TECHNICAL FIELD The present invention relates generally to the field of athletic equipment and training, and more particularly to a balance training aid for use with a suspended slackline.
BACKGROUND Athletic training is an essential aspect to maintaining the physical conditioning, endurance, agility, strength and balance of a human or animal subject. Athletes may focus on a broad training regime or limit training to a particular area. In the field of balance training, and more particular dynamic balance training, a tensioned or slack line of webbing or rope mounted between two fixed points may be used as a training technique, commonly known as “slacklining, slackbowing or tightrope walking.” The two fixed points support the ends of the slackline and bear the weight of the athlete and span a challenging length. U.S. Published patent application Ser. No. 13/297,543, Patent Application Publication No. US 2012/0238421 A1, is incorporated herein by reference, and shows an example of a slackline apparatus and training method.
FIG. 1 shows a portion of a portable prior-art balancing device D in use by an athlete or user 5. The balancing device D can be used to increase the muscular development of the athlete 5 by providing a dynamic suspended line or support band L that is fixed at two opposing points on the structure. The athlete attempts to maintain balance by placing all or a part of their body on the dynamic suspended line, which can freely oscillate or move in the directions of a transverse axis T and a vertical axis V, which are mutually perpendicular of the lengthwise axis of the line L. Generally, the athlete 5 stands with one foot on the line wherein the weight of the athlete 5 causes the line L to flex or stretch, which causes the foot to conform or distort to the shape of the line L. Commonly, the line L comprises a 1″-2″ woven nylon, polyester or polypropylene web with about a 2,000 pound load rating, and in some example forms can be between a load rating of about 600-1000 pounds, or more or less.
For training purposes, it has been determined that a 1″ wide line L is easier to balance on than a 2″ line L, which can indicate that the greater the width of the line L corresponds to a greater degree of balance difficulty. FIG. 2 shows an athlete's footprint when standing on the 2″ line, which can be seen to not provide an area for the entire foot. It is desirable to increase the width of the line L, but a greater width beyond the 2″ width line L begins to influence the movement of the line in the transverse axis T, which can decrease the effectiveness of the balance training. Additionally, athletes 5 typically move or perform on flat surfaces that position their feet in a natural position, and training on devices that cause the feet to conform or distort to a particular position can be disadvantageous.
Furthermore, most all athletic balance and healthy balance is accomplished on one leg or on one foot. The only time a body is on two feet is when it is transitioning from one foot to the other. Any successful balance training device needs to challenge the body to the point of the whole body being involved in staying in balance. The arms and upper body will be forced to move in the balance challenge. Balance challenges need to get progressively more difficult to be effective. Like adding weights on an over-head press machine as one gets stronger, balance challenge exercise equipment must be able to be adjusted to become more difficult as a person's balance improves. A balance challenge with a fall is the ultimate in terms of evaluating the limit of someone's balance.
Thus it can be seen that needs exist for a balance training aid. It is to the provision of a balance training aid meeting these and other needs that the present invention is primarily directed.
SUMMARY In example embodiments, the present invention provides a balance training aid for use with a dynamic suspended line. In one aspect, the present invention relates to a balance training aid for use with a slackline including a substantially rigid panel and a receiver formed by or attached to the panel. The panel has a first end, a second end, an outer contour, a top surface and a bottom surface. The first end and the second end are generally opposite thereto. The receiver is adapted to receive the slackline with the panel being removably mounted to and carried on the line. In example forms, the panel removably mounts onto the slackline so during sue a user can place at least one foot on the top surface thereof and attempt to balance on the board without the line causing flexture of the foot, thereby providing an enhanced balance-training benefit.
In another aspect, the invention relates to a standing platform for placement on a suspended and tensioned webbing defining a webbing width. The standing platform includes an elongate board having a first end, a second end, a top surface and a bottom surface. The top surface includes a substantially smooth surface that extends from the first end to the second end, and the bottom surface includes a channel that extends from the first end to the second end. The channel of the bottom surface being adapted for removable engagement with the webbing to removably engage the elongate board thereto so that a user can place at least one foot on the top surface thereof and attempt to balance on the board without the line causing flaxture of the foot, thereby providing an enhanced balance-training benefit.
In yet another aspect, the invention relates to a training platform for use with at least one suspended and tensioned line. The training platform includes a plank member having a length, a width, a first side, a second side, a top surface, and a bottom surface. The length is defined between a first end and a second end, and the width is defined between the first side and the second side. The length is between about 12″-20″ and the width is between about 4″-15″. The top surface is substantially planar and the bottom surface includes at least one channel extending along the length from the first end to the second end. The at least one channel is configured to cooperate with the at least one suspended and tensioned line. A securing mechanism may be mounted to the bottom surface of the platform to provide for the channel maintaining cooperation with the suspended and tensioned line.
