This disclosure describes a training device for throwing a ball, relevant for all baseball and softball players, the quarterback position in football, lacrosse players, and all other athletes who use a similar throwing motion.
Throwing a ball is a core skill for many athletes, including all baseball, softball and lacrosse players; the quarterback position in football; and more. There is a basic ball throwing motion that athletes are taught early on and hone throughout their careers. This basic throw is also the foundation for any more nuanced and specialized throwing techniques that an athlete may learn later such as a baseball pitcher's windup and delivery, an outfielder's long toss, or a football quarterback's drop back and pass.
As used in this disclosure, the term basic throw means the simple step and throw that people do when they play catch in their yard, that athletes do when they warm up before games, and that t-ball coaches attempt to teach beginners. Elements of a good basic throw include proper grip, arm mechanics, footwork, and keeping one's eye on the target. A basic throw is a difficult skill to teach and learn because it involves multiple components that should occur in concert as part of one fluid motion, several of which are counterintuitive and unnatural to many beginners.
Footwork is an especially challenging aspect of throwing. For power and accuracy, basic throwing footwork comprises beginning by standing with one's toes facing perpendicular to the target direction, stepping one's front foot forward and straight with toes rotating fully or partially toward the target, and finally allowing one's back leg to follow through and land alongside the front leg. Beginning throwers struggle to understand and execute these steps. After a beginner understands and properly executes their first basic throw, it often takes several more years of repetition until the proper form becomes second nature, and many slip into bad habits along the way.
The embodiments described in this disclosure assist in teaching and reinforcing the basic throwing footwork. Using embodiments described in this disclosure may make the basic throwing footwork more intuitive for beginners and reinforce good habits for intermediate and advanced throwers. In some embodiments, the devices and methods described may teach and reinforce this proper throwing footwork while also allowing the thrower's eyes to remain on the target throughout the throwing motion. This not only helps athletes and throwers master basic throwing footwork, but also by doing so it frees the thrower and coach to focus on the remaining aspects of the basic throw, e.g., grip and arm mechanics.
Various embodiments described in this disclosure assist in teaching basic throwing footwork preferably while allowing the thrower's eyes to remain focused on the target.
As described above, basic throwing footwork involves beginning by standing with one's toes facing perpendicular to the target direction, stepping one's front foot forward and straight with toes rotating fully or partially toward the target, and finally allowing one's back leg to follow through and land alongside the front leg. These steps enhance power and accuracy.
Various embodiments described in this disclosure help guide the thrower through these steps. Preferred embodiments are deployed as a long, narrow, and elevated device comprising a starting surface, a landing surface, and a gap between the two. The starting surface preferably indicates ambidextrous foot placements for a thrower of either handedness, which guide the thrower to stand perpendicular to the direction of throw. The separation of the footprints is appropriate for the smallest throwers, while indications behind the back footprint guide throwers with wider stances when taking wider stances. Alternatively, either or both of the starting footprints may be deployed as movable overlays releasably attachable to a mat. When a thrower has found the starting (stationary) perpendicular stance, in preferred methods there is no further use for the visual indications.
In preferred embodiments, as the thrower begins to throw, the gap between the starting surface and the landing surface requires the thrower to step forward sufficiently to generate power, and the length of the forward landing surface allows throwers with longer strides to step farther. The forward landing surface preferably is sufficiently narrow so that the thrower's front foot must step straight, with toes rotating fully or partially toward the target, in order to clearly land on it. Finally, the height of the landing surface, together with the padding beneath it, is high enough that a thrower notices not landing on it, but preferably low enough that the thrower's back foot may follow through and stably land on the ground alongside the mat. While the thrower's eyes remain on the target, the thrower preferably can feel tactile feedback if the foot lands on the landing surface or alternatively if the foot misses and falls lower and on a different surface, for example by stepping in the gap or off the device.
