PICKLEBALL TRAINING NET, KIT AND METHOD OF USE

BACKGROUND
State of the Art

The present invention relates to a pickleball training net and methods of use thereof.

Field of Art

The game of pickleball is one of the fastest growing sports in the United States and some foreign countries. It is estimated that the number of people playing pickleball has increased 40 percent in the last three years. The surge in those playing pickleball has had two effects. First, there are a growing number of people who wish to practice their game to improve their skills. Second, there are often a shortage of pickleball courts available on which people can play or practice. In many parks, one will see several empty tennis courts while the pickleball courts are full and have a waiting line. It is not uncommon to see people warming up or practicing on the tennis courts until a pickleball court is free.

The use of a tennis court to practice pickleball is somewhat disadvantageous. First, the height of the net is different. In tennis, the net is 36 inches high at the center line of the court and extends upwardly to posts that are 42 inches high. In contrast, a pickleball net is 34 inches at the center and 36 inches high at the ends. Second, the lines on the court are materially different. In pickleball the centerline is 10 feet from either side and there is a non-volley zone 7 feet deep (commonly called the kitchen) where a serve may not land and where a player may not step unless the ball has bounced in the area.

To play pickleball well it is important to develop solid ground strokes and the ability to hit dink shots (i.e. shots designed to land in the kitchen) to force the other player to run forward, and lobs to hit the ball over the reach of the opposing player to force him or her to run to the back of the court. The worst shot is often a floating ball which allows the opponent to slam the ball into the player's side of the court at a high rate of speed.

Thus, there is a need for a training net and related methods to help improve one's ball control when playing pickleball or similar sports.

SUMMARY OF THE INVENTION

The following summary of the present invention is not intended to describe each illustrated embodiment or every possible implementation of the invention, but rather to give illustrative examples of application of principles of the invention.

A pickleball training net may include a frame having a first, fixed height net and a second, adjustable height net attachable thereto.

In accordance with one aspect of the disclosures, the first net maybe fixed so that a top thereof is disposed at approximately 34-36 inches above a ground surface and the second net may be adjustable above the first net so as to leave a space of a selectable distance between the first net and the second net.

In accordance with another aspect of the disclosure, the second net may be slidable or otherwise adjustable relative to the first net so that the space between the first net and the second net is between approximately 0 and 4 feet. In most applications the opening between the upper and lower net would be between 1 foot and 3 feet, depending on the skill level of the user.

In accordance with one aspect of the disclosure, the frame may be assembled to be a number of different widths, such as 4 feet wide, 6 feet wide, 8 feet wide or 10 feet wide depending on the frame components being used.

In accordance with one aspect of the disclosure, the kit may include demarcation members, such as fabric, tape, string or cones which designates a playing area or part thereof, such as, for example, a “kitchen” area approximately the width of the net and 7 feet deep to simulate the kitchen during practice.

In accordance with one aspect of the disclosure, the kit include a demarcation member, such as fabric, tape or string which designates an area with a rear baseline at 22 feet from the frame, and a forward area 18-20 feet from the frame to force players to lob shots over the head of an opponent and into an area adjacent the base line.

In accordance with another aspect of the disclosure, the at least partially collapsible frame may be disposed adjacent to a wall, so that a player may practice hitting a ball repeatedly and responding to the ball when it bounces off of the wall.

In accordance with one aspect of the disclosure, a portion of the frame may engage the wall to help support the frame while the frame is disposed adjacent the wall during practice.

BRIEF DESCRIPTION OF THE DRAWINGS

Various embodiments of the present disclosure are shown and described in reference to the numbered drawings wherein:

FIG. 1 shows a perspective view of a pickleball training net formed in accordance with the principles of the present disclosure.

FIG. 2 shows a front view of a pickleball training net with the first, lower net removed and disposed in front of an existing pickleball net.

FIG. 3 shows a front view of the pickleball training net with the second, upper net removed.

FIG. 4 shows a front view of a pickleball training net disposed in front of a wall.

FIG. 5 shows a side view of the lower portion of the frame when disposed adjacent to a wall.

FIG. 6 shows a close-up view of a connector which may be used as part of the frame.

FIG. 7 shows a top view of the connector of FIG. 6 with the other frame members removed.

FIG. 8 close-up view of part of the frame and nets.

FIG. 9 shows a top view of an adjustable net in a first orientation.

FIG. 10 shows a top view of an adjustable net.

FIG. 11 shows a playing court laid out to practice ball placement skills.

FIG. 12 shows a side view of different ball trajectories when using the pickleball training net of the present disclosure.

FIG. 13 shows a perspective view of a connector for holding together portions of a frame.

FIG. 14 shows a top view of portions of the connector of FIG. 13.

FIG. 15 shows a side view of an alternate connector.

FIG. 16 shows a top view of the connector of FIG. 15.

FIG. 17 shows a side view of a connector for attaching upper and

lower vertical members and the middle cross frame member.

FIG. 18 shows a side view of a connector for attaching an alternate configuration of the frame.

FIG. 19 shows a side view of an alternate configuration of a portion of the frame using the connector of FIG. 18.

FIG. 20 shows a side view of a connector for attaching the upper vertical frame member to the top cross frame member.

FIG. 21A shows a perspective view of a frame made in accordance with the present disclosure.

FIG. 21B shows a perspective view of a second, upper net being mounted on the frame.

FIG. 21C shows the second, upper net in a fully extended position.

FIG. 21D shows the second, upper net partially retracted to increase the side of the opening through which a ball may be hit.

FIG. 22E shows an alternate way for increasing the opening between the two nets.

FIG. 22 shows side view of an embodiment of the first, lower net.

FIG. 23 shows a front view of another first, lower net.

FIG. 24 show a connector for attaching portions of the cross frame members.

FIG. 25 shows an alternate cross frame member.

FIG. 26A shows a front view of the frame at a first width and several alternate heights.