In another aspect, the invention relates to a training aid for use with one or more suspended lines. The training aid includes a board member having a length, a width, a first side, a second side, a top surface, and a bottom surface. The length is defined between a first end and a second end. The width is defined between a first side and a second side. The bottom surface is adapted for placement on the one or more suspended lines. The bottom surface includes one or more channels extending along the length from the first end to the second end. The one or more channels are configured to cooperate with the one or more suspended lines. A securing mechanism may be mounted to the bottom surface of the training aid to provide for the one or more channels maintaining cooperation with the one or more suspended lines. A plurality of engagement members can secured to the bottom surface of the training aid. Each engagement member can be in the form of an eye bolt. A stabilizing member connects to each engagement member to provide for reducing the allowable oscillation of the one or more suspended lines.
In yet another aspect, the invention relates to a balance training aid for use with a flexible and/or deformable support member. The training aid includes a board member having a length, a width, a first side, a second side, a top surface, and a bottom surface. The length is defined between a first end and a second end. The width is defined between a first side and a second side. The bottom surface is adapted for placement on the flexible and/or deformable support member. Optionally, one or more stabilizing members may be provided.
These and other aspects, features and advantages of the invention will be understood with reference to the drawing figures and detailed description herein, and will be realized by means of the various elements and combinations particularly pointed out in the appended claims. It is to be understood that both the foregoing general description and the following brief description of the drawings and detailed description of the invention are exemplary and explanatory of preferred embodiments of the invention, and are not restrictive of the invention, as claimed.
BRIEF DESCRIPTION OF THE DRAWINGS FIG. 1 is a front perspective view of portion of a prior-art slackline training apparatus having an individual user thereon.
FIG. 2 is a detail view of a footprint of the individual user standing on the prior-art line of FIG. 1.
FIG. 3 is a front perspective view of a slackline balance training aid according to an example embodiment of the present invention, being used with the slackline training apparatus of FIG. 1 and having an individual user standing thereon.
FIG. 4 is a bottom perspective view of the slackline balance training aid of FIG. 3.
FIG. 5 is a top view of the slackline balance training aid of FIG. 3 mounted to the line.
FIG. 6 is a bottom view of the slackline balance training aid of FIG. 5.
FIG. 7 is the top view of the slackline balance training aid of FIG. 5, showing an athlete's shoe placed thereon.
FIG. 8 is a perspective view of the slackline balance training aid of FIG. 3 being used with a slackline training apparatus wherein the slackline is substantially loose and free to oscillate.
FIG. 9 is a bottom perspective view of a slackline balance training aid according to another example embodiment of the present invention.
FIG. 10 is a front perspective view of the slackline balance training aid of FIG. 9, being used with the slackline training apparatus of FIG. 8 and having stabilizing members connected thereto.
FIG. 11 is a perspective view of a slackline balance training aid according to another example embodiment of the present invention.
FIG. 12A is an end view of a slackline balance training aid according to another example embodiment of the present invention, showing the training aid in an open configuration.
FIG. 12B is an end view of the slackline balance training aid of FIG. 12A showing the training aid in a closed configuration.
FIG. 13 is a cross-sectional view of a slackline balance training aid according to another example embodiment of the present invention, showing a slackline being engaged with a bottom portion thereof.
FIG. 14 is a cross sectional view of a slackline balance training aid according to another example embodiment of the present invention, showing two lines generally being engaged with a bottom portion thereof.
FIG. 15 is a perspective view of the slackline balance training aid of FIG. 14 being used with a slackline training apparatus according to another example embodiment of the present invention.
FIG. 16 is a perspective view of a slackline balance training aid according to another example embodiment of the present invention.
FIG. 17A is a front perspective view of a slackline balance training aid according to another example embodiment of the present invention, mounted on a flexible support member.
FIG. 17B is a side view of the slackline balance training aid mounted on the flexible support member of FIG. 17A.
FIG. 17C is a side view of the slackline balance training aid mounted on the flexible support member of FIG. 17A.
FIG. 18A is a front perspective view of a slackline balance training aid according to another example embodiment of the present invention, mounted to a flexible support member comprising one or more stabilizing members.
FIG. 18B is a side view of the slackline balance training aid mounted on the flexible support member of FIG. 18A.
DETAILED DESCRIPTION OF EXAMPLE EMBODIMENTS The present invention may be understood more readily by reference to the following detailed description of the invention taken in connection with the accompanying drawing figures, which form a part of this disclosure. It is to be understood that this invention is not limited to the specific devices, methods, conditions or parameters described and/or shown herein, and that the terminology used herein is for the purpose of describing particular embodiments by way of example only and is not intended to be limiting of the claimed invention. Any and all patents and other publications identified in this specification are incorporated by reference as though fully set forth herein.
