Patent Application
20120157242
The present invention relates to a training apparatus and, more particularly, to a training apparatus for use on a training surface.
Sports players require a range of skills that must be continually refined to become great players. Most, if not all, sports use a form of projectile such as a ball, puck or ring. Some sports restrict the handling of such projectile to hand (e.g. handball) or feet (e.g. soccer), while in other sports, the player must use a stick to manipulate the projectile (e.g. hockey, lacrosse or ringette). Moreover, in some sports, the game is played on an unfamiliar surface, which requires the player to learn an additional skill that is fundamental to the sport.
In sports where a stick is used to manipulate the projectile, in addition to the level of fitness and strength required by all athletes, the player must have good stick control. Most conventional training devices concentrate on these skills. For example, the training device in Murphy (U.S. Pat. No. 5,226,821) concentrates primarily on puck control for hockey players. Similarly, Maki (Canadian Patent No. 1,305,731) is for improving puck handling skills. Other conventional training devices concentrate on developing related skills such as shooting and/or passing (Witzke, U.S. Pat. No. 6,926,624; Hammett, U.S. Pat. No. 5,362,045; and, Cranston, U.S. Pat. No. 6,165,084).
While good stick control, shooting and passing skills are the basis for a good player, a great player possesses many more skills that must be developed and continually refined. Where the sport is played on an unfamiliar surface such as ice, there are many more variables in the equation to becoming a great player. For example, in the sport of hockey and ringette played on ice (both sports may be played on other surfaces), the player requires great skating skills, balance, agility and weight distribution in addition to all the other fundamental skills. Conventional training devices lack such training and thus, there is a need for a training device that develops a broader range of skills and physicality in such players.
In accordance with the present disclosure there is provided a training system comprising a support member comprising a support for supporting the support member on a surface when in use; an elongate obstacle member arranged with the support member when in use, the obstacle member comprising a first section proximate to a first end and coupled to the support member when in use; a second end opposite the first end; and a pass-under section, arranged between the first end and the second end, defined by a lower surface of the obstacle member supported above the surface by a height sufficient to allow a sport-projectile to pass between the surface and the lower surface of the obstacle member when in use. The training system further comprises a mount located on the support member or the obstacle member; and an adjustment surface supported by the mount when in use, the adjustment surface, when supported by the mount, extending away from the lower surface towards the surface over at least a portion of the pass-under section and changing a usable length of the pass-under section that the sport-projectile may pass under.
In accordance with the present disclosure there is further provided a training apparatus comprising a support member comprising a support for supporting the support member on a surface when in use; an elongate obstacle member arranged with the support member when in use, the obstacle member comprising a first section proximate to a first end and coupled to the support member when in use; a second end opposite the first end; and a pass-under section, arranged between the first end and the second end, defined by a lower surface of the obstacle member supported above the surface by a height sufficient to allow a sport-projectile to pass between the surface and the lower surface of the obstacle member when in use. The training apparatus further comprising a mount located on the support member or the obstacle member for supporting an adjustment surface to change a usable length of the pass-under section that the sport-projectile may pass under.
In accordance with the present disclosure there is further provided a kit for a training system comprising: a support member comprising a support for supporting the support member on a surface when in use; an elongate obstacle member arranged with the support member when in use, the obstacle member comprising a first section proximate to a first end and coupled to the support member when in use; a second end opposite the first end; and a pass-under section, arranged between the first end and the second end, defined by a lower surface of the obstacle member supported above the surface by a height sufficient to allow a sport-projectile to pass between the surface and the lower surface of the obstacle member when in use. The kit further comprises an adjustment surface; and a mount for supporting the adjustment surface to change a usable length of the pass-under section that the sport-projectile may pass under.