FIG. 26B shows a front view of the frame at a second width.

FIG. 26C shows a front view of the frame at a third width.

FIG. 26D shows a front view of the frame at a fourth width.

FIG. 27 shows a perspective view of a connector for a press fit frame and

FIG. 28 shows a top view of the connector of FIG. 27.

FIGS. 29A and 29B show a perspective view and a close-up view of an assembled net, respectively.

It will be appreciated that the drawings are illustrative and not limiting the scope of the invention which is defined by the appended claims. The embodiments shown accomplish various aspects and objects of the invention. It will be appreciated that it is not possible to clearly show each element and aspect of the present disclosure in a single figure, and as such, multiple figures are presented to separately illustrate the various details of different aspects of the invention in greater clarity. Similarly, not all configurations or embodiments described herein or covered by the appended claims will include all of the aspects of the present disclosure as discussed above.

DETAILED DESCRIPTION

Various aspects of the invention and accompanying drawings will now be discussed in reference to the numerals provided therein so as to enable one skilled in the art to practice the present invention. The skilled artisan will understand, however, that the methods described below can be practiced without employing these specific details, or that they can be used for purposes other than those described herein. Indeed, they can be modified and can be used in conjunction with products and techniques known to those of skill in the art in light of the present disclosure. The drawings and the descriptions thereof are intended to be exemplary of various aspects of the invention and are not intended to narrow the scope of the appended claims. Furthermore, it will be appreciated that the drawings may show aspects of the invention in isolation and the elements in one figure may be used in conjunction with elements shown in other figures.

Reference in the specification to “one embodiment,” “one configuration,” “an embodiment,” or “a configuration” means that a particular feature, structure, or characteristic described in connection with the embodiment may be included in at least one embodiment, etc. The appearances of the phrase “in one embodiment” in various places may not necessarily limit the inclusion of a particular element of the invention to a single embodiment, rather the element may be included in other, or all embodiments discussed herein.

Furthermore, the described features, structures, or characteristics of embodiments of the present disclosure may be combined in any suitable manner in one or more embodiments. In the following description, numerous specific details may be provided, such as examples of products or manufacturing techniques that may be used, to provide a thorough understanding of embodiments of the invention. One skilled in the relevant art will recognize, however, that embodiments discussed in the disclosure may be practiced without one or more of the specific details, or with other methods, components, materials, and so forth. In other instances, well-known structures, materials, or operations may not be shown or described in detail to avoid obscuring aspects of the invention.

Before the present invention is disclosed and described in detail, it should be understood that the present invention is not limited to any particular structures, process steps, or materials discussed or disclosed herein, but is extended to include equivalents thereof as would be recognized by those of ordinarily skill in the relevant art. More specifically, the invention is defined by the terms set forth in the claims. It should also be understood that terminology contained herein is used for the purpose of describing particular aspects of the invention only and is not intended to limit the invention to the aspects or embodiments shown unless expressly indicated as such. Likewise, the discussion of any particular aspect of the invention is not to be understood as a requirement that such an aspect is required to be present apart from an express inclusion of that aspect in the claims.

It should also be noted that, as used in this specification and the appended claims, singular forms such as “a,” “an,” and “the” may include the plural unless the context clearly dictates otherwise. Thus, for example, reference to “a bracket” may include an embodiment having one or more of such brackets, and reference to “the target plate” may include reference to one or more of such target plates.

As used herein, the term “substantially” refers to the complete or nearly complete extent or degree of an action, characteristic, property, state, structure, item, or result to function as indicated. For example, an object that is “substantially” enclosed would mean that the object is either completely enclosed or nearly completely enclosed. The exact allowable degree of deviation from absolute completeness may in some cases depend on the specific context, such that enclosing nearly all of the length of a lumen would be substantially enclosed, even if the distal end of the structure enclosing the lumen had a slit or channel formed along a portion thereof. The use of “substantially” is equally applicable when used in a negative connotation to refer to the complete or near complete lack of an action, characteristic, property, state, structure, item, or result. For example, structure which is “substantially free of” a bottom would either completely lack a bottom or so nearly completely lack a bottom that the effect would be effectively the same as if it completely lacked a bottom.

As used herein, the term “generally” refers to something that has characteristics of a quality without necessarily being exactly that quality. For example, a structure said to be generally vertical would be at least as vertical as horizontal, i.e. would extend 45 degrees or greater from horizontal. Likewise, something said to be generally circular may be rounded like an oval but need not have a consistent diameter in every direction.

As used herein, the term “about” is used to provide flexibility to a numerical range endpoint by providing that a given value may be “a little above” or “a little below” the endpoint while still accomplishing the function associated with the range.

As used herein, a plurality of items, structural elements, compositional elements, and/or materials may be presented in a common list for convenience. However, these lists should be construed as though each member of the list is individually identified as a separate and unique member.

Concentrations, amounts, proportions and other numerical data may be expressed or presented herein in a range format. It is to be understood that such a range format is used merely for convenience and brevity and thus should be interpreted flexibly to include not only the numerical values explicitly recited as the limits of the range, but also to include all the individual numerical values or sub-ranges encompassed within that range as if each numerical value and sub-range is explicitly recited. As an illustration, a numerical range of “about 1 to about 5” should be interpreted to include not only the explicitly recited values of about 1 to about 5, but also include individual values and sub-ranges within the indicated range. Thus, included in this numerical range are individual values such as 2, 3, and 4 and sub-ranges such as from 1-3, from 2-4, and from 3-5, etc., as well as 1, 2, 3, 4, and 5, individually. This same principle applies to ranges reciting only one numerical value as a minimum or a maximum. Furthermore, such an interpretation should apply regardless of the breadth of the range, or the characteristics being described.