Also, as used in the specification including the appended claims, the singular forms “a,” “an,” and “the” include the plural, and reference to a particular numerical value includes at least that particular value, unless the context clearly dictates otherwise. Ranges may be expressed herein as from “about” or “approximately” one particular value and/or to “about” or “approximately” another particular value. When such a range is expressed, another embodiment includes from the one particular value and/or to the other particular value. Similarly, when values are expressed as approximations, by use of the antecedent “about,” it will be understood that the particular value forms another embodiment.
With reference now to the drawing figures, wherein like reference numbers represent corresponding parts throughout the several views, FIG. 3 shows a human balance system training aid or balance training aid 10 mounted to and in use with a suspended line or slackline L according to an example embodiment of the present invention. As depicted, the balance training aid 10 generally comprises a board 11 that is mounted to the line L and the athlete 5 attempts to maintain balance by placing all or a part of their body on a top surface 20 of the board 11. As described above, the line L can freely oscillate or move in the directions of the transverse axis T and the vertical axis V. Preferably, as will be described below, the balance training aid 10 provides an area wherein the entire footprint of one foot or both feet of the athlete 5 can be placed thereon.
In example embodiments, the line L is generally in the form of an elongate, substantially flexible member that is affixed between two points, which can be tensioned as desired and provide support for the weight of one or more athletes or users. As such, the slackline L can be provided by a conventional slackline, tensioned line, or dynamic suspended line. Preferably, the line can be in various forms including, for example, a strap, webbing, rope, cable, cord, tow strap, etc. Preferably, the cross-section of the line L can be shaped as desired, for example, circular, rectangular, oval, diamond, or other shapes and/or combinations as desired. In one form, the board 11 of the training aid 10 is supported by a single line L. Optionally, the board 11 can be supported by two or more lines L. The board 11 may also take on various forms, for example, a platform, plank member, plate, grate, frame, etc. In some forms, the board is substantially solid, but in other embodiments, the board can has one or more openings positioned and oriented as desired.
FIG. 4 shows a bottom perspective view of the balance training aid 10. As depicted, the board 11 of the balance training aid 10 generally comprises a length LN, a width W and a thickness TN. In general, the board 11 comprises a first end 12, a second end 14, a first side 16, a second side 18, a top surface 20, and a bottom surface 30. The first and second ends 12, 14 define the length LN therebetween, and the first and second sides 16, 18 define the width W therebetween. The thickness TN of the board 11 can vary as desired, for example, about 0.125″ to about 1.5″, or more or less as desired. In one form, the board 11 comprises a rectangular-shaped outer contour wherein the first and second ends 12, 14 are generally radiused or curved. Optionally, the board 11 can be shaped as desired. The board 11 can be formed from a plurality of materials, for example, wood, metals, plastics, composites, synthetics, natural materials, other known materials or combinations thereof. Preferably, the board 11 is rigid or substantially rigid such that the board 11 does not flex or bend significantly when the athlete 5 applies his or her weight thereon. For example, when the athlete 5 applies his or her foot on the top surface 20 of the board 11 (when attempting to balance thereon), the board 11 remains substantially planar and rigid such that the foot of the athlete 5 does not distort, and thus, provides for maintaining the athlete's foot in the natural position.
As depicted in FIG. 5, the top surface 20 of the board 11 generally comprises a substantially smooth or planar surface 24. In one form, the top surface 20 is coated, covered, or sprayed with a rubber or adhesive-like material, or other materials to increase the coefficient of friction of the board 11, for example, to ensure the user's foot or shoe generally remains engaged with the top surface. Optionally, the top surface 20 can comprise one or more projections or indentions to provide for a substantially non-flat or undulating top surface 20.
The bottom surface 30 of the training aid 10 (see FIG. 4) generally comprises a channel or groove 34 formed therein and extending from the first end 12 to the second end 14. Preferably, the channel 34 is provided for receiving a portion of the line L therein, for example, to provide for cooperating freely-sliding engagement between the board 10 and the line L. Generally, the width WC of the channel 34 is substantially similar to (e.g., slightly greater than) the width of the line L, and the thickness or depth of the channel 34 can vary as desired but is preferably at least as deep as the thickness of the line it is to be used with. For example, when using a 1″ wide line L, the channel width WC may be about 1″-1.25″ wide, and when using a 2″ wide line L, the channel width WC may be about 2″-2.25″ wide. Example line L thicknesses can vary between about 1/16″ to about ¼″. Optionally, the channel width WC can comprise other desired widths.
Optionally, as will be described below, the channel 34 of the board 11 can be formed as desired to cooperate or receive a portion of one or more lines L of various shaped cross sections. In one form, for example, wherein two lines L are provided, two channels (extending from the first end 12 to the second end 14) can be provided on the bottom surface 30 of the board 11 for receiving portions of the lines L therein.