These and other features of the invention will become more apparent from the following description in which reference is made to the appended drawings wherein:
While the present disclosure is described in conjunction with the specific embodiments, it will be understood that it is not intended to limit the patent disclosure to the described embodiments. On the contrary, it is intended to cover alternatives, modifications, and equivalents as may be included within the scope of the patent disclosure as defined by the appended claims. In the above description, numerous specific details are set forth in order to provide a thorough understanding of the present patent disclosure. The present patent disclosure may be practiced without some or all of these specific details.
In this specification and the appended claims, the singular forms “a,” “an,” and “the” include plural references unless the context clearly dictates otherwise. Unless defined otherwise, all technical and scientific terms used herein have the same meaning as commonly understood to one of ordinary skill in the art to which this invention belongs.
It will be further understood that the terms “comprises” or “comprising”, or both when used in this specification, specify the presence of stated features, integers, steps, operations, elements, and/or components, but do not preclude the presence or addition of one or more other features, integers, steps, operations, elements, components, and/or groups thereof.
Referring to
Referring again to
As it will be further described below, the combination of the orifice 14, the sport-projectile stopping member 4, and a series of training apparatus provide for a unique training experience.
According to another embodiment of the present invention, an elevating member (not shown) may be included between the sport-projectile stopping member 4 and the portion 9 of the first section 8 of the elongated body 6. This allows the first section 8 of the elongated body 6 to be raised, thereby changing the size of the orifice 14. Furthermore, the slope of the elongated body 6 may be changed to increase the difficulty for the player jumping across the elongated body 6. The slope is the grade of the elongated body 6 with respect to the training surface 16. Alternatively, the elevating member may be a telescoping device embedded within the sport-projectile stopping member 4 and coupled to portion 9 of the first section 8 of the elongated member 6 such that extension of the telescoping device raises the first section 8 of the elongated member 6. The elevating member may be formed from a strong and hard substance such as an appropriate plastic and/or metal.
According to a further embodiment of the present invention, a hockey stick resembling member 20 may be coupled to the second section 12 of the elongated body 6. In this embodiment, the hockey stick resembling member 20 is able to turn such that its blade portion 22 can be in several positions on the training surface 16, ranging from either side of the elongated body 6. Furthermore, the hockey stick resembling member 20 may be made to move independently through a range of positions by the addition of a mechanism for rotating (not shown) the hockey stick resembling member 20. For example, the mechanism may be an electric motor and a power source (not shown) that may be embedded within the elongated member 6 such that the hockey stick resembling member 20 may continuously move through the range of positions.
Where the training surface 16 is an ice surface, the underside of the sport-projectile stopping member 4 may include at least one spike 24 to reduce the sliding of the training apparatus 2. Additionally, the second section 12 may include at least one spike 26 to further help reduce the sliding of the training apparatus 2.
To further facilitate training of the player, a supplementary training apparatus 30 may be provided along with the training apparatus 2. The supplementary training apparatus 30, as shown in
Due to the nature of the use of the training apparatus 2 and the supplementary training apparatus 30, it may be advantageous for the training apparatus 2 and the supplementary training apparatus 30 to be made durable to withstand such things as skates sliding across the surfaces of both apparatus 2, 30 and players falling on both apparatus 2, 30. In accordance with an embodiment of the present invention, the sport-projectile stopping member 4 may be made by pouring a liquefied rubber and plastic mix into a mold. The mixture is then solidified into a component that is dense and durable to withstand the harsh training environment. The elongated body 6 of the training apparatus 2, the elongated body 32 of the supplementary training apparatus 30, and the hockey stick resembling member 20, 40 of the training apparatus 2 and supplementary training apparatus 40 may also be made using the same method.
In training, an embodiment of the training apparatus 2 and the supplementary training apparatus 30 may be used to improve agility, weight distribution and weight balancing for the player. The training exercise may incorporate a series of several training apparatus 2 and/or supplementary training apparatus 30 to vary the difficulty of the training exercise.
The following are specific uses of the training apparatus 2 and supplementary training apparatus 30 on ice surface. However, these specific uses only serve to illustrate example uses of the apparatus.
