TRAINING SYSTEMS AND METHODS FOR IMPROVING ACCURACY IN AN ACTIVITY

Abstract

The present embodiments provide a system for improving ability level in an activity. The system comprises a first target comprising a first dimension and a first color, and a second target comprising a second dimension and a second color. The second dimension is greater than the first dimension, and the second color is different than the first color. In one embodiment, the first target is a first home plate, and the second target is a second home plate. The first home plate may comprise a first width and the second home plate may comprise a second width, wherein the second width is greater than the first width. Additionally, user instructions are provided that specify a sequence of distances for positions of the first and second targets over activity intervals. The user instructions may be selected based on various user characteristics.

Description

PRIORITY CLAIM

This invention claims the benefit of priority of U.S. Provisional Application Ser. No. 61/382,316, entitled “Training Systems And Methods For Improving Accuracy In An Activity,” filed Sep. 13, 2010, the disclosure of which is hereby incorporated by reference in its entirety.

BACKGROUND INFORMATION

This disclosure relates generally to the fields of activities, and more particularly, to training systems and methods for improving accuracy in an activity.

Control in the form of accuracy is an important quality for a variety of activities. In baseball or softball, players require control in order to throw at a selected location. Similarly, in football, basketball, darts, bowling and other activities, control is a critical element in throwing or otherwise moving an object to its desired location in a consistent manner.

With regard to baseball and softball in particular, many experts agree that control is an essential element for a pitcher to have. Professional players believe that focus is an important key to achieving control. However, learning to focus may prove difficult for young players, which may impede the road to enhanced control.

Experience shows that young people often have difficulty focusing, maintaining concentration, and staying on track. Notably, many kids have relative short attention spans and it is difficult for them to focus on a particular task at hand. Many kids are on medications that attempt to enhance focus in any activity, whether in school, when doing chores, or in activities such as sports. These attention-related issues interfere with their ability to concentrate during training sessions, thereby reducing the effectiveness of prolonged training activities. If an activity is fun for a kid to perform, and the kid can form some type of emotional attachment when performing the activity, the kid's focus is likely to be significantly enhanced, which in turn may improve performance. Thus, a system that is fun for kids, and for which the kids may form emotional attachments, is important to enhancing focus and performance.

Additionally, during certain training activities, kids may be afraid for various reasons, which may impede focus and progress. By way of example, when training to be a baseball or softball pitcher, kids may be afraid of hitting a batter with a ball. Such a mental fear may affect confidence, focus and performance, e.g., the kids may not be able to accurately throw a pitch on an inside corner of the plate for fear of hitting and injuring another kid.

Still further, a training system for kids should reduce the likelihood of injury. Notably, young athletes frequently fail to take the time necessary to warm up properly, often resulting in arm soreness and injury. In the example where kids are training to be a baseball or softball pitcher, it is particularly important to warm up kids' arms to improve blood flow and reduce risk of injury, preferably in a manner that is fun and interesting, forms an emotional attachment, and does not cause fear.

One existing modality for attempting to increase focus of a baseball or softball player is having a catcher use a bright colored glove, for example, a bright orange leather mitt. Such a tool generally is helpful for visualization purposes and may improve control. However, there are limitations on a bright colored glove, for example, it does not address various training issues such as reducing injury, and use of the glove alone may become monotonous over time.

Improved methods and systems are needed for increasing accuracy in an activity.

SUMMARY

The present embodiments provide systems and methods for improving ability level in an activity. For example, the systems and methods may improve focus and control for pitchers in baseball or softball. More generally, a system comprises a first target comprising a first dimension and a first color, and a second target comprising a second dimension and a second color. The second dimension is greater than the first dimension, and the second color is different than the first color.

In one exemplary embodiment, the first target is a first home plate, and the second target is a second home plate. The first home plate may comprise a first width and the second home plate may comprise a second width, wherein the second width is greater than the first width. Thus, the system is visually oriented, employing home plates having various different colors and sizes.

Additionally, user instructions are provided that specify a sequence of distances for positions of the first and second targets over activity intervals, such as days, weeks, number of throws, or other intervals. The user instructions may further specify an activity to perform during the activity interval, such as throwing a pitch, hitting a golf ball, or tossing a dart. The user instructions may be selected based on various user characteristics. In one embodiment, at least one of the user characteristic is age.