To provide for securing the training aid 10 to the line L, a locking mechanism 40 is provided on the bottom surface 30 of the training aid 10. As depicted in FIG. 4, the locking mechanism 40 is mounted to the bottom surface 30 and generally positioned at the midpoint of the length LN. In one form, the locking mechanism 40 has a generally elongate bar 42 and fasteners 44. Optionally, the locking mechanism 40 may take other forms, for example, a latch, transverse bar, plate strap, securing mechanism, coupling members, clips, fasteners, lever, hinge, etc. Fasteners can be screws (as depicted), a pivot at one end and a snap-lock at the other, a hinge and clasp-lock, or other structures that permit ease of removal of the line L after use and that retain the line during use. The elongate bar 42 generally has a length LB that is at least equal to the width WC of the channel 34. As such, the elongate bar 42 generally extends transversely to the elongate channel 34, and the fasteners 44 removably mount the ends of the bar 42 to outer portions of the bottom surface 30 near the first and second sides 16, 18. Thus, when the line L is engaged with the channel 34, the elongate bar 42 prevents the training aid 10 from disengaging from the line L. Optionally, two or more locking members 40 may be provided along the length LN of the training aid 10.
FIG. 6 shows the training aid 10 mounted to the line L wherein the securing mechanism 40 provides for securing the same together. To install/uninstall the training aid 10 with the line L, the securing mechanism 40 can be partially or fully removed from the second side to allow the line L to engage the channel 34. Thus, after the line L is engaged with the channel 34, the elongate bar 42 is placed generally transverse the channel 34 and the fasteners 44 secure the same thereto. Optionally, the securing mechanism 40 can remain engaged with the training aid 10 wherein one end of the line L can be placed or threaded between the elongate bar 42 and the channel 34. Thus, in some forms, the securing mechanism need not be removable to accommodate for securing the line L with the training aid 10. In additional example embodiments, the securing mechanism 40 may be formed as desired, for example, wherein one or more engagement members, cooperating engagement features, fasteners, couplings, other fastening members, etc., or combinations thereof can be utilized to provide for securing the training aid 10 to the line L. Further optional, as will be described below, one or more openings may be formed within the training aid 10 such that the line L can extend therethrough to be secured therewith.
FIG. 7 shows a top view of the training aid 10 mounted to the line L wherein an athlete's shoe is placed on the first side 20. As depicted, the area (LN×W) of the board 11 provides for receiving the entire footprint of the athlete's shoe or foot. In example forms, the top surface 20 of the board 11 is generally sized to have an area (LN×W) such that the at least one foot being placed thereon is fitted within the periphery of the board 11. Thus, the footprint or sole (e.g., the bottom/bearing surface thereof) of the athlete's shoe remains substantially within the periphery of the board 11. For example, to provide an area (LN×W) for one foot, the length LN is about 12″ and the width W is about 4″. In other forms, it may be desired to provide an area (LN×W) wherein two feet can be placed thereon (e.g., one foot in front of the other or one foot beside the other foot in a natural standing position). So, to provide an area (LN×W) for two feet wherein one foot is in front of the other, the length LN is about 24″ and the width W is about 4″. And, to provide an area (LN×W) for two feet wherein one foot is beside the other foot in a natural standing position, the length LN is about 12″ and the width W is about 15″. Preferably, with each of the areas mentioned above, the one or more feet of the athlete can be orientated as desired, for example, parallel to the line L, perpendicular to the line L, or at an angle relative to the line L. Optionally, two or more training aids 10 having any of the above-mentioned areas can be secured to the line L as desired, for example, wherein the athlete may place one foot on a first training aid 10 and another foot on a second training aid 10.
Optionally, the training aid 10 may be sized such that the width W of the board 11 is at least equal to (equal to or larger than) the narrowest width WS of the shoe sole SS (e.g., the bottom/bearing surface thereof), or for example, the arch width of a foot. Thus, in one example embodiment, the width W of the board is preferably sized to accommodate (engage/contact the full width of) the arch width of an average adult male shoe size, which is about a US size 10, or an arch width size between about 4″ to about 6.5″. In another embodiment, the width W of the board can be sized specifically according to a user's particular foot size. Accordingly, the heel or the portions of the foot/shoe sole, which are typically wider than the arc portion, can extend laterally beyond the sides of the board a negligible amount in cases where the user has particularly wide feet, and the intended benefit/use of the aid 10 can still be realized.
FIG. 8 shows the training aid 10 mounted to the line L that is suspended between the balancing device D. As depicted, the line is substantially loose wherein a substantial amount of oscillation is provided. In particular, when the line L is substantially loose, the line L is capable of substantially oscillating in the transverse axis T. In some cases, this oscillation is preferred wherein the athlete 5 is sufficiently trained and capable of maintaining balance on the training aid 10 while overcoming the substantial amounts of oscillation. Alternatively, in other cases, the athlete 5 may be a beginner or an intermediate wherein the allowable oscillation may be too much for his or her expertise, and may require a reduction to the allowable oscillation.