In training to improve one's pickleball game, there is often a shortage of available courts on which players and practice to improve their technique. At the same time, there is increasing demand for training as additional people desire to play pickleball. Turning now to FIGS. 1, 6 and 7, there is shown a perspective view of a pickleball training net, generally indicated at 4 in FIG. 1 and close-up views of the first connector 22 in FIGS. 6 and 7. The pickleball training net 4 may include a frame 8 onto which a first net 12 and a second net 16 may be mounted. The frame 8 may be collapsible and movable so as to facilitate the use of the training net 4 at a variety of locations, such as on empty tennis courts and basketball courts (both indoor and outdoor), as well as parking lots, driveways, garages, basements and the like.

The frame 8 may include a first connector 22 and a second connector 26 which are disposed at or near the bottom of the frame. The first connector 22 may be defined by a housing 22′ with a collar 28 defining a first opening 30 into which a first foot member 34 is slidably or threadedly disposed to thereby provide a first attachment location. The first connector 22 may also include a collar 36 defining a second opening 38 into which a second foot member 42 may be slidably or threadedly disposed to therefore form a second attachment location. The first foot member 34 and the second foot member 42 may each include a rubber or rubber-like end piece 44. The first foot member 34 and the second foot member 42 may extend in opposite directions or may be sufficiently extending on opposing sides of the first connector 22 to hold the first connector and prevent the frame 8 from falling forwardly or rearwardly.

Referring specifically to FIGS. 6 and 7 The first connector 22 may also include a collar 44 defining a third opening 46 which receives a lower cross frame member which extends generally horizontally to thereby form a third attachment location if present. The first connector 22 may also include a fourth opening 54 which can receive a first lower vertical frame member 58 to thereby form a fourth attachment location (or a third attachment location if the connector does not include collar 44.) The first lower vertical frame member 58 may extend generally upwardly from the first connector. The first connector 22 can also include one or more fifth openings 62 defined by collars 63 (which could define fourth openings if the opening 46 were omitted) may be disposed generally perpendicular to the first and second openings 30, 38 and thereby form fifth or sixth attachment locations for holding a foot member or a piece of the frame member, etc., when not in use.

While discussed herein as the first foot member 34, the second foot member 42, the base cross frame member 50 and the first lower vertical frame member 58 being inserted into openings in the first connector 22, it will be appreciated that the first connector (and subsequently discussed connectors) could be sized to be inserted into one or more openings in ends of the first foot member, the second foot member, the base frame member and/or the lateral frame member, etc.

As shown in FIG. 1, the base frame member 50 may be formed from one or a plurality of pieces which may be attached together by one or more connectors 66. Alternatively, the plurality of pieces may be swedged or otherwise formed to nest within one another. The pieces will generally be tubular pieces of plastic or metal, though such is not required. The plurality of pieces enables the frame 8 to be a variety of widths. Thus, for example, FIG. 1 shows two pieces of base cross frame member 50 attached together with one connector 66 and providing a frame which is approximately 4 feet wide. If a wider frame is desired, a plurality of extra base member pieces can be added with additional connectors 66 to form a frame which is, for example, 6 feet, 8 feet or 10 or 12 feet wide. Thus, for example, there could be three 2 foot long pieces and three 3 foot pieces to allow a variety of different widths.

Disposed at an opposing end of the base cross frame member 50 from the first connector 22 may be the second connector 26. The second connector 26 may include a housing 26′ having a collar or similar structure defining a first opening 70 into which a third foot member 74 is slidably or threadedly disposed. The second connector 26 may also have a collar formed in the housing 26′ which defines a second opening 78 into which a fourth foot member 82 may be slidably or threadedly disposed. The third foot member 74 and the fourth foot member 82 may each include a rubber end piece 44.

The second connector 26 may also include a third opening 86 formed in the housing 26′ which receives an end of the base frame member 50. The second connector 26 may also include a fourth opening 90 formed in the housing 26′ which can receive a lower vertical frame member 94 which extends generally upwardly from the second connector. The second connector 26 may also include one or more fifth openings (not readily visible in FIG. 1) generally perpendicular to the first and second openings of the second connector for holding a foot member or an extra piece of the frame when not in use.

A third connector 96 and a fourth connector 98 may be disposed along or at the end of the first and second lower vertical frame members 58 and 94, respectively. The third connector 96 may include a housing 96′ having a first opening 104 which receives the first lower vertical frame member 58 and the fourth connector 98 may include a first opening 106 which receives the second lower vertical frame member 94. The housings 96′ and 98′ of the third and fourth connectors 96 and 98 may also include second openings 110 and 112 respectively which receive opposing ends of a middle cross frame member 100 which supports the lower vertical frame members 58 and 94, and helps to hold up the first, lower net 12. As with the base frame member 50, the middle cross frame member 100 may be formed from a plurality of pieces so that the middle frame cross member is expandible by adding additional pieces.

The housings 96′ and 98′ of the third connector 96 and the fourth connector 98 may each include a third opening, 116 and 118 respectively, for receiving a first upper vertical frame member 122 and a second upper vertical member 124, respectively. In one version of the present disclosure, the first and second upper vertical frame members 122 and 124 can telescope out of or slide relative to the third and fourth connectors 96 and 98. A top cross frame member, 130 may connect to the upper vertical frame members 122 and 124. The upper net 16 may cover the top cross frame member 130, which may be attached to the first and second upper vertical members by connectors. The second, upper net 16 could also be stretched between the upper vertical frame members such that a top cross frame member is not necessary.

The top 12a of the first, lower net 12 may typically be a fixed height of 34-36 inches high and the second, upper net 16 may be 1 to 3 feet high. The upper vertical frame members 122 and 124 may be a given length and hold the top of the second, upper net 16 at a set distance above the top 12a of the first lower net 12 or may be sized so as to be slidable within the lower vertical frame members 58 and 94, respectively. In one application of the present disclosure the upper vertical frame members 122 and 124 could be 3-6 feet long and able to nest within the lateral frame members 58 and 94 so that a three foot second, upper net 16 could have its bottom placed immediately adjacent the top 12a of the first, lower net. As will be discussed in additional detail below, such an orientation would form a net which is 6 feet tall, and a person practicing would have to lob the ball at a high angle to get it over the net. In such a configuration students could practice lob shots without the ability to hit the ball at a lower angle.