Crossover is a skill that is fundamental to a hockey or ringette player. Traditionally, players trained for crossover by weaving laterally across the skating surface through pylons or circles. However, by incorporating, for example, three or four of the training apparatus 2 in succession, it can provide a far more effective way of training for crossovers. In this way, the elongated body 6 of the training apparatus 2 is used as an obstacle for the player approaching the training apparatus 2 to jump over the elongated body 6. This requires the player to execute a strong push off the inside and outside edges of the skate to get over the elongated body 6, thereby helping players develop powerful pushes from both edges. This jumping exercise further helps the player correct his/her body positioning to achieve proper weight distribution and balance.
Moreover, the multiple training apparatus 2 may be arranged in various patterns to further add to the development of the player's edge control. The patterns may require the player to use deep edges and knee bends to initiate tight turns. Additionally, the player may be required to stick-handle a puck, a ball or a ringette ring and slide it through the orifice 14 without having the puck, ball or ring stopped by the sport-projectile stopping member 4. This further improves the agility and coordination of the player.
While backward crossovers are important for all hockey and ringette players, it is critical for a defenseman. Defenseman must be able to crossover backwards while looking up the ice for an outlet pass, while maintaining puck or ringette ring control. A combination of one or several training apparatus 2 and supplementary training apparatus 30 may be used to train for backward crossovers.
As an example, the player may be required to skate forward toward a training apparatus 2. The player may then be required to change direction to jump over the training apparatus 2 backward while sliding the puck (or ringette ring or ball) through the orifice 14. This requires the player to execute and develop strong maneuverability skills, balance, weight distribution and agility. Depending on the subsequent skating pattern, the player may be required to quickly crossover and accelerate to the next training apparatus (i.e. second set of training apparatus 2 or supplementary training apparatus 30) to develop transitioning skills and “1st step” quickness.
Additionally, the training apparatus 2 and/or supplementary training apparatus 30 may include a hockey stick resembling member 20, 40 that is continually moving between a range of positions to mimic an opposing forechecker. This additional challenge may be incorporated to any type of training exercise as discussed herein.
To improve balance, the player may execute a “crossunder” while training with the training apparatus 2 and/or supplementary training apparatus 30. For example, as the player approaches forward to the training apparatus 2, he/she would have to execute a strong push off his/her skates to get over the training apparatus 2 with both feet. To get over the training apparatus 2, the player would have to swing the front foot (outside leg) over the training apparatus 2 that is behind his/her body. This requires the player to execute a lateral lean over the training apparatus 2 and land the outside skate on the skating surface, which becomes the “gripping edge” skate while the other skate becomes the “glide skate”. In the same motion, the player would have to push off with the “gripping edge” and maintain the speed, puck (or ring or ball) control and balance to accelerate to the next apparatus in series on the skating surface. Balance and speed are lost if the player does not land smoothly on the “gripping skate”. While the player is executing this maneuver, he/she would also have to lean over laterally on his/her inside skate edges, and simultaneously slide the puck (or ring or ball) through the orifice 14, without the puck (or ring or ball) getting stopped by the sport-projectile stopping member 4. While the player's upper body is leaning over the apparatus, the player improves balance and weight distribution. Furthermore, the lower body movement requires flexibility, lower body strength, and edge control.
The ability to turn and change direction while maintaining speed and puck control is another desirable skill in hockey and ringette. To change direction quickly a player would have to develop balance, agility and maneuverability.
First, three or four iterations of an embodiment of the training apparatus 2 may be laid out in succession. The player may then be asked (by the trainer) to execute two or three crossovers over each of the training apparatus 2. The change of direction pattern requires the player to execute rapid leg movement and stick-handling through the successive first training apparatus 2 since he/she would have to change directions two or three times over the training apparatus 2. In addition to quickly turning and skating in the opposite direction, the player would have be able to rotate his/her upper body (waist through shoulders) through to the direction of travel. As the player trains this way with the training apparatus 2, he/she develops powerful cornering and transition skills.