FIGS. 9-10 show a balance training aid 100 according to another example embodiment of the present invention. As depicted, the balance training aid 100 is substantially similar to the balance training aid 10 as described above. Preferably, the bottom surface 130 of the board 111 comprises engagement features 150 for mounting stabilizing members 160 to provide for reducing the oscillation of the line L. In one form, the training aid 100 comprises four eye bolts 150 wherein one is secured generally near each corner of the bottom surface 130 of the board 111. Preferably, the eye bolt comprises a hook or loop wherein the stabilizing member 160 can be affixed thereto. Optionally, other forms of engagement features 160 may be provided, for example, hooks, straps, clips, snaps, pins, couplings, etc., other engagement members or combinations thereof.
Preferably, each stabilizing member 160 engages one of the engagement members 150 and extends to mount to a portion of the balancing device D. As depicted in FIG. 10, each engagement member 150 is provided with a stabilizing member 160. In one form, the stabilizing member 160 is in the form of a bungee cord wherein hooks are provided at each end for accommodating engagement with the eye bolts 150 and portions of the balancing device D. Preferably, the stabilizing members 160 comprise elastic or substantially elastic members that can stretch or extend when an athlete 5 is standing on the training aid 100, for example, to allow oscillation of the line L. Thus, is may be desired to provide multiple sets of stabilizing members 160 of different strengths, lengths and/or stiffness such that the oscillation can be adjusted according to the skill level of the athlete 5. Optionally, the length of the stabilizing members 160 can be adjusted, for example, by tying knots or loops thereon and/or by providing one or more adjustment mechanisms or features to shorten or lengthen the same. The stabilizing members may be secured between the training aid 100 and other portions or objects as desired, for example, the floor, the wall, or other features, items, or objects as desired.
Optionally, instead of a plurality of stabilizing members 160, one single stabilizing member may be provided. For example, the stabilizing member can be threaded, looped or engaged with each of the engagement members 150 and secured to respective portions of the balancing device D, for example in a similar manner as shown in FIG. 10 wherein portions of the single stabilizing member generally extend from each of the eye bolts 150 and engage a portion of the balancing device D. In one form, the single stabilizing member can be provided in a plurality of different strengths wherein the strength or stiffness of the stabilizing member determines the amount of oscillation of the line L. In another form, an adjustment feature or mechanism is provided to allow for adjustment to the stiffness of the single stabilizing member, which determines the amount of oscillation of the line L. Further optional, a single engagement member may be provided on the bottom of the training aid for receiving a single stabilizing member. Typically, the engagement member will generally be provided at the midpoint of both the width W and length LN of the training aid, and the single stabilizing member will be secured thereto and extend generally vertically downward to engage a portion of the balancing device D or other objects. Thus, with the stabilizing member generally applying a generally centrally-positioned and downward force on the training aid, the allowable oscillation can be controlled and adjusted according to the skill level of the user.
FIG. 11 shows a balance training aid 200 according to another example embodiment of the present invention. As depicted, the balance training aid 200 comprises a board 211 that is generally rectangular in shape and comprises a generally centrally-positioned bore 234 formed therein, which extends from the first end 212 to the second end 214. Preferably, before the line L is affixed to the ends of the balancing device D, one end of the line is threaded through the bore 234 such that the line L is generally affixed thereon but capable of sliding thereon. Preferably, the bore 234 can be sized as desired to receive one or more lines L, ropes, cords, cables, etc. Optionally, two or more bores 234 may be formed within the training aid 200.
Optionally, it may be desired to removably mount a smart phone or other computing or electronic device SP to a portion of the training aid 200. In one example form, the smart phone comprises at least a processor, software, an application, and an accelerometer for measuring the movement of the board when an athlete or user is attempting to balance on the board. For example, it is generally known that movement of the board (and smart phone attached) directly relates to the balancing skill of the user. Thus, by having an area on the board for removably coupling the smart phone (e.g., iPhone, etc.), and having an application running on the smart phone that is capable of measuring the movement of the electronic device, the user is capable of obtaining measurable results regarding their progress and difficulty of their balance challenge. For example, in one example form, the application (via the accelerometer and/or any other hardware component in communication with the application) can calculate the distance (m, ft.), velocity (m/s, f/s), acceleration (m/s2, f/s2) and any other known measurable parameters (e.g., angular velocity, angular acceleration, force, momentum, etc.) of the board (e.g., movement of the phone) over a certain or substantially infinite time span.
Preferably, as depicted in FIG. 11, the smart phone is removably coupled to the bottom surface of the board in its center. In one form, one or more engagement features can be provided for allowing removable engagement therebetween, for example, two generally L-Shaped rails 250. Optionally, other clips, fasteners, cases, straps, clasps, arms, rails, etc. may be provided for removably engaging the electronic device with the board 211. Preferably, the smart phone SP can be mounted to any of the plurality of training aids as described herein to measure movement, etc. thereof. Preferably, one or more engagement features provide for securing the smart phone with the board until it is desired to remove the smart phone therefrom. Optionally, the smart phone SP is removably mounted to other portions of the board and/or can be recessed within portions of the board 211. Further optional, the cell phone is mounted to at least one line L that is supporting the balance training aid.
