompanying figures, various embodiments involve the use of marksmanship training devices, which may be referred to herein as “targets”. Unlike conventional shooting sport targets, which typically are configured to direct a shot toward a center of mass of the target, at least some embodiments of a marksmanship training device are configured to direct shots at multiple locations about the face of the device. These multiple locations are identified by connectors (or “tabs”) that span from support frame to sub-target and/or between adjacent sub-targets within the marksmanship device and serve as aim points (intended points of impact) during training.

An example embodiment of a marksmanship training device is depicted in FIG. 1. Marksmanship training device 100 includes a support frame 102, sub-targets (110, 120, 130, and 140), and connectors (112, 122, 132, and 142, for example). Support frame 102 defines an outer periphery 104 and serves as a support for sub-targets that are directly or indirectly attached thereto. Support frame 102 also defines an aperture 106 that at least partially (and, in this embodiment, completely) defines a void 108. In this example, multiple sub-targets (sub-targets 110, 120, 130, and 140) are spaced from aperture 106 and disposed within void 108.

A first set of the connectors (connectors 112, 114, 116, and 118) span void 108 between support frame 102 and sub-target 110 and releasably attach sub-target 110 to support frame 102. Connectors provide mechanical support for affixing the sub-targets to the support frame and/or to each other. In use, the connectors function as aim points for shooters.

In operation, the set of connectors associated with sub-target 110 (i.e., connectors 112, 114, 116, and 118) is configured to separate sub-target 110 from support frame 102 in response to discontinuity of each of these connectors between support frame 102 and sub-target 110. That is, when these connectors are destroyed to an extent that removes support (such as by being impacted by one or more bullets), associated sub-targets lose support and separate (fall away) from the marksmanship training device 100.

A second set of the connectors (connectors 122, 124, 126, and 128) span void 108 between sub-target 110 and sub-target 120. A third set of the connectors (connectors 132, 134, 136, and 138) span void 108 between sub-target 120 and sub-target 130. A fourth set of the connectors (connectors 142, 144, 146, and 148) span void 108 between sub-target 130 and sub-target 140.

As shown in the sequence depicted in FIGS. 2A and 2B, creating discontinuity among a set of connectors detaches the corresponding sub-target, as well as any other sub-targets that rely entirely on the detached sub-target for support, from support frame 102. In this example, sub-target 110 remains attached to support frame (FIG. 2A) when a discontinuity is formed with respect to connector 112 (i.e., connector 112 is at least partially shot away by one or more bullets). However, as shown in FIG. 2B, discontinuity across each of connectors 112, 114, 116, and 118 removes direct mechanical support and enables sub-target 110 to fall away from support frame 102. Note also that since sub-targets 120, 130, and 140 are attached (either directly or indirectly) to sub-target 110 without intervening mechanical support from support frame 102, sub-targets 120, 130, and 140 also fall away from support frame 102.

In comparison, the sequence depicted in FIGS. 3A and 3B reveals the dynamic nature of marksmanship training device 100. Specifically, as shown in FIG. 3A, connectors 142, 144, 146, and 148 are used as aimpoints and removed first. This enables sub-target 140 to fall away from marksmanship training device 100 independently of the other sub-targets. Thereafter, each set of connectors may be removed in progression from innermost to outermost to enable each sub-target to be removed independently from support frame 102. Continuing with this example, sub-targets 130, 120, and then 110 could be removed separately and in order.

In some embodiments, marksmanship training device is provided in a planar configuration. This may include a marksmanship training device formed of a sheet of material, such as plywood, although various other materials may be used. By way of example, sheet metal, acrylic, MDF, particle board, and hardboard may be used. With a sheet of such material various forming techniques may be used to manufacture a marksmanship training device. For instance, in some embodiments, cutting (e.g., laser cutting) may be used resulting in a support frame, sub-targets, and connectors that are contiguous and formed of a continuity of material.