The user instructions may recite additional parameters besides the sequence of distances for positions of the first and second targets over activity intervals. In one embodiment, at least one of the additional parameters is a number of throws when the first target is positioned at a first distance from the user. Further, at least one of the additional parameters may comprise an activity to be performed on a day off from using the first and second targets. The user instructions may be provided on a DVD, may be uploadable into the memory of a mobile device, or may be provided through other media.

Advantageously, the present embodiments are designed to help users, and young men and women in particular, overcome various training difficulties while providing several important benefits. Some exemplary benefits include better focus and concentration, improved ball control and accuracy, improved confidence, reduced fear and anxiety, better arm strength, and reduced risk of arm injury.

Other systems, methods, features and advantages of the invention will be, or will become, apparent to one with skill in the art upon examination of the following figures and detailed description. It is intended that all such additional systems, methods, features and advantages be within the scope of the invention, and be encompassed by the following claims.

BRIEF DESCRIPTION OF THE DRAWINGS

The invention can be better understood with reference to the following drawings and description. The components in the figures are not necessarily to scale, emphasis instead being placed upon illustrating the principles of the invention. Moreover, in the figures, like referenced numerals designate corresponding parts throughout the different views.

FIG. 1 is a schematic illustrating a system of home bases according to a first embodiment.

FIG. 2 is a top view illustrating an alternative home base design.

FIGS. 3A-3B illustrate a schematic view of a system of home plates used to train pitchers in a first program, and a schematic view depicting a long toss routine, respectively.

FIGS. 4A-4B illustrate a schematic view of a system of home plates used to train pitchers in a second program, and a schematic view depicting a long toss routine, respectively.

FIGS. 5A-5B illustrate a schematic view of a system of home plates used to train pitchers in a third program, and a schematic view depicting a long toss routine, respectively.

FIGS. 6A-6B illustrate a schematic view of a system of home plates used to train pitchers in a fourth program, and a schematic view depicting a long toss routine, respectively.

FIGS. 7A-7B illustrate a schematic view of a system of home plates used to train pitchers in a fifth program, and a schematic view depicting a long toss routine, respectively.

FIGS. 8A-8B illustrate a schematic view of a system of home plates used to train pitchers in a sixth program, and a schematic view depicting a long toss routine, respectively.

FIGS. 9A-9B illustrate a schematic view of a system of home plates used to train pitchers in a seventh program, and a schematic view depicting a long toss routine, respectively.

FIGS. 10-16 are exemplary instructions for using the apparatus of the present embodiments.

FIG. 17 is a flowchart describing one method of operation of a training system in accordance with the present embodiments.

FIG. 18 is a block diagram of one embodiment of an analysis system.

DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

The present embodiments relate generally to the fields of activities, and more particularly, to training systems and methods for improving accuracy in an activity. While exemplary applications are shown and described in connection with accuracy for throwing a baseball or softball, further activities (e.g., sports) are contemplated using the principles disclosed herein, including but not limited to throwing a football, shooting a basketball, throwing darts, aiming a bowling ball, and the like.

Referring now to FIG. 1, in a first embodiment, a system 10 for improved pitching is shown. In this example, the system 10 comprises four home plates 20a, 20b, 20c and 20d. A first home plate 20a comprises a first width w_a and a first color. A second home plate 20b comprises a second width w_b and a second color. The second width w_b is greater than the first width w_a, and further, the second color is different than the first color.

In this example, the system 10 further comprises a third home plate 20c comprising a third width w_c and a third color, wherein the third width w_c is greater than the second width w_b, and wherein the third color is different than the first color and the second color. Further, in this example, the system 10 comprises a fourth home plate 20d comprising a fourth width w_d and a fourth color, wherein the fourth width w_d is greater than the third width w_c, and wherein the fourth color is different than the first color, the second color and the third color.

The system 10 may comprise greater or fewer home plates than are depicted in FIG. 1. For example, the system 10 may only comprise two or three home plates, or alternatively, five or more home plates. Preferably, the widths and colors of each home plate are different relative to one another, as generally explained herein.