FIGS. 12A-B show a balance training aid 300 according to another example embodiment of the present invention. As depicted, the balance training aid 300 comprises a first half 313 and a second half 315, which are mounted together (e.g., pivotally, in a clam-shell manner) by a (e.g., pivot or hinge-like) member 317. The pivot 317 is generally provided on one side of the first and second halves 313, 315 and a coupling mechanism or fastening member 340, 342 is provided on an opposite side of the halves 313, 315. In example forms, the first half 313 comprises a channel or groove 332 and the second half 315 comprises a channel or groove 333, which when facing and generally abutting one another form a bore 334. Optionally, only one of the first and second halves 313, 315 comprises a channel or groove. Preferably, the first and second halves 313, 315 when in an open position (see FIG. 12A) can receive the line therebetween, and then the halves 313, 315 can pivot together to a closed position (see FIG. 12B) such that the line L is contained within the bore 334. In example embodiments, the coupling mechanism comprises a recess 340 formed within the first half 313 and a pin 342 extending from the second half 315, which are preferably removably engageable with each other wherein the halves 313, 315 are capable of coupling together in the closed position and disengaging one another to pivot to the opened position. As described above, the bore 334 (channels 332, 333) is sized and shaped as desired. Optionally, two or more bores 334 can be provided.
In alternate example embodiments, the first and second halves 313, 315 can slide longitudinally relative to one another between an open position and a closed position. For example, in one example form, the halves are separate removably-engageable pieces that are separate to receive the line L in one or more of the channels formed therein, and slidingly engage one another to contain the line L therein. Optionally, the halves remain connected with each other but can sufficiently slide relative to one another between an open and closed position such that the line L can be inserted/removed from the channel. Preferably, the halves can be sized, shaped and formed as desired to provide for sliding removable engagement therebetween.
FIG. 13 shows a balance training aid 400 according to yet another example embodiment of the present invention. As depicted, the board 411 of the balance training aid 400 generally comprises a generally rectangular cross-section. The top surface 420 is generally flat and the bottom surface 430 comprises a generally centrally-positioned channel 434, which extends along the length of the board 411. In example forms, the channel 434 is generally in the shape of a dove-tail, for example wherein the width of the channel proximal the bottom surface opening is less than the width of the channel proximal the upper surface thereof. Preferably, the depth of the channel 434 can be chosen as desired, but in most embodiments is generally at least the thickness of the line L. Typically, the channel 434 comprises a first width Wc1 and a second width Wc2. The first width Wc1 (proximal the opening of the channel 434) is generally about ¾, more preferably about ⅞ the length of the second width Wc2. As such, the channel 434 removably engages the training aid 400 with the line L while allowing for cooperating freely-sliding engagement between the training aid 400 and the line L. Preferably, the channel 434 is configured such that no fasteners or coupling members are necessary for providing the freely-sliding engagement between the training aid 400 and the line L.
FIG. 14 shows a balance training aid 500 according to another example embodiment of the present invention. Generally, the balance training aid 500 is substantially similar to the training aid 400, as described above. As depicted, the board 511 of the training aid 500 comprises a pair of channels 534 that extend along the length of the board 511. Preferably, the channels 534 are generally circular in shape to receive a line L that is in the form of a rope, cord or cable, for example, a line L generally comprising a circular cross-section. Preferably, the width of the openings of the circular-shaped channels 534 (proximal the bottom surface 530) are generally slightly less than the diameter or maximum width of the channels 534, which provides for removable engagement of the lines L within the channels 534 without the use of fasteners (e.g., a snap-fit). As similarly describe above, the channels 534 allow for freely-sliding engagement between the training aid 500 and the lines L.
FIG. 15 shows a balancing device D2 in use with the balance training aid 500 according to another example embodiment of the present invention. As depicted, the balancing device D2 generally comprises a plurality of framing members that form a box-like frame including a base frame, a first upright frame and a second upright frame. A pair of lines L are provided between the first and second upright frames wherein first ends thereof secure to the first upright frame, extend above and across the base frame, over a portion of the second upright frame, and secure to an adjustment mechanism. As depicted, the adjustment mechanism generally comprises a rod 640 and an interlocking wheel 642. The rod 640 is generally rotatably mounted between the second upright frame and the interlocking wheel 642 allows for rotation of the rod 640, which in turn adjusts the length of the lines L, thus adjusting the tension thereof. With the balance training aid 500 secured to the lines L, as described above, the user can place one or both feet on the line L and attempt to balance. Preferably, the adjustment mechanism is capable of allowing a substantial range of slack or tension in the line, which can be comparable to the balancing devices as described above. Optionally, other adjustment mechanisms can be provided to increase or decrease the tension of the lines L, for example, to decrease or increase the difficulty of balancing on the training aid 500.