Material thickness may vary as well, although in some embodiments, plywood of approximately ⅛″ to approximately ¼″ is suitable for use with .22 long rifle ammunition. It should be noted that marksmanship training devices described herein are designed with smallbore in mind. Rimfire rifles, such as the Ruger 10/22, have continued to be a popular choice to introduce to new shooters. Training is expensive, which is why the good old. 22lr remains the most efficient training platform for marksmanship practice and training.

In some embodiments, such as those recommended for use at approximately 10 yards from the firing line, a marksmanship training device may exhibit dimensions of approximately 7.75″×7.625″, although various other sizes may be used.

Referring again to FIG. 1, the sub-targets of marksmanship training device 100 are configured as three concentric rings (110, 120, and 130) and a central circle (140); thus, there are four sub-targets in this embodiment although various other numbers, shapes, and/or configurations of sub-targets may be used. With respect to the positioning of the various connectors, the embodiment of FIG. 1 involves at least one connector being radially aligned with another. For example, connector 112 is radially aligned with connector 122. Of note, each connector is radially aligned with at least one other connector in this embodiment.

Optionally, targeting indicia representing a recommended shot order of aim points for the connectors may be provided. In some embodiments, connectors may be colored to enhance visibility (not shown). For instance, a color marker or paint pen may be used to add extra visibility to tabs. Recommendation: pick a color that contrasts best with your range conditions. Additionally or alternatively, targeting indicia may incorporate zones, with each of the zones including a subset of the connectors (see, FIGS. 16 and 17, for example).

Another example embodiment of a marksmanship training device is depicted in FIG. 4. Marksmanship training device 200 incorporates a support frame 202, an outer periphery 204, an aperture 206, and a sub-target 210. Aperture 206 at least partially defines a void 208 within which sub-target 210 is disposed. Connectors (212, 214, 216, 218, 220, 222, 224, 226, 228, and 230) span void 208 between support frame 202 and sub-target 210 and releasably attach sub-target 210 to support frame 202.

Additionally, marksmanship training device 200 incorporates a target zone 240 that is defined by scoring (i.e., cuts in the material). In this embodiment, target zone 240 is configured as a central circle 242 surrounded by concentric rings 244 and 246, although other numbers, configurations, and/or orientations may be used. Target zone 240 provides marksmanship trainees a traditional bullseye for the purposes of adjusting their equipment to calibrate the natural point of aim or “zero”.

Marksmanship training device 200 is an entry level target that is the perfect introduction for newcomers in the shooting sport to learn fundamentals with a target that will help anyone develop their marksmanship skills.

The marksmanship training device shown in FIG. 1 increases the difficulty over that of the example of FIG. 4 by introducing multiple (e.g., nested) sub-targets. With an embodiment such as shown in FIG. 1, as an inner sub-target is cleared (falls away), material is lost that could be used to display shot damage, which is an indicator of shot placement. However, unlike a conventional paper target, the remaining connectors provide additional aim points for the shooter. As such, the embodiment of FIG. 1 is a great introduction for those practicing the fundamentals of the shooting sport with a target that will help anyone develop their marksmanship skills.

Another example embodiment of a marksmanship training device is depicted in FIG. 5. Marksmanship training device 250 includes a support frame 252, multiple sub-targets (260, 270, and 280, for example), and connectors (262, 272, and 282). Support frame 252 defines an outer periphery 254 and serves as a support for the sub-targets that are directly or indirectly attached thereto. Support frame 252 also defines an aperture 256 that at least partially defines a void 258. In this example, each of the sub-targets is spaced from aperture 256 and disposed within void 258.

In this embodiment, in addition to providing mechanical support for affixing the sub-targets to the support frame and/or to each other, the connectors visually separate portions of the marksmanship training device into sectors or zones. In this example, four such zones are provided (i.e., zones 292, 294, 296, and 298).

Marksmanship training device 250 is ideal for anyone that has a strong discipline and fundamental skills for target shooting by incorporating more sub-targets and connectors compared to previous embodiments. As you work your way clearing tabs from the inside ring, you need to manage your patience if you plan to clear the whole target. This target is perfect for a rigorous training session with a target that will help sharpen the marksmanship skills for well-practiced shooters.