In the example of FIG. 1, the home plate 20d comprises the width w_d, which is measured laterally across the front of home plate 20d that faces a pitcher. The home plate 20d further comprises a first length L₁, which is generally parallel to a batters' box during use, and a second length L₂, which is generally parallel to foul lines on a field during use. For a typical professional baseball home plate, the width w_d is 17 inches, the first length L₁ is 8.5 inches, and the second length L₂ is 12 inches.

Notably, a typical professional baseball home plate additionally comprises a black strip 35 around its perimeter, as shown in FIG. 2. The black strip typically has a width w_o of 0.75 inches and continuously extends around the perimeter of the home plate. It will be appreciated that the home plates 20a-20d may omit the black strip 35 as generally depicted in FIG. 1, or alternatively, one or more of the home plates 20a-20d may incorporate the black strip 35 around their perimeters. The provision or omission of the black strip 35 is not intended to limit any of the principles disclosed herein. In lieu of, or in addition to, the black strip 35, the width w_o of the home plates optionally may be angled such that central portions of the home plates are raised relative to the ground surface.

Referring still to FIG. 1, in this example illustrating four home plates 20a-20d, the first width w_a of the first home plate 20a is 8 inches, the second width w_b of the second home plate 20b is 11 inches, the third width w_c of the third home plate 20c is 14 inches, and the fourth width w_d of the fourth home plate 20d is 17 inches. Preferably, the remaining dimensions of the home plates 20a-20c are proportionally smaller than the corresponding dimensions of the home plate 20d that are detailed above. All of the dimensions provided herein are for illustrative purposes only, and are not intended to be limiting. Each of the home plates 20a-20d may comprise respective widths w_a-w_d that are greater than, less than, or equal to the exemplary dimensions provided. However, it is preferable that the second width w_b is greater than the first width w_a, the third width w_c is greater than the second width w_b, and the fourth width w_d is greater than the third width w_c, for purposes explained below.

Referring still to FIG. 1, in this example illustrating four home plates 20a-20d, the first home plate 20a may comprise a pink color, the second home plate 20b may comprise an orange color, the third home plate 20c may comprise a green color, and the fourth home plate 20d may comprise a white color. Such exemplary colors are not intended to be limiting, as the home plates 20a-20d may comprise other colors than those listed herein. However, it is preferable that each of the home plates 20a-20d comprises a difference color relative to each other, to enhance focus of a user during progression throughout various programs, as explained below. Moreover, it is preferable that the colors selected are colors in which a user may focus upon with relative ease, particularly when placed on a grass or dirt surface.

Advantageously, using the system 10 of the present embodiments, in conjunction with user instructions as explained in FIGS. 10-16 below, an enhanced pitching training system is provided. The progression of home plate sizes, as well as home plate colors, allows a user to maintain interest and focus as the recommended pitching distances change, as explained in more detail below.

Referring now to FIGS. 3-16, exemplary schematic arrangements and instructional programs for using the system 10 are described. As described more fully in the flowchart of FIG. 17 below, one or more characteristics of a user of the system may be ascertained, such as age, whether the user is a softball or baseball player, whether there has been any previous softball or baseball experience, and the like. Such characteristics may be used to determine an appropriate program for the user. For example, if a user is between ages 9 and 10 and wishes to train for baseball, then the training system shown in FIGS. 3A-3B and outlined in FIG. 10 may be selected.

In this example of FIG. 3A, the different home plates 20a-20d are each arranged at different predetermined distances from a rubber 52 of a mound 50. In one example, the first distance D_1A, as measured from the rubber 52 to the front surface 22a of the home plate 20a, is 36 feet. A second distance D_2A, as measured from the rubber 52 to the front surface 22b of the home plate 20b, is 40 feet. A third distance D_3A, as measured from the rubber 52 to the front surface 22c of the home plate 20c, is 44 feet. A fourth distance D_4A, as measured from the rubber 52 to the front surface 22d of the home plate 20d, is 48 feet. Such dimensions are outlined in the instructions 55 that are provided to the user, preferably in a table format, as indicated in FIG. 10.