FIG. 16 shows a balancing training aid 700 according to yet another example embodiment of the present invention. As depicted, the balance training aid 700 generally comprises a rectangular-shaped board 711 having radiused corners. Preferably, the first and second ends 712, 714 each comprise a handle or loop 740, 742 extending therefrom and each comprise an opening for receiving the line L therethrough. For example, in one example embodiment, the line L is threaded through the opening of the first handle 740 (the line L being inserted through the opening from the top to the bottom), pulled across the bottom surface 730 of the board 711, and then threaded through the second handle 742 (the line L being inserted through the opening from the bottom to the top). Thus, the handles 740, 742 removably engage the training aid 700 with the line L while allowing for cooperating freely-sliding engagement between the training aid 700 and the line L. In one form, the handles 740, 742 are formed from a metal and are substantially rigid to provide a secure attachment to the ends of the board. Optionally, the handles can be formed from other materials including wood, plastics, composites, other metals, other materials or combinations thereof. Optionally, in another form, the handles are provided on the bottom surface 730 of the board 711 and generally positioned near the first and second ends thereof. As such, the line L is generally threaded through the openings of the handles and across the bottom surface 730 of the board 711.
FIGS. 17A-C show a balance training aid 800 according to another example embodiment of the present invention. Generally, the balance training aid 800 is placed on a block or stationary support member 870, and then the athlete 5 attempts to maintain balance by placing all or a part of their body on a top surface 820 of the board 811. Generally, in most applications, one foot is placed on the top surface of the board 811, and attempting to maintain balance while standing with one foot placed on the board 811 generally has the same, if not greater, effect as placing the balance training aid on the suspended line L. Preferably, the training aid 800 is unstable in a variety of directions, for example an axial direction Ab, a transverse direction Tb, and a vertical direction Vb. In example forms, the balance training aid 800 can be mounted, coupled or otherwise secured to the block 870, for example with hook and loop material or other coupling elements or fasteners. Optionally, for example, as described according to an optional form with respect to FIG. 16, the block 870 can comprise one or recesses for receiving the handles 740, 742 extending from the bottom surface 730 of the board, which can be configured to allow for removable engagement of the training aid 700 with the block 870. As such, the board 811 can be configured to be used with both at least one line L and with the block 870. Preferably, any of the training aids as described above can be configured for use with one or more lines L and the block 870.
As depicted in FIGS. 17B-C, the width WB of the block 870 is about 3″, the length LB of the block 870 is about 13″, and the height HB of the block is about 3″. In one example form, the width W of the board 811 is greater than the width WB of the block 870 and the length of the board 811 is greater than the length LB of the block 870. Optionally, the width WB and the length LB of the block 870 can vary as desired. Preferably, the height HB of the block 870 can vary as desired, for example, to increase or decrease the difficulty of balancing thereon. In example forms, the board 811 can be about 2″-6″ wide, about 6″-20″ long, and about 0.25″-1.5″ thick. Preferably, the support member 870 is less than stable, flexible, and/or deformable to cause an increase in the difficulty of balancing when the athlete places all or a part of their body on the top surface 820 of the board 811. In one form, the block 870 is in the form of a foam material. Preferably, the foam material can be open-cell foam, closed-cell foam, or other foams as desired. Generally, the rigidity and density of the foam can vary as desired, for example, to increase or decrease the difficulty of balancing thereon. Optionally, the block 870 can be formed from an air-filled or liquid-filled vessel or bag that is generally constructed from a pliable material, for example wherein a valve and/or filling aperture can be provided to adjust the inflation or liquid level therein, which adjusts the stability of the bag. Further optional, the block 870 can incorporate springs or other flexible members to simulate the flexible, less-than-stable, and deforming characteristics of the foam. In additional example embodiments, one or more flexible and/or rigid or substantially rigid members can be incorporated with the block to provide for adjustment to the difficulty of balancing thereon. For example, in one example form, an adjustable flat bar or plate is provided on the long sides of the foam block (e.g., extending along the length LB), which can be provided to increase the stiffness of the block, thereby increasing the resistance of the block deforming. Optionally, adjustable plates are fastened to two or more sides of the plate and extend downwards along the sides of the block and contact the ground or supporting surface, which can provide additional support and stability to the plate, thereby decreasing the difficulty of balancing thereon. In another example embodiment, the board is removed from the block and the athlete attempts to balance by placing one or more feet atop the block. Then, to increase the difficulty of balancing thereon, the board is removably secured to the top of the block and the athlete attempts to balance by placing one or more feet atop the board.