By pulling upwardly on the upper vertical frame members 122 and 124, the second, upper net 16 could be spaced apart from the first, lower net 12, by a distance of up to, for example approximately 3-4 feet. A spring pin or other structure within the third and fourth connectors, 96 and 98 could be used to hold the upper vertical frame members 122 and 124, at designated increments, such as every 6 inches or every foot, or the upper frame members could be friction fit with the connectors or lower vertical frame members 58 and 90 to provide continuous spacing adjustment.

Allowing the second, upper net 16 to move relative to the first, lower net 12 allows for a user to train on hitting a ball with a desired stroke. One common stroke in pickleball is referred to as a dink shot. The ball is hit across the net with the goal of having the ball land in the opponent's kitchen as close to the net and with as little bounce as possible. This forces the opponent to rush to the net and try and return the ball. One common error of lesser experienced players is that the ball is hit over the net but high enough that the ball carries toward the back of the kitchen or bounces high enough that the opponent is given additional time to return the ball. Sometimes the ball is even high enough that the opposing player can slam the ball into the player's court, thereby gaining a point.

A less experienced player may wish for the spacing between the nets to be 3 feet so that the majority of balls hit do not simply end up hitting the second, upper net 16. As a player improves, however, the ability to keep the ball low above the first, lower net 12 improves, thereby enabling the player to practice with the nets being only 2 feet apart and then only 1 foot apart. Such spacing is also good for practicing ground strokes to ensure that the ball clears the net but is not hit so high that the ball is carried out of bounds beyond the base line. As a player improves or wishes to work on different shots, he or she may adjust the height of the second, upper net 16 relative to the first lower net 12. Additionally, two or more players can play a game of pickleball and use the training net 4 to make the game more difficult. This may be particularly enjoyable if, for example, people wish to play pickleball in the winter or indoors. Because space may be limited, the adjustable nets allow the players to play in a smaller area while keeping the game challenging.

One of the advantages of the training net 4 of the present disclosure is that it can be used for a variety of training exercises. Turning to FIG. 2, there is shown a front view of the training net 4 disposed in front of a conventional pickleball net 200. The lower net (not show) may be left on or may be removed if desired. If a player is attempting to work on shot placement, the training net 4 can be moved along the conventional net 200 to a desired location and they the player must return the ball through the opening 140 between the top of the pickleball net 200 and the bottom of the second, upper net 16. This allows a player to work on ball control and develop muscle memory of where he or she needs to hit the ball to get the ball to land at the location desired. Likewise, multiple pickleball training nets 4 could be placed along the net 200 and a coach may call out which training net the player has to hit the ball through.

FIG. 3 shows a use of the training net 4 with two upper vertical frame members and the second, upper net removed. The training net 4 enables a teacher to work with numerous students and to have them hit back and forth with each other. If the pickleball courts are unavailable, a number of the training nets can be lined up on a tennis court, a basketball court or even a parking lot and players can practice with one another. Six or more students could be warming up on a single tennis court, basketball court, etc. A demarcation designator such as string, fabric, tape or cones could be used to designate the kitchen or other area for play either for training, warming up, or for playing a game on a reduced sized court. Additionally, the net 4 can be used inside to allow people to play pickleball in their garage, basement or even a room with a hardwood or vinyl flooring during inclement weather.

One advantage of the training net 4 is that it may be used in front of a wall 210 as shown in FIG. 4. Many people practice their strokes in pickleball by hitting a ball against a wall. The ball bounces back after each hit, allowing the person to practice a stroke over and over. The training net 4 can be placed in front of a wall to improve ball control while playing by oneself. By removing the second and fourth foot members, 42 and 84 the connectors 22 and 26 can be placed adjacent to the wall to minimize the distance between the top of the lower net 12 and the wall 210. This helps to minimize the instances where the ball passes over the net, impacts the wall, and then falls behind the net. By removing the second and fourth foot members, the top of the net may be close enough to the wall to prevent the ball from falling behind the net. By adjusting the position of the second, upper net 16, the player can repeatedly hit the ball in the desirable space above the first, lower net 12, thereby improving muscle memory.

FIG. 5 shows a side view of the first connector 22 disposed adjacent the wall 210. The first connector 22 has the first leg 34 disposed in the first opening 30 therein to help hold the lateral frame member 58 upright. In some applications the first connector 22 may have three openings and the rear opening would be empty. In other applications, the first connector 22 may have 5 or more openings, such as that shown in FIG. 6, and one or more of the openings could be used to hold the second foot member 42 or extension pieces of the frame out of the way. In the orientation shown, the second foot member 42 may engage the wall 210 and help keep the training net upright.

While the first lower vertical frame member 58 is disposed in opening 54 in FIG. 5, it could also be positioned in opening 62 or 63 to adjust the distance between the net (not visible in FIG. 5) and the wall 210. For example, a very skilled player may wish to space the net 3-6 inches from the wall (such as by using opening 63). The player may then practice hitting several solid ground strokes and then try and hit the ball, so the ball barely passes over the net and drops. If the ball does not clear the net, he or she has accomplished the objective of hitting a dink shot which would be very difficult to return. If the bottom of the first, lower net 12 is sufficiently high off the ground, the ball may roll back toward the player.

FIG. 6 shows a close-up perspective view of one embodiment of the first connector 22. The first connector 22 may include five or six openings or slots into which parts of the frame may be inserted. A collar or similar structure defining a first opening 30 may receive the first foot member 34. While a collar or similar structure defining a second opening 38 may selectively receive the second foot member 42 when desired. The third opening is not visible but is shown at 46 in FIG. 7. The fourth opening 54 may hold the lower vertical frame member 58 or the second foot member 42 when not in use. A fifth opening 62 is shown holding the second leg 42 and a sixth opening 63 is shown with a dashed first foot member 34. It will be appreciated that the collars or similar structures which define the openings could receive could be used to hold extra pieces of frame members to facilitate expansion of the training net. In this manner, unused foot members and extra frame members used for expansion of the size of the net may be held securely out of the way so that they will not be lost to slipped on, but where they are easily accessible if needed.