Another example embodiment of a marksmanship training device 300 is depicted in FIG. 6, which increases the difficulty from the previous embodiments by incorporating more sub-targets that are spaced at incrementally shorter distances from each other. Specifically, marksmanship training device 300 includes a support frame 302, multiple sub-targets (310, 320, and 330, for example), and connectors (312, 322, and 332). Support frame 302 defines an outer periphery 304 as well as an aperture 306 that at least partially defines a void 308. A target zone 324 also is provided that incorporates a central circle 326 and a concentric outer ring 328, each of which is defined (at least partially) by scoring.

Each of the sub-targets is spaced from aperture 306 and disposed within void 308. However, spacing (gaps) between adjacent ones of the sub-targets is not equal. In this embodiment, the spacing between the innermost sub-targets (e.g., sub-targets 330 and 340) is smaller than the spacing between sub-targets that are radially outboard therefrom (e.g., sub-targets 310 and 320).

Additionally, the connectors of this embodiment are not configured in the continuous radial alignment as is shown in previous embodiments. Along a selected radius of connectors (e.g., radius 342 that includes connectors 344, 346, and 348), the connectors only run partially from aperture 306 toward the innermost sub-target, whereas other radii of connectors run further inward (e.g., radius of connectors 334 and 336).

Another example embodiment of a marksmanship training device is depicted in FIG. 7, which is similar in many respects to the embodiment of FIG. 4. Marksmanship training device 350 of FIG. 7 incorporates a support frame 352, an outer periphery 354, an aperture 356, and a sub-target 360. Aperture 356 at least partially defines a void 358 within which sub-target 360 is disposed. Connectors (362, 364, 366, 368, 370, 372, 374, 376, and 378) span void 358 between support frame 352 and sub-target 360 and releasably attach sub-target 360 to support frame 352.

A target zone 380 also is provided that incorporates a central zone 382 and multiple outer zones (384, 386), each of which is defined (at least partially) by scoring into the material forming sub-target 360. In this embodiment, central zone 382 is configured as a circle and the outer zones are configured as concentric rings.

Marksmanship training device 350 is a great choice for a quick session at the range. This target is a great challenge for friends that want to compete for who can clear the target the fastest or with the fewest shots. This target is the perfect introduction for those practicing the fundamentals of the shooting sport with a target that will help anyone develop their marksmanship skills.

Another example embodiment of a marksmanship training device is depicted in FIG. 8. As shown in FIG. 8, marksmanship training device 400 incorporates a support frame 402, an outer periphery 404, multiple apertures (e.g., apertures 406 and 407), and multiple sub-targets (e.g., sub-targets 410 and 420). Each of the sub-targets is disposed within a void associated with a corresponding one of the apertures. Thus, there are multiple voids, as well as a one-to-one correspondence between voids and sub-targets in this embodiment. For example, aperture 406 at least partially defines a void 408, within which sub-target 410 is disposed, and aperture 407 at least partially defines a void 409, within which sub-target 420 is disposed. Each of the sub-targets is supported by a set of connectors that span the associated void from support frame 402. By way of example, connectors 421, 422, 423, 424, and 425 span void 409 between support frame 402 and sub-target 420.

Marksmanship training device 400 offers the ability to practice without the increased challenge of losing shot placement visibility as there is an abundance of material available among and about the sub-targets and connectors to provide visual indications of shot impacts. This is great for a challenge against friends or intermediates new to this type of shooting. This target adds a visual element of additional knockout targets. The tabs are all the same size to keep this target a fun challenge without the added difficulty of multiple rings. This target is the perfect introduction for newcomers in the shooting sport to learn fundamentals with a target that will help anyone develop their marksmanship skills.

Marksmanship training devices 450 and 500 of FIGS. 9 and 10, respectively, offer similar challenges providing multiple displaced (yet non-overlapping) sub-targets. The varying of visual spacing contributes to the perception of an increase in difficulty by the trainee.