FIGS. 18A-B show a balance training aid 900 according to another example embodiment of the present invention. Generally, the balance training aid 900 is substantially similar to the balance training aid 800. As depicted, the balance training aid 900 is removably coupled atop a block or stationary support member 970, and then the user attempts to maintain balance by placing all or a part of their body on a top surface 920 of the board 911. Preferably, the block 970 comprises one or more stabilizing members 980 to increase the width of the block 970 and thereby increase the stability of the training aid, for example to lessen or reduce the difficulty of balancing thereon. Preferably, the stabilizing members 980 can be in the form of arms, wings, triangular-shaped blocks, or other laterally (transversely) extending elements. In one example form, the stabilizing members 980 are sized such that the width WB of the block 970 is about 1.5 times the height HB of the block 970. In other example forms, the stabilizing members 980 can be sized to lengthen or reduce the width WB of the block 970 such that the level of difficulty of balancing thereon can be adjusted as desired. In one form, the block 970 comprises at least four stabilizing members 980, for example wherein two members 980 are positioned at each end of the block 970 with the members of each pair extending in opposite directions from each other. Alternately, three or less or five or more stabilizing members 980 may be provided on the block 970 along any desired portion thereof and extend in a desired direction therefrom.
Preferably, the stabilizing members can be shaped and sized as desired to provide for an increase in the width WB of the block. In one form, the stabilizing members 980 are generally formed from a substantially similar material as the block 970 and generally adhered to the lower sides thereof. Optionally, the stabilizing members 980 can be integrally formed with the block. Further optional, the stabilizing members 980 can be removably mounted to the block 970 and can be formed from other materials, for example, plastics, wood, metals, composites, other materials or combinations thereof. In one example form, a plurality of stabilizing members of a plurality of sizes can be provided such that the balancing difficulty can be easily adjusted by replacing or removing the stabilizing members. As such, the block and/or stabilizing member may comprise on or more fasteners or coupling elements to provide for easily removably coupling the stabilizing member(s) to the block.
In additional example embodiments, one or more features or elements from any of the above-described embodiments may be combined as desired. For example, in one example embodiment, the training aid 400 may comprise the engagement features 150 of the training aid 100. Optionally, other combinations or elements or features described above, as would be apparent to one of ordinary skill in the art, can be combined or implemented as desired.
Method of Use In example methods of use, the athlete is evaluated based on the rapid shaking movement of the leg while attempting the balance challenge. Once the erratic rapid fire movements of the leg are slowed to a slower more fluid movement, the athlete can progress to a more difficult balance challenge. In one form, as will be described below, the balance challenge challenges 360 degrees of the athlete's balance, with a focus on left to right and right to left challenges, and an inside forward part of the foot and on the fore foot. Therefore, the single foot balance training is done in three directions: parallel, diagonal and perpendicular. For the parallel direction, the foot set so the body improves left to right and right to left balance. For the diagonal direction, the foot is set to so the body improves striking, throwing, turning and rotational balance. And for the perpendicular direction, the foot is set so the body improves from front to back balance challenges.
A balance test can be provided for each of the embodiments as described above, which in some forms can incorporate the use of the smart phone SP as described above. In one example form, the athlete stands on the ground on one foot with a slight bend in the ankle, a slight bend in the knee, and a slight bend at the hips (not at the waist), with their eyes up and looking forward. It may be desirable that a support or rail is provided nearby to allow for the athlete to reach out and grab, for example in case they lose their balance. An instructor or coach evaluates the rapid and erratic movements of the lower leg and the body as a whole. And, if the athlete shows this type of movement (rapid and erratic movements), the athlete will continue to do this balance challenge until the move is fluid and slower (e.g., until a medium to high level of proficiency is achieved). In some forms, this balance challenge may take a few minutes or may take up to several sessions or hours.
Once this level of proficiency is achieved, the block, water-filled bag or air-filled bag will be placed on the floor or ground supporting surface with no plate on top. The athlete will then step on the upper surface of the block or bag with the foot parallel (e.g., foot parallel to the length LB of the member) to the platform for one second and then step off. This is done with one foot and then the other foot. If the athlete can do this with no rapid and erratic shaking of the leg, they will progress to the next level. At the next level, the athlete will stand on the block or bag with the foot in the parallel position for as long as possible (2-10 minutes of attempts) and then switch to the other foot. The athlete continues until they can stand for 10 seconds or more with either foot.
At the next level, the board is attached to the top of the bag or foam block. The athlete then stands on the board in the parallel foot position, the diagonal foot position and the perpendicular foot position alternating each leg for 1-10 minutes of attempts in each position for each foot. For the suspended board (see FIGS. 10 and 15), the plate is held by the tensioning device (or stabilizing member) to keep the plate from oscillating or swinging more than ½″. As the instructor notices the athlete's leg motion slow down to quiet even movements, the instructor can then can increase the level of oscillation or swing in the plate. Then, the athlete is ready to begin balancing on the board that is attached to the slackline or other line(s) L wherein limited to zero stabilization is required.
While the invention has been described with reference to preferred and example embodiments, it will be understood by those skilled in the art that a variety of modifications, additions and deletions are within the scope of the invention, as defined by the following claims.
