Patent Application
20200305611
Young students, for example in classes from fourth grade in a grammar school, to seniors in their fourth year of high school, tend to possess excess energy, which can prevent students from focusing their attention on the academic material being presented to them by their teacher. Some students are very sluggish and tend to lay their heads on their desk or prop themselves up on their elbows. Other students are so filled with energy that they are unable to stop fidgeting or bothering their neighbors and preventing them from having their attention on what the teacher is presenting to the class.
Studies have suggested that students' learning may be improved as a result of greater comfort and alteration of the desk, for example permitting the student to stand while using the classroom desk. Among the results reported from studies are that activity permissive classrooms, including standup desks, or sitting desks, combined with constructive fidgeting, give the children the flexibility they need to expend energy and at the same time focus better on their work as compared with students monitored while using traditional desks. Moreover, teachers in several states have reported that they know from experience that standup desks facilitate the student's need to expend energy and at the same time focus better on their scholastic work rather than focusing on how to sit still or keep still.
U.S. Pat. No. 8,434,824, the full disclosure of which is incorporated herein by reference, proposes a universal foot assembly having a foot rest with four points of attachment by elastic bands. A product embodying the disclosure of U.S. Pat. No. 8,434,824 has been sold under the tradename FOOTFIDGET®. The foot assembly may be attached to a desk or work-station for use either sitting or standing, and can be adjustably configured to allow the foot rest to vibrate, rotate, or move in a number of directions, to provide resistive movement (proprioception) in an ergonomically correct position, helping students to expend nervous energy. The device is strategically positioned in the middle of the desk foot space to ensure proper ergonomic and postural alignment for the user. However, the inventors have found that in practice this device can be difficult to install, and cannot be easily moved from one desk to another as needed. It can also be difficult to adjust the height of the foot rest quickly and accurately to meet the needs of different students.
In one aspect, the present disclosure features a physical activity device that includes (a) a central footrest, configured to receive at least a portion of a foot of a user, (b) a plurality of elongated sleeves, each sleeve having an inner and an outer surface, and being configured to at least partially enclose an elongated tubular support member, and having spaced grooves in its outer surface extending generally perpendicular to a longitudinal axis of the sleeve, and (c) at least two loops extending from the footrest, the loops being configured to be received by the grooves so that the sleeves support the footrest above a surface on which the tubular support members are positioned.
Some implementations include one or more of the following features. Each sleeve may be configured to extend only partially around the circumference of the tubular support member. For example, each sleeve can be configured to extend around from about 45 percent to 55 percent of the circumference of the tubular support member. The tubular support member may be, for example, a desk or table leg, such as the leg of a student desk. In some cases, the desk or table leg includes a swivel foot, and each sleeve is configured to rest on top of each swivel foot. Each sleeve may have an outer surface the cross-section of which is an open rectangle or square, and an inner surface that is arcuate (e.g., semi-circular or semi-oval) in cross-section. For example, the cross-sectional shape of the inner surface may be a semicircle, so that the inner surface is configured for contact with the tubular support member. The sleeve may, for example, include at least three grooves. In some implementations, the device includes four sleeves and the loops provide four attachment points when the loops are positioned in the grooves. The loops may extend from or be part of one or more straps which are preferably formed of elastic cord or other resilient material. The grooves may be spaced from 1 to 2 hes apart, e.g., from 1.25 to 1.75 inches apart, and the sleeve may be from about 6 to 10 inches long, e.g., from about 7 to 9 inches long.
In another aspect, the disclosure features a method that includes attaching a physical activity device having a central footrest to a support structure having three or more vertically extending tubular support members. The device is attached by (a) placing an elongated sleeve around each of the support members, the elongated sleeve including two or more grooves extending generally perpendicular to a longitudinal axis of the sleeve, and (b) placing a loop connected to the footrest around each of the sleeves such that the loop is retained in one of the grooves and the footrest is supported above a surface on which the tubular support members are positioned.
Some implementations include one or more of the following features. Each loop may be placed in a groove at the same vertical height above a surface on which the support structure is positioned. Each sleeve can be open on one side, so that the sleeve can be mounted on the support member using a lateral motion relative to a longitudinal axis of the support member. The method may also include adjusting the height of the footrest relative to a surface on which the support structure is positioned by moving the loops to different grooves in each sleeve. In cases in which the support members include swivel feet, e.g., when the support structure is a student desk, the sleeves may be positioned on the support members such that a lower terminal surface of each sleeve rests on an upper surface of the corresponding swivel foot. The method may also include removing the physical activity device from the support structure by removing the sleeves from the support members. In some cases, the method may include then attaching the device to a different support structure.