With respect to FIG. 9, marksmanship training device 450 incorporates a support frame 452, an outer periphery 454, multiple apertures (e.g., apertures 456 and 457), multiple sub-targets (e.g., sub-targets 460 and 470), and multiple target zones (e.g., zones 480 and 490). Each of the sub-targets is disposed within a void associated with a corresponding one of the apertures. For example, aperture 456 at least partially defines a void 458, within which sub-target 460 is disposed. Additionally, each of the sub-targets is supported by a set of connectors that span the associated void from support frame 452. For instance, connectors 461, 462, 463, and 464 span void 458 between support frame 452 and sub-target 460.

Target zone 480 includes a central zone 481, as well as ring-like outer zones 482-485 of varying widths. Target zone 480 also includes zones 486-489, 491, and 493, which differ from the circular and ring-like configurations previously presented. Target zone 490 also is representative of a non-circular/ring-like target zone. Specifically, target zone 490 is in the shape of the letter “O” and includes a central zone 492 and an outer zone 494. Note that target zone 490 is disposed on a sub-target (i.e., sub-target 460) while target zone 480 is disposed on support frame 452.

With respect to FIG. 10, marksmanship training device 500 incorporates a support frame 502, an outer periphery 504, multiple apertures (e.g., apertures 506 and 507), multiple sub-targets (e.g., sub-targets 510 and 520), and multiple target zones (e.g., zones 530 and 540). Each of the sub-targets is disposed within a void associated with a corresponding one of the apertures. For example, aperture 506 at least partially defines a void 508, within which sub-target 510 is disposed. Additionally, each of the sub-targets is supported by a set of connectors that span the associated void from support frame 502. For example, connectors 511, 512, 513, 514, and 515 span void 508 between support frame 502 and sub-target 510. Note that unlike those previously described, the space or gap between an aperture and its associated sub-target(s) is not uniform about the periphery.

Another example embodiment of a marksmanship training device is depicted in FIG. 11. Marksmanship training device 550 incorporates a support frame 552, an outer periphery 554, multiple apertures (e.g., apertures 556 and 557), multiple sub-targets (e.g., sub-targets 560, 570 and 580), and multiple connectors. Notably, there is not one-to-one correspondence between all the sub-targets and the voids. For instance, more than one sub-target (i.e., sub-targets 560 and 570 representing “pins” 7 and 4, respectively) is disposed within a void 558, while only one sub-target (580 representing pin 10) is disposed within void 559. Each of the sub-targets is supported by a set of connectors that spans the associated void from support frame.

Marksmanship training device 550 adds the challenge of a visually busy target, with a quickly shrinking area to visually identify misses. In this embodiment, some of the sub-targets (e.g., sub-targets 560 and 570) are connected and will only knockout together.

As shown in FIG. 12, an example embodiment of a marksmanship training system 600 incorporates a shooting lane 602 that defines a shooter location 604 and a target location 606. A marksmanship training device 610 also is provided (such as described before) that is positioned at target location 606, which may be provided in various configurations, such as a set of mounting rails, for example. Additionally, marksmanship training device 610 includes a front-facing surface 612 that should be oriented toward shooter location 604.

During use, a marksmanship trainee 620 positioned at shooter location 604 discharges a firearm 622 to shoot out connectors of marksmanship training device 610 to detach one or more sub-targets from the marksmanship training device.

Use of an embodiment of a marksmanship training system (such as system 600) may be described as a method. An example embodiment of such a method is shown in FIG. 13. Marksmanship training method 650 of FIG. 13 may be construed as beginning at block 652, in which a shooter location and a target location are defined. In some embodiments, these locations may be associated with a corresponding shooting lane. In block 654, a marksmanship training device is provided and, in block 656, the marksmanship training device is positioned at the target location. Typically, this involves disposing the marksmanship training device with a front-facing surface oriented toward the shooter location. Then, in block 658, a marksmanship trainee positioned at the shooter location shoots at connectors of the marksmanship training device. In particular, the trainee discharges a firearm to project bullets to create discontinuities of the connectors between the support frame and any sub-targets, thereby separating the sub-targets from the support frame.