Because of the flexible materials used in the preferred embodiments, the training device can be used on a variety of surfaces, from grass to dirt to pavement, including uneven surfaces, without wobbling or slipping. A preferred embodiment is sufficiently portable that a coach could carry several in each hand and fit a dozen in a car trunk.
The terminology used herein is for the purpose of describing particular embodiments only and is not intended to be limiting. As used herein, the term “and/or” includes any and all combinations of one or more of the associated listed items. As used herein, the singular forms “a,” “an,” and “the” are intended to include the plural forms as well as the singular forms, unless the context clearly indicates otherwise. It will be further understood that the terms “comprises” and/or “comprising,” when used in this specification, specify the presence of stated features, steps, operations, elements, and/or components, but do not preclude the presence or addition of one or more other features, steps, operations, elements, components, and/or groups thereof.
Unless otherwise defined, all terms (including technical and scientific terms) used herein have the same meaning as commonly understood by one having ordinary skill in the art to which this disclosure belongs. It will be further understood that terms, such as those defined in commonly used dictionaries, should be interpreted as having a meaning that is consistent with their meaning in the context of the relevant art and the present disclosure and will not be interpreted in an idealized or overly formal sense unless expressly so defined herein.
In describing various embodiments, it will be understood that a number of techniques and steps are disclosed. Each of these has individual benefit and each can also be used in conjunction with one or more, or in some cases all, of the other disclosed techniques. Accordingly, for the sake of clarity, this description will refrain from repeating every possible combination of the individual steps in an unnecessary fashion. Nevertheless, the specification and claims should be read with the understanding that such combinations are entirely within the scope of the disclosure and the claims.
The present disclosure is to be considered as an exemplification of various embodiments and is not intended to limit the scope of the disclosure to the specific embodiments illustrated by the figures or description herein.
As shown in
In an exemplary method of using the depicted embodiment to complete a throw, the thrower then steps forward—enough to clear the gap between the starting surface 1 and landing surface 2—landing the front foot on landing surface 2. Note that to land on landing surface 2 requires a straight step, typically accompanied by a full or partial toe rotation toward the target.
In the first embodiment, a break between starting padding 3 and landing padding 4, and the flexibility of the backing 5 allows the embodiment to fold.
Carrying handles 6a and 6b in the depicted embodiment enhance carrying, and buttons 6c and 6d allow the handles of the depicted embodiment to releasably connect together while the device is folded for tidy storage and transportation.
In the foregoing embodiments and alternative embodiments, various markings may be used to indicate the foot placements 7, 8, and 9; 207, 208, and 209; and 307, 308, and 309; as well as throwing direction 10, 210, and 310. For example, indicia 7 and 8, 207 and 208, and 307 and 308 instead of ambidextrous shoe prints may be ovals, lines, rectangles, spots, footprint shapes, and so on. For further example, in preferred embodiments the markings 7, 8, 9 and 10; 207, 208, 209 and 210; and 307, 308, 309 and 310 may be tufted or sewn. In other embodiments, markings 7, 8, 9 and 10; 207, 208, 209 and 210; and 307, 308, 309 and 310 may be painted; stamped; movably or fixedly placed as separate pieces on an upper surface of the embodiment; attached using hook-and-loop strips, such as Velcro brand fasteners; attached using a permanent or temporary adhesive; attached using magnets; attached using buttons or snaps; attached using static electricity; attached using tape; or attached using staples, screws, or other fasteners. In any embodiment, a variety of compositions and attachment means may be used on various ones of the markings, for example hook-and-loop fasteners for markings 7/207/307 disposed on a separate sheeting component, stamped marking 8/208/308 in an upper surface, tuftings in an upper surface for markings 9/209/309, and static electricity for marking 10/210/310. Note that in preferred embodiments, right-handed and left-handed throwers are equally able to use the training device to throw to the same target; they simply face opposite directions in their initial stance. Alternatively, a throwing-hand specific embodiment may be deployed with foot-shaped markings 7, 8, and/or 9; 207, 208, and/or 209; or 307, 308, and/or 309. Still other embodiments may have moveable markings 7, 8, and/or 9; 207, 208, and/or 209; or 307, 308, and/or 309 that are foot-shaped, with the marking disposed in one direction for a right-handed thrower and in the opposite direction for a left-handed thrower.