As shown in FIG. 6, however, the first foot member 34 and the second foot member 42 may be attached to one another by a bungee or shock cord 67. When the connector 22 is placed adjacent to a wall, such as is shown in FIG. 5, the leg extending toward the wall may not be needed. Slots 65 in the collars defining openings 62 or 63 allow the shock cord to slide into position as the unused foot member is placed in opening 62 or 63. For storage or movement, the first foot member 34 may be placed in opening 63 and the second foot may be placed in opening 62, with the shock cord holding the foot members in place in the connector 22

FIG. 7 shows a top view of the connector 22. The openings 62 and 63 on the ends may have a slot 65 formed therein which extends from the opening along the body of the housing 22′ to the end of the connector. The first foot member 34 and the second foot member 42 (FIG. 5) may be attached together by a bungee or shock cord which helps hold the first foot member and the second foot member in the openings 30 and 38. By pulling one of the foot members out of its respective opening and moving the foot member to one of the fifth openings 62, 63, the foot member can be held in a stored position to facilitate storage. The slot 65 allows the bungee or shock cord to move with the foot member into the collar which defines the fifth opening.

If two collars defining six openings are provided, both foot members can be disposed generally vertically in the connector 22 when not in use. It will be appreciated that the connector 26 could be constructed in the same way to facilitate both holding together the frame and holding additional parts of the frame when they are not in use.

Turning now to FIG. 8 there is shown a close-up view of one end of the first, lower net 12 and the second, upper net 16, as well as the connector 96 and the upper vertical frame member 122. The upper vertical frame member 122 may include a plurality of markings 170 for indicating the distance between the first, lower net 12 and the second, upper net 16. While the upper vertical frame member 120 may be slidable as discussed previously, it could also be stationary and the second, upper net 16 may be adjustable in size. This could be accomplished, for example, by having net material 16a rolled around the upper frame member 130 and the lower end of the second, upper net 16 may be advanced until the bottom aligns with one of the markings 170. The net material 16a may be spring loaded similar to a window shade so that it can be retracted by simply pulling down and then letting go. Alternatively, the second, upper net may simply be manually windable about the upper frame member 130 and the user unwinds the amount needed to reach the desired space opening. Alternatively, the bottom of the second, upper net may simply be lifted or scrunched to the desired height and the bottom held in place. This may be done, for example, by having an elastic band 16b on the bottom of the net. Alternatively, or additionally, a rubber O-ring could be slid to the desired height to keep the bottom of the second, upper net 16 from falling down. The net may fit over the top cross frame member like a sock and simply be pulled up and folded over, or clamps or some other structure could also be used to hold the second, upper net 16 in the desired location.

FIG. 8 also shows the first, lower net 12 having a central portion 12b along the top which loops over the middle frame member 100. In one embodiment, the first, lower net is a set size and larger nets may be used with the frame 8 when additional pieces are added to expand its width. Alternatively, as shown in FIGS. 9 and 10, the net may be expandable so that a single net could be used with a frame of various widths. For example, in FIG. 9, there is shown a top view of the first lower net 100 and the lateral frame members 58 and 90. The first, lower net 12 may have a central portion 12c with a loop (such as that shown in FIG. 8 at 12b) along a middle portion which wraps around the middle frame portion 100. The net 12 may have a first end portion 12d and a second end portion 12e which are overlapped in FIG. 9. The first end portion 12d and the second end portion 12e may have attachment flaps 12f for engaging the middle frame member 100 when needed. Middle frame member 100 is shown in dashed lines as the portion of the net being shown would typically be just below the middle frame member as shown in FIG. 8.

In FIG. 9, the first, lower net 12 is shown as might be present for a four-foot-wide frame similar to that shown in FIG. 1. The first end portion 12d and the second end portion 12e overlap may include hook and loop or another fastener to hold them in place when overlapping. FIG. 10, in contrast, shows the middle frame member 100 being expanded by the addition of several pieces, so as to be, for example, eight feet wide. By unfolding the first and second end portions 12d and 12e, the same net can cover the wider frame. The flaps 12f may be passed over the middle frame portion 100 to hold up the top of the net. The flaps 12f may be attached with hook and loop or other fasteners, or may have a channel formed therethrough through which the middle frame member 100 may pass similar to that shown in FIG. 8 with central portion 12b.

Turning now to FIG. 11, there is shown a practice court 180 which may be used for improving pickleball skills. The court 180 may include the training net 4 as discussed above. A demarcation member, such as string, tape, fabric or cones may be used to mark the no-volley area 184 known as the kitchen. A player may not step into the kitchen 184 until the ball has passed over the net and bounced in the kitchen. Thus, during practice, players will practice hitting the ball so that it lands as close to the net in the opponent's kitchen as possible while having as little bounce as possible. Even if the ball lands in the kitchen adjacent to the net, if the ball has been hit high, the ball will bounce sufficiently that it will be easy to return. If the ball bounces above the top of the net, the opposing player can slam the ball back into the court of the player who hit the ball into the kitchen-making for a shot which is very difficult to return.

While dink shots can be effective, good stroke technique involves trying to force the opposing player to move back and forth on the court. Thus, it is often desirable to hit a shot so that it lands as close to the baseline 188 as possible. This can be accomplished by either hitting the ball so that it barely passes over the net and lands in the back of the court, or by lobbing the ball above the reach of the opposing player so that the ball lands just before the baseline 188. The trajectory of a dink shot is shown in FIG. 12 at 190. The trajectory of a good ground stroke which places the ball adjacent the base line 188 is shown at 192. A lob over the head of the other player is shown at 194.