FIG. 14 is a schematic diagram of another example embodiment of a marksmanship training system. Marksmanship training system 700 incorporates multiple shooting lanes (e.g., lanes 702 and 703), each of which defines a corresponding shooter location and target location. In this example, lane 702 defines shooter location 704 and target location 706, whereas lane 703 defines shooter location 705 and target location 707. Marksmanship training devices also are provided. For instance, marksmanship training devices 710 and 720 are positioned at target locations 706 and 707, respectively.

During use, a marksmanship trainee 714 positioned at shooter location 704 and a marksmanship trainee 715 positioned at shooter location 705 discharges corresponding firearms 716 and 717 to shoot out connectors of respective marksmanship training devices. Scoring of the results of impacts of the bullets upon the marksmanship training devices may be determined with reference to various games, with instructions for performing the games/scoring being provided as scoring indicia 730, which may be provided in print form, for example.

FIG. 15 is a flowchart depicting another example embodiment of a marksmanship training method. Marksmanship training method 750 of FIG. 15 may be construed as beginning at block 752, in which at least first and second shooter locations and first and second target locations are defined. In block 754, a marksmanship training device is provided for each marksmanship trainee (shooter) or, as desired, for each team of shooters. In block 756, a corresponding one of the marksmanship training devices is positioned at each of the target locations. In block 758, a shooter is positioned at each of the shooter locations to begin shooting the connectors from the marksmanship training devices. Then, as depicted in block 760, results of the shooting can be scored to determine a winner (or winning team).

With respect to scoring, in which a method may be construed as a game, all targets are designed to be enjoyed competitively and for fun to help users improve as shooters. There are several games that you can play as a group or individually. Games can be structured as time-based, ammunition-based, and/or points-based-the following are non-limiting examples, the instructions for which may be included as scoring indicia as previously described.

Unlimited Ammunition/Unlimited Time

For a competitive game, each shooter uses the same target model to establish the difficulty level. If you choose the unlimited options, then you will decide a winner by either who clears the target with the fewest rounds of ammunition or in the least amount of time. Participants should agree upon the conditions to win in advance of the game.

For individual training, set a measurable goal for yourself. Under this condition, the concern is not ammunition or time but rather observed performance. Some points of reflection when practicing with unlimited ammunition and time might include: did you maintain consistent shot technique and hold; were you consistent with your breathing for each shot taken; was your stance consistent throughout each shot; did you maintain focus throughout the entire target; were you relaxed while shooting; and did you control your emotions while shooting. Don't forget to keep a log in a shooter's journal to document your reflections.

Limited Ammunition/Unlimited Time

For a competitive game, each shooter uses the same target model to establish the difficulty level. Each competitor is limited to an agreed upon number of bullets. Everyone has as long as they need to be as accurate as possible with each shot. We recommend starting out with an average of three or four (3-4) bullets per tab on a target's design. For beginners and novices, consider starting with six to seven (6-7) rounds of ammunition per tab. The person that clears the target with the least amount of ammunition wins. If no one completes the target's design, then a least remaining tab count method will be used to determine the winner.

For individual training, the objective is to practice on similar targets across training sessions. When starting out, consider limiting yourself to four or five (4-5) rounds of ammunition per tab. Think of your limited ammunition count as a “par” score in golf. After clearing a target's design, did you have rounds left over and score below par or did you need to get additional rounds to finish and score above par? Don't stop if you run out of ammo! Document how many extra shots were needed to clear a target. As you improve, reduce your ammunition limitation with each new game. For each training session, document in a journal how many rounds of ammunition are needed to clear a target.

Limited Ammunition/Limited Time

For a competitive game, each shooter uses the same target model to establish the difficulty level. Each shooter is limited to an agreed upon number of bullets and a time limit. Use your time and ammo wisely within the constraints that are agreed upon. The person that uses the least amount of ammunition and time to clear their target within the set parameters is declared the winner. If no one eliminates the target's design under the constraints, then a least remaining tab count method will be used to determine the winner.