In other embodiments, various widths, heights, lengths, and separations of starting-side components 1 and 3, 201 and 203, or 301 and 303, and landing-side components 2 and 4, 202 and 204, or 302 and 304, and median portion of backing 5, 205, or 305 may be used. In other embodiments, the training device may come with multiple size options for landing surface 2, 202, or 302 which may be releasably attached to the training device to accommodate players of various sizes or skill levels (for example, a narrower landing surface 2, 202, or 302 would require a straighter step, or a landing surface 2, 202, or 302 placed a farther distance from starting surface 1, 201, or 301 would require a longer stride. In such embodiments, landing padding 4, 204, or 304 could remain in place or also be releasably attached along with landing surface 2, 202, or 302. In some embodiments, paddings 3 and 4, 203 and 204, or 303 and 304 may be unitary, but preferably a sufficiently sizeable gap between surfaces 1 and 2, 201 and 202, or 301 and 302 will be deployed to provide the thrower with tactile feedback when the thrower's step is too short.
In other embodiments, the training device may have multiple folds. In other embodiments, the training device may be two separate pieces, which may be hinged, pinned, or otherwise attached in use. In other embodiments, the training device may be a single surface with no folds. In yet other embodiments, the various pads may be sufficiently compressible for the training device to be rolled up for transport.
In preferred embodiments, the handles 6a and 6b, 206a and 206b, or 306a and 306b are made of a flexible woven material such as nylon or polyester. In other embodiments, the handles may be of a non-woven flexible material such as rubber, silicon, or other flexible material. In other embodiments, the handles may be of a more rigid material such as plastic, metal, or wood. In other embodiments, the training device may not contain handles. In other embodiments, indentations in the bottom of the training device or cutouts may be used as carrying handles.
In other embodiments, the padding 3 and 4, 203 and 204, or 303 and 304 may be extended and shaped for carrying. In other embodiments, the backing 5, 205, or 305 may be extended and be shaped or punched out for carrying.
In currently preferred embodiments, buttons along the handles 6c and 6d, 206c and 206d, or 306c and 306d, releasably connect together while the device is folded for tidy storage and transportation. In other embodiments, magnets embedded in the starting surface and landing surface may also serve to temporarily connect the sides of the device while folded, either without or in addition to handle buttons. In other embodiments hook and loop fasteners may be used on or around handles, backing, or starting/landing surfaces to releasably connect the training device in a folded or rolled position.
As shown in
In various embodiments, a middle layer 3 and 4 adds firmness and height.
In various embodiments, surface layers 1 and 2 provide the starting zone for the thrower's feet and the landing zone for the thrower's front foot respectively.
In various embodiments, a gap 11 between the starting surface 1 and the landing surface 2 requires the thrower to step sufficiently forward in order for the thrower's front foot to land on landing surface 2.
As seen in
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In preferred embodiments, the backing 5, 205 or 305 is composed of non-slip rubber. In other embodiments, the backing may have cleats or a more defined tread for improved grip. In other embodiments, the backing may contain methods of mechanically fastening the embodiment to the ground. In other embodiments, the bottom layer 5, 205 or 305 may be omitted with a continuous form of layer 3 and 4, 203 and 204, or 303 and 304 in its place. In other embodiments, the backing may be omitted, allowing starting-side components 1 and 3, 201 and 203, or 301 and 303, and landing-side components 2 and 4, 202 and 204, or 302 and 304 to be two independent pieces, which in some embodiments may be joined in use and in other embodiments may be separated in use, preferably with each lower component comprising some ground-or-floor fixing means such as described above. In some embodiments, lateral and/or longitudinal stability of the training device may be enhanced by deploying multiple gripping means (e.g., both treads and spikes), or by deploying interchangeable gripping means that are selectable depending on the surface on which the training device is to be used.