In a first part of the program of FIG. 3A, as outlined in the instructions 55 of FIG. 10, on the first day a user may throw 10 pitches at the first distance D_1A, which is 36 feet from the home plate 20a. In this example, the home plate 20a comprises a front surface 22a that is 8 inches wide, as shown in FIG. 3A.

Next, the instructions 55 of FIG. 10 dictate that the user throws 10 pitches at the second distance D_2A, which is 40 feet from the home plate 20b. In this example, the home plate 20b comprises a front surface 22b that is 11 inches wide, as shown in FIG. 3A.

Subsequently, the instructions 55 of FIG. 10 dictate that the user throws 10 pitches at the third distance D_3A, which is 44 feet from the home plate 20c. In this example, the home plate 20c comprises a front surface 22c that is 14 inches wide, as shown in FIG. 3A.

Finally, on the last portion of the first day, the instructions 55 of FIG. 10 dictate that the user throws 10 pitches at the fourth distance D_4A, which is 48 feet from the home plate 20d. In this example, the home plate 20d comprises a front surface 22d that is 17 inches wide, as shown in FIG. 3A.

It should be noted that while the instructions 55 recommend throwing 10 pitches at each distance D_1A-D_4A, any number of throws may be recommended, such as 8, 15, or more or less. Moreover, the number of throws may change per interval, for example, a user may throw 10 pitches at distance D_1A, then throw 15 pitches at distance D_2A, 8 pitches at distance D_3A, and throw 12 pitches at distance D_4A. In other words, any of the parameters of the system, including the number of throws and distance to plate, may be modified as desired to adapt the system to a particular setting, sport, age, or other characteristic.

In one embodiment, the pitcher may throw from a stationary or fixed rubber, e.g., one implanted on the mount of a baseball field, and move the home plates 20a-20d progressively back as described in the instructions 55. In an alternative embodiment, the system 10 may comprise a portable rubber 45, as shown in FIG. 1, and the pitcher may keep the home plates 20a-20d at the same location while moving the portable rubber 45 back in increments as prescribed by the instructions 55. In one example of the latter embodiment, a user may throw 10 pitches at the first distance D_1A, with the portably rubber 45 being 36 feet from the home plate 20a, and then may place the home plate 20b in about the same location as the home plate 20a while moving the portable rubber 45 back 4 feet to achieve the second distance D_2A. In still other embodiments, both the home plates 20a-20d and the portable rubber 45 may be moved back simultaneously, e.g., each 2 feet back relative to their previous locations, to achieve the prescribed distances relative to one another.

Notably, the portable rubber 45 may be sized to match the dimensions of a rubber on a professional baseball field, or may be sized to have larger or smaller dimensions, and may be a white color or another suitable color. If the portable rubber 45 is used, it may allow a user to throw with the home plates 20a-20d near a backstop such as a fence, net, screen or wall, without the need for a catcher, such that the user may conveniently retrieve balls thrown against the backstop while moving the portable rubber 45 back in the suggested increments relative to the home plates 20a-20d.

Referring still to the embodiment of FIGS. 3A-3B, together with the related instructions of FIG. 10, on the second day of the program the instructions 55 indicate that the user should play long toss, starting at a region 60 that is a long toss distance D_TA from the rubber 52, with 10 throws. In the example of FIG. 3B, the starting long toss distance D_TA is 40 feet. Subsequently, the distance is increased in suggested increments of S_1A and S_2A, which in the embodiment of FIG. 3B are each 20 feet. Thus, the user plays long toss at with a partner who is incrementally positioned at regions 60, 65 and 70, which are 40, 60 and 80 feet from the rubber 52, respectively. The user then may progress in a reverse direction from the regions 70 to 65 and to 60, thus throwing at distances of 80, 60 and 40 feet, respectively, as indicated in the instructions 55 shown in FIG. 10.

The instructions 55 of FIG. 10 further suggest that on the third day, the user repeats the sequence of throws from the first day. Then, on the fourth day, the long toss sequence from the second day may be repeated. Finally, on the fifth day, the user repeats the sequence of throws from the first and third days.

Notably, the instructions 55 may provide additional advice or suggestions. In one non-limiting example, the instructions 55 may recommend that a user in the program of FIGS. 3A-3B and FIG. 10 uses a ratio of 80% fastball pitches with 20% change-ups. Additional recommendations may be provided, including warm-up and recovery instructions, and the like.