This use of the training apparatus 2 also challenges the player to change from skating forward in one direction to skating backward in another direction and from skating backward in one direction to skating forward in another direction. To do this, the player would have to pivot forward and backward while maintaining puck control through the orifice 14 and through the hockey stick resembling members 20 of the training apparatus 2. All of the skating maneuvers through the training apparatus 2 are executed on the “edges” of the skates, helping the player develop edge control. The sharper or tighter the turn, the deeper the player's edge will have to be. Furthermore, on the last change of direction over the training apparatus 2, the player would be required to accelerate to the next apparatus. This helps the player develop 1st step quickness.
Agility is the mark of an elite player and the following uses of the training apparatus 2 and supplementary training apparatus 30 may improve the agility, edge control and puck (or ring or ball) control of the player.
A training apparatus 2 and a supplementary training apparatus 30 are laid out one after another, with the supplementary training apparatus 30 being further down the skating path than the training apparatus 2. There may be multiples of both apparatus 2, 30 in succession. The player then starts approximately 25-feet from the training apparatus 2. As the player approaches the training apparatus 2 at full speed, he/she executes a “spin-around move”. The “spin-around move” involves making a 360-degree rotation facing away from the training apparatus 2. As the player skates away from the training apparatus 2, he/she is required to slide the puck, ball or ring through the orifice 14 between his/her feet. After executing the “spin-around move”, the player crosses over the training apparatus 2 and retrieves the puck, ball or ring on the other side of the training apparatus 2. The player then changes direction and cuts in between the training apparatus 2 and supplementary training apparatus 30. As the player skates between the two apparatus 2, 30, he/she slides the puck, ball or ring through the orifice 38 of the supplementary training apparatus 30. The player proceeds to retrieve the puck, ball or ring and sprints to the next set of apparatus in succession.
This skating pattern trains the hockey or ringette player how to beat an opponent by spinning and placing the puck on the other side of the opponent, where the player can retrieve it. The rules of hockey do not allow the opponent to “impede” the player while they do not have the puck, so as long as they can learn how to “create space” and place the puck around the opponent, they cannot be checked or held back. Training with the apparatus 2, 30 develops these skills because the player learns the feeling of spinning with control and gains confidence while passing the puck through the orifice 14, 38 as they go over the apparatus 2, 30. The player further develops short explosive skating movements that encourage improved cornering power and quickness.
The player develops good hand-eye co-ordination, multi-tasking abilities and agility by making accurate passes through the orifice 14, 38 of the apparatus 2, 30 in the same motion as through the feet of an opponent. He/she also develops a powerful stride because of the “push off” power required on the inside and outside edges to get over the apparatus 2, 30 and reach the puck that is waiting or sliding, all in the same motion. Repetition of this maneuver helps the player perform quicker and faster moves, as well as develop strong balance on skates.
Alternatively, or additionally, the apparatus 2, 30 may be used with skating patterns designed to specifically train edge control and puck control. This can be done by placing the next set of apparatus 2, 30 perpendicular to the previous set of apparatus 2, 30, used with the skating pattern just described. Once the player reaches the second set of apparatus 2, 30, he/she must balance on his/her inside edges while skating around the perimeter of the second set of apparatus 2, 30. He/she must also perform accurate stick-handling maneuvers around the hockey stick resembling member 20, 40 and place the puck (or ring or ball) “under” or “over” the apparatus 2, 30, as directed by an instructor, while balancing on his/her edges around the second set of apparatus 2, 30. Once the player has completely circled the second set of apparatus 2, 30, he/she then accelerates with a strong push off the inside edge of the back skate, and outside edge of the inside skate, to go over the elongated body 6 of the training apparatus 2 of the second set of apparatus 2, 30. The player must also execute a strong lateral lean over the elongated body 6 for maximum power off the edges while he/she simultaneously slides the puck through the orifice 14 to the other side of the training apparatus 2 of the second set of apparatus 2, 30.