In preferred embodiments, middle layers 3 and 4, 203 and 204, or 303 and 304 are composed of closed cell EVA foam. In other embodiments, the middle layer may be an alternative material such as plastic, polyethylene foam, wood, compressed foam, Styrofoam, recycled rubber buffing, recycled crumb rubber, or any suitable material for walking and stepping on. In other embodiments, the middle layer may be replaced by a thicker bottom layer 5, 205 or 305 or thicker top layer 1 and 2, 201 and 202, or 301 and 302.
In currently preferred embodiments, the top layers 1 and 2, 201 and 202, or 301 and 302 comprise synthetic turf, evocative of a desirable throwing surface and distinct in feel and sound. In other embodiments, top layers may be an alternative of any suitable material sufficient to withstand a person standing and moving on it, such as vinyl, polymeric material, rubber, artificial turf, carpet, or similar materials, preferably that provide secure footing for the user. In other embodiments, the training device surfaces may be unitary, preferably carved or molded to resemble the shape of the preferred embodiment. In other embodiments, if the material used for the top layer is short, then the top layer could become two layers, with the lower layer being of similar material as the middle layer 3 and 4, 203 and 204, or 303 and 304 to maintain the preferred shape and tactile feedback of preferred embodiment.
The layers 1, 2, 3, 4, and 5; 201, 202, 203, 204 and 205; or 301, 302, 303, 304 and 305 preferably are securely attached to one another. In preferred embodiments, a glue adhesive is used. In other embodiments, hook-and-loop strips, such as Velcro brand fasteners, may be used. In other embodiments, zippers may be used. In other embodiments, buttons or snaps may be used. In other embodiments, magnets may be used. In other embodiments, staples may be used. In other embodiments, stitching may be used. In other embodiments, plastic or metal straps may be used. In other embodiments, mechanical clamps may be used. In other embodiments, rivets or screws may be used. In other embodiments, one or more layers may be replaced by substituting a carved or molded layer, preferably that maintains the overall general shape of the preferred embodiment. In the preferred embodiment, all three layers are flexible enough to accommodate any reasonable unevenness in the throwing surface without wobbling during use but are resilient to the downward pressure of a person standing on the mat. In other embodiments, more rigid materials may be used providing less flexibility.
In the preferred embodiment, the handles 6a and 6b, 206a and 206b, or 306a and 306b, are securely attached to the underside of the non-slip rubber backing 5, 205, or 305 with a flat profile so as not to cause any perceptible unevenness in the training device during use. In other embodiments, the handles may be fastened to a different part of the training device such as the middle layer 3 and 4, 203 and 204, or 303 and 304, or to the top layer 1 and 2, 201 and 202, or 301 and 302.
In the foregoing embodiments and alternative embodiments, a hinge means may comprise a knuckle and pin, or other flexible joining means. In other embodiments, the training device may fold outward with surface 1 and 2, 201 and 202, or 301 and 302 facing out after the fold. In other embodiments, the training device may have more than one fold. In other embodiments, the training device may not fold. In other embodiments, the training device may be rolled up for carrying.
In a currently preferred embodiment rigorous testing and trials have shown the following dimensions to be advantageous. Designing this device within these preferred ranges provides the unexpected benefit of the users always knowing when the step incorrectly by receiving tactile and instant feedback without looking down.
Although embodiments described above have been discussed involving throwing maneuvers, many of those embodiments may also be used for other athletic maneuvers including batting.
This application claims the benefit under 35 U.S.C. § 119(e) of U.S. Provisional Patent Application Ser. No. 63/581,072 filed Sep. 7, 2023, which is incorporated herein by reference.
Number | Date | Country | |
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63581072 | Sep 2023 | US |