For individual training, the objective is to add pressure to your training session. The structure of this game is only recommended after you have some experience with other rulesets. Don't stop the game if you run out of time or ammunition! Take notes in your journal after each game to measure your improvement over time. At the end of your session, log in your journal whether you cleared the target and/or whether you ran out of time or ammunition.

Unlimited Ammunition/Limited Time

For a competitive game, each shooter uses the same target model to establish the difficulty level. Each shooter has as much ammunition as they want, but everyone is limited by time. You need to shoot as fast as possible to clear the target. The person that clears the target first, no matter the amount of ammunition needed, is declared the winner. If no one eliminates the target's design within the time constraint, then a least remaining tab count method will be used to determine the winner.

For individual training, the objective is speed on a similar target across each training session. How well can you maintain the consistency of each shot taken under the pressure of a time constraint? Did you clear the target within the time limit? At the end of your session, log in your journal if you cleared the target or needed additional time. Don't stop the game if the timer runs out! Log how much time you needed and measure any improvement across future games. Consider including reflections to your journal entry to keep track of whether you observed yourself maintaining a consistent hold and shot technique while under a time crunch.

Team Games

Color Coded Tabs (Shared Target)

Use assorted color markers as an accessory to code the tabs in a pattern on a shared target. Split up in teams by color. Each shooter only eliminates their team's tab colors. For targets with multiple rings of tabs, safely switch shooters between rings after clearing each team's color tab. If your range has a limited number of lanes, designate a team firearm and safely switch between shooters on the line. For ranges with plenty of lanes, arrange teammates on neighboring lanes to communicate between each zone of the target. The team that eliminates their tabs with the least amount of ammunition or time wins.

One Shot at a Time

A game where teams can share a target or use separate targets. Take turns as each team takes one shot at a time. The pressure is on . . . everyone is watching! If you share a target, then the team that clears the most tabs or sections first is declared the winner. If you use separate targets, then the team that clears their target with the fewest rounds is declared the winner.

FIGS. 16 and 17 are schematics diagram of other example embodiments of marksmanship training devices showing representative targeting indicia. As shown with respect to the embodiment of a marksmanship training device 800 of FIG. 16, a marksmanship training device can be split into zones. Students can be guided to clear tabs in a specific zone of a target before moving on. This exercise can help shooters learn to focus on a small area rather than the entire target. Additionally, shooters are able to practice and understand why the sequencing of shots for a target is important for competition.

Most targets don't have a specific order they must be used in. However, some do have a recommended order to follow for clearing a target (see, marksmanship training device 810 of FIG. 17, for example). Start with the innermost circle of tabs to eliminate the bullseye, then work your way out eliminating each ring as you go.

As should be understood, various embodiments of marksmanship training devices, systems, and/or methods may be alternatively known as games. Some of these games are suited for individual use, while others mat be well suited for competitive play. This may involve scoring in some embodiments, such as scoring based on timing, points, and/or ammunition usage, for example.

The embodiments described above are illustrative of the invention and it will be appreciated that various permutations of these embodiments may be implemented consistent with the scope and spirit of the invention as defined by the claims. Any examples provided are non-limiting examples.

Claims

1. A marksmanship training device comprising: a support frame having an outer periphery and an aperture, the aperture at least partially defining a void;a first sub-target, spaced from the aperture, disposed within the void and supported by the support frame; anda first plurality of connectors, each of the first plurality of connectors spanning the void between the support frame and the first sub-target;wherein the first plurality of connectors is configured to separate the first sub-target from the support frame based on discontinuity of each of the first plurality of connectors between the support frame and the first sub-target.