By using the apparatus 2, 30 in this way, the player develops agility, weight distribution, balance and quickness required to get over the apparatus 2, 30 and regain his/her stride as quickly as possible. The player also develops strong inside edge strength and co-ordination required to get around the hockey stick resembling members 20, 40 effectively. By skating over the elongated body 6 and landing to regain his/her stride as quickly as possible, the player trains balance, upper and lower body control, stability and puck control. This use of the apparatus 2, 30 is especially designed to help players improve in all of these areas, including “recovery”. “Recovery” is a term used to describe the skill required by the player to land properly on the ice with control of the skate edges, body and feet. Good recovery allows the player not to lose speed and quickly transition into the next action. The player also learns that once they land after passing over the apparatus 2, 30, his/her blades must be in full contact with the ice, so that he/she has the necessary “edge grip” to push off again. He/she also improve his/her puck movement skills and stick-handling agility. Their confidence with the puck will subsequently improve.
With all the training exercises described herein, the player is also able to develop quicker reaction time by attacking each apparatus 2, 30 at full speed. The training apparatus 2 and supplementary training apparatus 30 have limited space (i.e. the size of the orifice 14, 38) for the sport-projectile to pass through. From a distance, the orifice 14, 38 seems even smaller. Furthermore, the angular edge 17 of the training apparatus 2 further creates an impediment to the passage of the sport-projectile. Additionally, if the apparatus 2, 30 includes the hockey stick resembling member 20, 40, the player is presented with an additional challenge that he/she must adjust to as he/she approaches the apparatus 2, 30 at full speed. The addition of several apparatus 2, 30 in succession may also develop quick reaction time, especially if the successive apparatus 2, 30 are closely arranged.
Embodiments of a training apparatus 2 have been described above with reference to
The training apparatus 500 further includes an elongate member 504 that is arranged with the support section 502 when in use. The elongate member 504 comprises a first end 508 and a second end 510 opposite the first end. A first section 512 of the elongate member 504 is located proximate to the first end 508. The first section 512 of the elongate member 504 is coupled to the support section 502 when in use. The elongate member 504 and the support section 502 may be integrally formed as a single piece or may be formed as separate pieces that can be coupled together when in use. The elongate member 504 may further comprise a second support section proximate to the second end 510. The second support section may support the elongate member 504 on the surface 522. The second support section may comprise a support surface on a bottom surface 506 of the elongate member 504. The support surface may provide a high friction surface for preventing movement of the elongate member 504 during use. Additionally or alternatively the support surface may comprise a spike or plurality of spikes that can be pushed into the surface 522 to secure or help secure the position of the training apparatus. Although depicted as a part of the elongate member 504, the second support section of the obstacle member 504 may be provided in various ways, such as a post or pin that rests on the surface 522.
The training apparatus 500 further comprises a pass under section 514. The pass under section 514 is arranged between the first end 508 and the second end 510 of the elongate member 504 and is defined by a lower surface 516 of the elongate member 504 that is supported above the surface 522 by a height sufficient to allow a sport projectile to pass between the surface 522 and the lower surface 516 of the elongate member 504. As described above with regards to the orifice 14, the pass under section 514 allows a sport projectile to be passed under the elongate member 504 when in use, which may be used in various training exercises.
The training apparatus 500 may further comprise one or more accessory mounts 520 in an upper surface of the elongate member 504. The accessory mount 520 may be used to attach a training accessory, such as the hockey stick resembling member 20 described above, to the training apparatus 500. Alternatively, the training accessory may comprise a pair of spaced apart members in accordance with the sport the training apparatus is used for. For example, if the training apparatus is used for soccer, the training accessory may comprise a pair of spaced apart feet. The accessory mount or training apparatus 500 may be motorized to provide movement of the training accessory between a plurality of positions.