The least productive shot (other than hitting the net) is hitting the ball well above the net, but lower than a lob as shown at 196. If hit hard, the ball will tend to pass beyond the base line, resulting in a change of service or point for the opponent. If hit softly, the ball will be easy to slam back at the person who hit it, often resulting in a change of service or a point for the opponent. The training net 4 of the present disclosure, however, can be used both to improve dink shots and good ground strokes by hitting the ball through the opening between the first, lower net 12 and the second, upper net 16. Likewise, hitting the ball above the second, upper net 16 helps to train the user to hit a proper lob, thereby making it harder for his or her opponent to slam the ball back at them. The second, upper net, however, trains a pickleball player not to hit the ball with an undesirable trajectory.

It will be appreciated that the various frame members may be made from metal tubes, plastic or pvc, etc., tubes or other similar materials. When disassembled the training net kit can fit in a small bag 2-4 feet long and 8 to 18 inches in diameter. This makes the training net easy to transport and store when not needed, and easy to use when needed. Putting the pieces of the training net 4 together takes only a few minutes and allows pickleball players to practice their skills on pickleball courts, other courts, driveways, parking lots and even hard surface flooring inside of a home.

Turning now to FIGS. 13 and 14, there is shown a perspective view and a top view, respectively of a first connector 222. Rather than having a housing with an openings for insertion of a foot member, a second foot member, a first lower vertical frame member and a base cross frame member (not show), the first connector 222 includes a first arm 222a which forms a first attachment location, a second arm 222b which forms a second attachment location, a third arm 222c which forms a third attachment location and a fourth arm 222d which forms a fourth attachment location. The first arm 222a may be used, for example by inserting the first arm into a first foot member 34 which may have one or more holes disposed therein. The first arm 222a may have a spring 226, such as a single or double spring pin 226a. When the spring pin(s) 226a come into alignment with the hole(s) in the first foot member 34, the ins 224a are pushed outwardly and hold the first foot member onto the first arm 222a. The second arm 222b may, for example, receive a second foot member 42 in a similar manner, while the third arm 222c may receive a base cross frame member 50 and a fourth arm 222d may receive a lower vertical frame member 58. The each of the first foot 34, the second foot 42, the base cross frame member 50 and the lower vertical frame member 58 show an opening, hole or orifice 228 formed therein for receiving one of the pins 226a. The use of the spring pins 226a allow the various tubes forming the training net to be made from lightweight aluminum or other metals and minimize the risk that they will accidentally come apart. FIG. 14 shows a top view of the first connector 222 looking down into the fourth arm 222d and down on top of the other three arms 222a, 222b and 222c. The base cross frame member 50 is also shown. The first connector 222 allows the four arms to quickly attach to the other members quickly and to provide a secure hold.

FIGS. 15 and 16 show side and top views, respectively, of an alternate version of the first connector 222′. The first connector 222′ has a first arm 222a, a second arm, 222b, a third arm 222c, a fourth arm 222d and a fifth arm 222e. In addition to receiving the four members discussed above, the fifth arm allows either the attachment of an additional member, or the attachment of a one of the previously discussed members, such as the first foot member 34 or the second foot member 42 in a different place. This allows one of the foot members to be removed so that the net can be disposed adjacent a wall closer than an attached first or second foot would allow such as that discussed with respect to FIG. 5 above. The fifth arm 222e allows attachment of the unused foot member so it is not accidentally lost and so it does not move around on the surface adjacent the net, thereby creating a trip hazard. For brevity, the various members that can be attached to the first connector 222 have been omitted. It will be appreciated that they would typically be attached in the manner described regarding FIGS. 13-14. It will also be appreciated that while the embodiments shown in FIGS. 13-16 have been discussed as the first connector 222, the same piece can be rotated 180 degrees and serve as a second connector on the opposite side of the net.

While not shown in FIG. 15, it will be appreciated that that first foot member 34 and the second foot member 38 could be attached together with a bungee or shock cord and channels could be provided to allow one of the foot members to be stored upright as discussed with respect to FIG. 9 above and/or FIGS. 27 and 28 below. The cord could go through or adjacent to the spring 226.

Turning now to FIG. 17 there is shown a side view of a third connector 196. The third connector 196 may have a first arm 196a, a second arm 196b, and a third arm 196c. Each of the arms may have a spring 226 with one or more spring pins 226a extending from the arm. As will be discussed below, one arm may connect to first lateral frame member 58, another to the first middle cross frame member 100, and a third to the first upper vertical frame member 122 (FIG. 21). In such a situation, the first lateral frame member 58, the first middle frame member 100 and the first upper vertical frame member would typically have one or more holes similar to the foot members 34 and 42 and the bottom end of the first lateral frame member 58 as shown in FIG. 13. The fourth connector 198 (FIG. 21) may be the same as the third connector 196, but merely rotated. It will be appreciated with any of these connectors that the engagement could be reversed so that the connector had the holes, and the frame members have the springs 226 and are inserted into the connectors.

FIG. 18 shows an alternate third connector 196′. The third connector 196′ may include a first arm 196a′ with a spring 226 disposed therein and a pin 226a extending therefrom. The third connector 196′ may also include a second arm 196b which is sized to nest in the first lateral frame member 58, but may not have a spring. Instead, the second arm 196b′ is hollow so that the first, upper vertical frame member 122 can extend through the third connector 196′ and into the first lateral frame member 58 as shown in FIG. 19.

FIG. 19 shows a cross-sectional view of the third connector 196′ mounted in the upper end of the first lateral frame member 58. The first upper vertical frame member 122 extends down through a void extending through the third connector and into the first lateral frame member 58, which may have one or more holes. The lower end of the first upper vertical frame member 122 may include a spring 226 with one or more pins 226a which selectively extend through one or more holes in the first lateral frame member 122. This provides two major benefits. First the extension of the first upper vertical frame member 122 into the first lateral frame member 58 typically provides a stronger engagement and makes the first upper vertical frame member more secure. Secondly, if the first lateral frame member 58 has holes at different heights, the first upper vertical frame member 122 can be positioned at different heights. Thus, for example, the first upper frame member 122 could be four feet, five feet or six feet long. This could be due to being a single piece or being formed by several smaller pieces held together.