2. The marksmanship training device of claim 1, wherein: the marksmanship device further comprises: a second sub-target disposed within the void and spaced from the first sub-target; anda second plurality of connectors, each of the second plurality of connectors spanning between the first sub-target and the second sub-target;the support frame, the first sub-target, the second sub-target, the first plurality of connectors, and the second plurality of connectors being in a planar configuration;the second plurality of connectors is configured detach the second sub-target from the first sub-target based on discontinuity of each of the second plurality of connectors between the first sub-target and the second sub-target.

3. The marksmanship training device of claim 2, wherein the first sub-target and the second sub-target are configured as concentric rings.

4. The marksmanship training device of claim 2, wherein each of the first plurality of connectors is radially aligned with a corresponding one of the second plurality of connectors.

5. The marksmanship training device of claim 2, wherein at least one of the first plurality of connectors is radially aligned with a corresponding one of the second plurality of connectors.

6. The marksmanship training device of claim 2, further comprising targeting indicia representing a recommended shot order of aim points for the first plurality of connectors and the second plurality of connectors.

7. The marksmanship training device of claim 6, wherein the targeting indicia comprises a plurality of zones, each of the zones including a subset of the connectors from the first plurality of connectors and the second plurality of connectors.

8. The marksmanship training device of claim 1, wherein the support frame, the first sub-target, and the first plurality of connectors being in a planar configuration.

9. The marksmanship training device of claim 1, wherein the support frame, the first sub-target, and the first plurality of connectors are contiguous and formed of a sheet of plywood.

10. The marksmanship training device of claim 1, wherein: the aperture is a first aperture;the void is a first void;the support frame has a second aperture that at least partially defines a second void; andthe marksmanship device further comprises: a second sub-target, spaced from the second aperture, disposed within the second void; anda second plurality of connectors, each of the second plurality of connectors spanning between the support frame and the second sub-target.

11. The marksmanship training device of claim 1, further comprising a target zone defined, at least partially, by scoring into the material forming the marksmanship training device.

12. The marksmanship training device of claim 11, wherein the target zone is disposed on the first sub-target.

13. The marksmanship training device of claim 11, wherein the target zone has a circle and a concentric ring.

14. A marksmanship training system comprising: a shooting lane defining a shooter location and a target location; anda marksmanship training device positioned at the target location, the marksmanship device having a front-facing surface oriented toward the shooter location, a support frame having an outer periphery and an aperture, the aperture at least partially defining a void, a first sub-target, spaced from the aperture, disposed within the void and supported by the support frame, and a first plurality of connectors, each of the first plurality of connectors spanning the void between the support frame and the first sub-target;wherein the first plurality of connectors is configured to separate the first sub-target from the support frame based on discontinuity of each of the first plurality of connectors between the support frame and the first sub-target.

15. The marksmanship training system of claim 14, further comprising gaming indicia containing instructions for scoring results of impacts of the bullets on the marksmanship training device.

16. A marksmanship training method comprising: defining a first shooter location and a first target location;providing a first marksmanship training device having a front-facing surface, a support frame, a first sub-target, and a first plurality of connectors, the support frame having an outer periphery and a first aperture, the first aperture at least partially defining a first void, the first sub-target disposed within the first void and supported by the support frame, each of the first plurality of connectors spanning the first void between the support frame and the first sub-target;positioning the first marksmanship training device at the first target location with the front-facing surface oriented toward the first shooter location; andinstructing a first marksmanship trainee, positioned at the first shooter location, to shoot the first plurality of connectors of the first marksmanship training device with bullets projected from a first firearm to separate the first sub-target from the support frame based on discontinuity of each of the first plurality of connectors between the support frame and the first sub-target.

17. The marksmanship training method of claim 16, further comprising: defining a second shooter location and a second target location;providing a second marksmanship training device;positioning the second marksmanship training device at the second target location and oriented toward the second shooter location;instructing a second marksmanship trainee, positioned at the second shooter location, to shoot the second marksmanship training device with bullets projected from a second firearm; andscoring results of impacts of the bullets on the first marksmanship training device and the second marksmanship training device, respectively, to determine a winner from among the first marksmanship trainee and the second marksmanship trainee.