The training apparatus 500 further includes a mount, or as depicted a plurality of mounts 518, on the elongate member 504 for supporting an adjustment surface 532 as described further with reference to
The adjustment surface 532, when supported by the mounts 518, blocks the pass under section 514 and changes a useable length 534 of the pass under section 514. The useable length 534 of the pass under section is the length of the pass under section 514 that a sport projectile can pass under. As depicted in
As described above, the adjustment surface 532 may be provided by a rubber band, or similar material, having a width sufficient to prevent a sport projectile from passing under the pass under section 514. The length of the rubber band, or the position of the mounts 518, may be varied in order to vary the tension of the rubber band when supported by the mounts. A higher tension may be used in order to provide a bounce-back effect when the sport projectile is bounced against the adjustment surface 532, possibly allowing the training system 530 to be used for passing drills. A lower tension may be used in order to provide a catching effect, effectively preventing, or reducing, the sport projectile from bouncing off the adjustment surface 532.
As will be appreciated, when the adjustment surface 532 is not supported in the pass under section 514 by the mounts 518, the training apparatus may be used in substantially the same manner as the training apparatus 2 described above. When the adjustment surface 532 is supported in the pass under section 514, the useable length 534 of the pass under section is changed providing flexibility in how the training system 530 may be used.
The mounts have been described as holes 602 which may receive a pin 604 in order to support the adjustment surface 606. It is contemplate that the mounts on the elongate member could comprise pins or protrusions that pass through corresponding holes in the adjustment surface 606.
Although the mounts have been described with reference to
The support section 906 comprises one or more additional mounts 912 for supporting the additional adjustment surface 904. The additional mounts 912 may comprises mounts as described above. The additional adjustment surface may be supported by the additional mounts 9112 to adjust a useable length of the additional pass-under section to provide flexibility in the drills that may be performed using the training system 900.
As depicted, the training system 1000 comprises two pass-under sections 1014, 1015. The first pass-under section 1014 is depicted without any mounts for supporting an adjustment surface. The second pass-under section 1015 is depicted as having mounts 1018 for supporting an adjustment surface 1032. As will be appreciated, the second pass-under section 1015 may be blocked by the adjustment surface 1032 while the first pass-under section 1014 is not blocked. Having two pass-under sections 1014, 1015 provides greater flexibility in the drills or exercises that may be performed.
Training system 1000 comprises a plurality of pass-under sections 1014, 1015. The first pass-under section 1014, located at the front of the elongate member 1004, does not have any mounts for supporting an adjustment surface. The second pass-under section 1015, located between the first pass-under section 1014 and the second end 1010 of the elongate member 1010, is depicted as having mounts 1018 for supporting the adjustment surface 1032. It is contemplated that either one of the pass-under sections, or both could have mounts for supporting an adjustment surface. The adjustment surface may be provided by various materials, such as elastic, rubber, or plastic.
The dimensions of the training apparatus described above are only illustrative of one possible embodiment. As will be appreciated, the dimensions of a training apparatus and system may vary dependent upon the sport it is to be used for. For example, a training apparatus and system for use in training for hockey will likely have different dimensions than a training apparatus and system used in soccer training. Further, the dimensions of the training apparatus and system may vary even for use in training for the same sport. For example, various hockey training apparatuses and systems may be provided with varying lengths and heights.
As will be appreciated, the training apparatus 1300 may be used in conjunction with one or more of the training apparatuses 500, 600, 1000, 1100, described above.
It is contemplated that the training apparatus and system described above may be provided in a kit comprising the various components of the training apparatus, which may be integrally formed or provided as separate component, and one or more adjustment surfaces that can be supported by appropriate mounts.
Various embodiments of a training apparatus and system have been described by way of example. It is contemplated, although not explicitly described, that features described with regards to one or more particular embodiments can be incorporated into one or more other particular embodiments. Furthermore, it is contemplated that that various features of the different embodiments may be combined together to provide different training apparatuses and systems.
| Number | Date | Country | |
|---|---|---|---|
| Parent | 12895038 | Sep 2010 | US |
| Child | 13335840 | US |