By moving the first upper frame member 122 up or down, the height of the practice net can be adjusted. This may allow the bottom of the upper net 16 to move relative to the lower net 12 even if the net itself is not adjustable. Raising or lowering the first upper vertical frame member 22 would change the distance between the upper net up to, for example, three feet. Thus, the size of the opening between the two nets could be adjusted based on the skill level of the player and/or on the particular skill or technique the player is working on.

Additionally, the ability to move the first upper vertical frame member 122 allows the overall height of the net to be adjusted. Thus, in a bottom position the top of the upper net could be 6 feet above the ground. When the first upper vertical frame member 122 is extended, the top of the upper net may be, for example, 8 or 9 feet above the ground. The taller net would force the player to hit a lob high enough that the player on the other side would not be able to jump up and slam the ball. Turning now to FIG. 20, there is shown a side view of an upper connector 240.

The upper connector may have a first arm 240a and a second arm 240b so as to connect the first upper vertical frame member 122 to the top cross frame member 130. The end of the first upper vertical frame member 122 and the end of the trop cross frame member 130 which engages the upper connector 240 may each have one more holes to engage the pins 226a of the springs 226 (FIG. 19). It will be appreciated that the upper connector 24 can be used on the opposing side by simply rotating the connector. Thus, the second upper vertical frame member 124 may be movable in the same way as the first upper vertical frame member.

Turning now to FIG. 21A, there is shown a front view of a frame 8. To increase the height of the frame, a second upper vertical frame member 121 has been added between the third connector 196 and the upper vertical frame member 122. To accomplish this the second upper vertical frame member may also have an attachment location similar to that on the third connector 196. Alternatively, connectors such as the connector 250 could be used. A similar upper vertical frame member 121 would also be added on the opposing side so as to raise the upper cross frame member 130 by a given distance, such as 12 inches, 18 inches or 24 inches. Multiple second upper vertical frame members could be added on each side to provide additional height.

As shown in FIG. 21B, the first, lower net 12 has been attached and the second upper net 16 is being positioned to slide down onto the upper vertical frame members 122, 124 and the top cross frame member 130. and the lower net 12. The lower net may be attached in multiple ways. For example, the lower net 12 may have a sleeve 12b (FIG. 22) through which the middle frame member 100 can pass. The sleeve 12b may have one or more openings which allow the user to attach pieces of the middle frame member 100 together while they are in the sleeve. Alternatively, the lower net 12 may have straps with fasteners, such as ties or hook and loop fastener to suspend the net from the middle frame member. The lower net 12 may also have one or more straps 260 which attach the net to the first and second lateral frame members 58 and 94, or which go around the first and second lateral frame members and attach to one another around the back. The net may be stretchable or may be disposed around one of the first or second vertical frame members as shown in FIG. 23 and then be affixed to the opposing vertical frame member.

The upper net 16 can likewise be mounted in a variety of different ways. FIG. 21C shows the second, upper net mounting on the upper portion of the frame and pulled down. In one embodiment the bottom of the net may have an elastic band 244. The elastic band 244 can engage the first upper vertical frame member 122 and the second upper vertical frame member 124 so as to cause a frictional engagement. The distance between the upper and lower nets 16 and 12 can thus be adjusted by simply pushing upward on the elastic band until the bottom of the upper net 16 is at the desired height. Alternatively, the top of the upper net 16 may simply be pulled above the top cross-frame member 130 and laid over so that the folded portion keeps the net from sliding back down. Additionally, as mentioned above, in some embodiments the upper vertical frame members 122 and 124 can be moved up and down. Due to the second upper vertical frame members 121, the bottom of the second, upper net is held approximately 12 inches above the first, lower net.

FIG. 21D shows the bottom of the second, upper net 16 being lifted and held in place. An O-ring 263 can be rolled up and hold the bottom the second upper net up and thereby increasing the size of the window between the two nets. This would allow the opening between the second, upper net 16 and the first, lower net 12 to be anywhere between zero and, for example, thirty-six inches with the O-rings 263 controlling that distance.

Alternatively, FIG. 21E shows a pair of clamps or clips 265 which allow the net to be withdrawn and then folded over the top cross frame member and then clipped in place so that the net does not move.

It will be appreciated that the base frame member 50, the middle frame member 100 and the top cross frame member 130 could be made of a single piece of material. However, this would limit the size of the net and/or would make transport more difficult. Thus, there may be a plurality of connectors 250 along any one of the three. As shown in FIG. 24 the connector 250 may include a first arm 250a and a second arm 250b which receive tubes to form the base frame member 50, the middle frame member 100 or the top cross frame member 130. The springs 226 could be used to engage holes in the tubes put together to form these structures. It will be appreciated that tubes may be between 1, 2, 3 or 4 feet long or a mixture thereof depending on the desired overall size of the net and the desired size of the frame in a collapsed position.

Turning to FIG. 25 there is shown an alternative frame member. Rather than using connectors 250 to hold the tubes end to end, any of the frame members could be made from telescoping tubes, such as 50a, 50b and 50c which selectively engage one another with springs 226 or with rotational friction engagements 260.

Thus, it will be appreciated that the practice net 4 may include a frame 8 which can be adjusted in height and width. For example, FIG. 26A may show a frame which is 4 feet wide and may be set up at 3 of more different heights. FIG. 26B shows the frame 8 having a second width—such as 6 feet—with the frame being adjustable to three or more heights. FIG. 26C shows the frame at a third width, such as 8 feet—and adjustable to three or more heights. FIG. 26 shows a fourth width, such as, for example, 10 feet, and being adjustable to multiple heights. It will be appreciated that the frame members which form the vertical frame members and the bottom, middle or cross-frame members may be interchangeable with one another. Thus, a large variety of configurations could be provided without requiring a large number of frame pieces.