Advantageously, in many implementations the physical activity devices disclosed herein can be easily attached to and removed from desks and other support structures without the need for tools or assembly skills. Moreover, the height of the footrest relative to the floor or ground can be quickly and easily adjusted whenever necessary, and can be easily set so that all attachment points of the device are at the same height. In preferred implementations, the device is designed to strategically position the footrest in the middle of the desk foot space to ensure proper ergonomic and postural alignment for the user.
Other features and advantages of the invention will be apparent from the following detailed description and from the claims.
A physical activity device 10 according to one implementation is shown in
Referring now to
Referring to
The inner wall 28 of the sleeve has a cross-sectional shape in the form of a half circle, allowing the inner wall to contact or partially contact the outer surface of the tubular support members 20.
The radius of the inner wall is generally selected so that the sleeve will extend a little more than halfway around the circumference of tubular support member 20, e.g., from about 0.5 to 15%, e.g., 1 to 5%, more than halfway around the circumference. This allows the sleeve to be easily applied to the leg using a lateral motion (holding the sleeve generally vertical and moving the sleeve into contact with the leg from the side). Once the sleeve is in place and the loops are placed around each of the sleeves the spring force of the elastic cords urges the sleeves against the adjacent outer surfaces of the tubular support members.
Referring again to
The sleeves may be manufactured, for example, from a thermoplastic such as polypropylene. The sleeve needs to have sufficient rigidity such that the sleeves together will be able to support the downward force applied to the footrest by a user's foot. The weight applied to the footrest will generally not be the full weight of the user, but could be considerable, for example at least 50 pounds or in some cases 100 pounds or more. It is important that the sleeves not collapse or deflect under normal forces that will be encountered during use.
It is also preferred that the sleeve material have some flexibility, to allow it to give when pressed onto the leg without cracking or permanent deformation of the plastic.
The thermoplastic may be filled, e.g., with cellulose fibers, glass fibers, or other fillers, and may include additives to provide a desired level of flexibility without compromising the structural integrity of the sleeves.
The physical activity device can be used, for example, while sitting at a desk, or while standing at a standing desk or table. The sleeves described herein can be used with any of the embodiments described in U.S. Pat. No. 8,434,824, incorporated by reference above.
The physical activity device can be attached to a walker, a workstation, a desk, or any piece of furniture that provides for enough clearance from the floor or ground to allow the physical activity device to rotate, vibrate, or move in a variety of directions without hitting the floor or the ground.
The height of the footrest 16 above the floor or ground can be easily adjusted simply by moving the loops from one groove to another. Generally, all four loops will be positioned in grooves at the same height, for ergonomic use of the device.
The device can also be easily removed from one desk and taken to another, or stored until the next use, simply by stretching the elastic cords slightly so that the sleeves can be removed from the legs and then removing the sleeves with a lateral movement and sliding the loops off of the legs.
The device may also be used with the ‘Standing Desk Conversion Kit’ described in U.S. Pat. No. 8,434,824. This kit allows schools to recycle their desk tops by replacing the short desk legs with custom leg extensions to provide a standing desk.
In an alternate embodiment, the device can include sleeves that fully enclose the leg and slide on by lifting up the desk or table and sliding the sleeve up from the foot of the tubular support member. This embodiment is generally less desirable, in that it is heavier for a given material and somewhat more cumbersome to attach to the tubular support member. However, it may be desirable in some cases, e.g., where a particularly secure attachment is desired, a tubular support member having a diameter larger than 1″ is involved, or when a square leg is used rather than a tubular support member. The inner wall may in some cases be square in cross-section, for example sleeve 500 as shown in
In other alternate embodiments, the sleeves may have more or fewer than three grooves, and/or the device may include more or fewer than four sleeves.
Moreover, the two elastic cords may be replaced by four separate cords that are joined at the central footrest, or one long cord that is appropriately fitted through the footrest such that it forms an “eight” having two loops each of which is stretched around two of the tubular supports.
In some cases, if the fit between the sleeve and tubular support member is not close enough, or it is desired to keep the sleeves in place when the loops are removed, additional elements may be provided to secure the sleeves. For example, clips or straps may be provided to wrap around a portion of the sleeve and snug it up against the tubular support.
Accordingly, other embodiments are within the scope of the following claims.