Turning now to FIGS. 27 and 28, there is shown a perspective view and a top view of another connector 22. The connector 22 can be configured either to have one or more of the frame members to be press fit into the various openings which are numbered similarly to those in FIG. 6, or to be press fit on the outside of the various collars defining the openings. (if mounted on the outside the collars would not need to define openings but could be solid instead).

A channel 65 may also be included to facilitate the use of a shock cord or bungie cord to hold various pieces together as described with respect to FIG. 6. It will be appreciated that the frame would look similar to the frame shown in FIGS. 21A-21E, but there would be no need for the spring pins in the connector (222 in FIGS. 21A-21E). Rather than using spring pins as discussed above, the tubes which form the first foot, second foot, base cross frame member and the lower vertical frame member.

Turning now to FIGS. 29A and 29B, there is shown a perspective view and a close-up view of an assembled net which includes a first lower net 10 and a second upper net 16 with other various components labeled in accordance with the discussion above. The first connector 22 and the second connector (also labeled as 22 as it can be the same part rotated 180 degrees) are formed for a press fit engagement as discussed with respect to FIGS. 27 and 28. Thus the connector 22 need not have holes for spring pins or the like.

The channels 65 in the connector 22 allow the first foot member 34 and the second foot member 42 to be connected by a shock cord or bungee cord. One or both the first foot member 34 and the second foot member could also be connected by a shock cord or a bungee cord to the first lower vertical member 58. When not in use, the first foot member 34, the second foot member 42 and the first lower vertical member 58 can all be stored with the ends inserted into the first connector 22 to prevent pieces from being lost. The training net can be disassembled into a kit having the various parts.

The training net disclosed herein facilitates the paying of several training games. These include:

Pickleball Training Drills Designed as Newly Invented Games
Dink Dink Dang

The game is played with 2 or 4 players. Game rules and scoring follow typical pickleball rules and scoring. Exceptions to the typical rules would be that the out-of-bounds lines are now the non-volley (kitchen) lines. Player one serves the ball through the “target window” opening between the nets. The ball bounces within the designated lines on the opposite side. Player 2 then returns the ball through the target window and the ball bounces within the designated lines on the opposite side. Players continue “dinking” the ball until the ball fails to go through the target window or goes out-of-bounds. When this happens, it is either a point for the serving player or a “side out” for the receiving player. When the game is played with 4 players, the players must alternate with their partner when hitting the ball. When a player misses a shot, they may say “dang” if they wish. Scoring is consistent with the typical rules of pickleball.

Dink Dink Record

The game is played with 2 or 4 players. The score for this game is determined by how many times the players correctly dink the ball through the “target window” and within the designated lines. The count is increased as each player dinks the ball. When a new higher score has been accomplished, it is a “new world record”. When the game is played with 4 players, the players must alternate with their partner when hitting the ball. This game is not meant to be competitive between the players but is meant to create cooperation between the players to create longer rallies and new world records.

Dink Dink Spot

The game is played similarly to “Dink Dink Dang” with the following exceptions. A 4″ diameter rubber circle (spot) is placed by the players within the designated lines. As the game is played if a player hits the spot on the opposite side, with the ball, an additional point is scored in addition to the regular scoring. The ball must be allowed to bounce. Players must not block the spots. This helps players work on shot placement.

Dink Dink Cone

The game is played similarly to “Dink Dink Dang” with the following exceptions. 4″ cone shaped targets are placed by the players within the designated lines. Up to 3 cones may be placed on each side. As the game is played if a player hits a cone on the opposite side, with the ball, an additional 3 points is scored in addition to the regular scoring. In this game the Players are allowed to block the cones. Blocking the cones is actually encouraged. This helps players work on shots called “dink volleys” a critical skill when playing pickleball.

Dink Dink Volley

The game is played similarly to “Dink Dink Dang” with the following exceptions. This game is recommended as a 2-player game. The first 4 shots must be dinks. Players call out the 4 shots by spelling “D-I-N-K”. After the fourth shot, a player may choose to hit the ball harder (speed up). The opposing player may also choose to speed up the ball. This will result in a volley battle between the two players. In this game the out-of-bounds lines represent the regular pickleball court lines, including the baseline along with the kitchen line. Players continue “volleying” the ball until the ball fails to go through the target window or goes out-of-bounds. When this happens, it is either a point for the serving player or a “side out” for the receiving player. This helps players work on volley skills and hand speed. More critical skill when playing pickleball.

Dink Dink Lob

The game is played similarly to “Dink Dink Volley” with the following exceptions. This game is recommended as a 2-player game. The first 4 shots must be dinks. Players call out the 4 shots by spelling “D-I-N-K”. After the fourth shot, a player may choose to hit a lob shot. In this game the out-of-bounds lines represent the regular pickleball court lines, including the baseline along with the kitchen line. An additional zone is added inside the baseline. This zone will be a scoring zone. If a player hits a lob that lands in the scoring zone an additional point is scored. Lobs that land within the scoring zone can be returned by the opposing player. Play continues until the ball fails to go through the target window, goes out-of-bounds, or a lob fails to land in the scoring zone. When this happens, it is either a point for the serving player or a “side out” for the receiving player. This helps players work on lobbing skills as well as lob returning skills.

Thus, there is disclosed a pickleball training net, kit and method of use. It will be appreciated that modifications can be made without departing from the scope and spirit of the invention. The appended claims are intended to cover such modifications.

	Number	Date	Country
	63446429	Feb 2023	US
	63442453	Jan 2023	US

PICKLEBALL TRAINING NET, KIT AND METHOD OF USE

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CPC

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Provisional Applications (2)