Advantageously, using the system 10 of the present embodiments, an enhanced pitching training system is provided. The progression of home plate sizes and distances, as well as home plate colors, allows a user to maintain interest and focus as the pitching distances change. In particular, the system 10 having different size home plates 20a-20d allows a user to throw a predetermined number of pitches at a shorter distance with a smaller home plate 20a of a first color. Subsequently, the system 10 allows the user to throw predetermined numbers of pitches at longer distances with larger home plates of different colors. By varying the sizes and colors of the home plates 20a-20d, as well as distances, the user's focus and control will be improved.

In particular, the system 10 may be beneficial for kids having relatively short attention spans, where it may be difficult for them to focus on a particular task at hand. Since the throwing activities are fun for kids to perform, especially when integrating targets of different sizes and attractive colors, kids can form an emotional attachment when learning to pitch, thus potentially significantly enhancing focus, which may in turn improve performance. Notably, the system 10, in conjunction with the instructions 55, may be considerably less monotonous for kids, relative to simply throwing repeatedly from a mound to the same home plate at the same distance. Additionally, the break that occurs when changing between distances D_1A-D_4A is expected to significantly benefit the user, particularly kids, when training. For example, the break may allow a user to regain mental focus as they switch to a new distance. Focus may be recharged as the user must now throw to a different home plate of different size and color. By maintaining interest and focus with short breaks, performance can be enhanced. Moreover, the pauses that occur when the distances are adjusted allow time for coach instruction, while enabling the participant to reflect on and implement the advice that is given.

Additionally, the system 10 allows a user to focus downward, on a lower level and towards the various colors of the home plates 20a-20d, which may have multiple advantages. First, it may train the user to keep pitches down in the strike zone, which may be advantageous for performance. Second, by focusing on the various colors of the home plates 20a-20d, it may alleviate fears, particularly for children, of hitting a batter with a ball by focusing on the plate instead of worrying about the batter standing next to it, which may significantly increase confidence, focus and performance. In other words, at shorter distances, the participant throws at slower speed, and gradually, as the throwing distance increases, the participant throws at greater speeds and uses larger, differently-colored home plates. The combination of these variables helps the participant maintain his or her concentration level and focus in the activity, enhances the participant's command and ball control, and makes it easier for the participant to keep the ball low in the strike zone, an important goal of the activity.

Moreover, the programs outlined in the embodiment of FIG. 10 may facilitate development of a user's pitching arm, without providing too much strenuous activity on the arm. Specifically, the mixture of days involving pitching with the home plates 20a-20d and days simply playing long toss, along with the recommended number of pitches and distances, promotes an increase in arm strength without unacceptable strain.

Additionally, the instructions 55 may specify throwing speeds, or percentages of maximum speed, as a parameter. For example, at the first distance D_1A, the instructions 55 may suggest a user throw at 40% maximum speed. Subsequently, at distances D_2A-D_4A, the instructions 55 may suggest a user throw at 60%, 80% and 100% maximum speeds, respectively. With this parameter, several advantages are achieved. First, the user may warm up and improve blood flow to reduce risk of injury by building up to higher speeds and distances over time. It is also important, particularly with kids, to emphasize that throwing at maximum speed is not the only important consideration when learning to pitch, but rather control is equally, if not more, important. Additionally, when pitching in baseball or softball, changing speeds may be important, e.g., to keep the batter off balance, and therefore by specifying various throwing speeds, or percentages of maximum speed, as a parameter, a user may advantageously become accustomed to mixing up different pitches at different velocities.

It should be noted that the systems and methods herein may be used when only one person is training, or when groups are training together. In the latter example, multiple systems 10 may be set up in parallel, e.g., during a training camp. Still further, users of both genders may improve performance significantly using the systems and methods herein.

Additional instructions are provided to accommodate an array of users of different ages, as well as baseball versus softball pitching. For example, the schematic program illustrated in FIGS. 4A-4B is similar to the program of FIGS. 3A-3B, but the program of FIGS. 4A-4B may be suitable for baseball pitchers ages 11-12. The starting distance D_1B, as measured from the rubber 52 to the front surface 22a of the home plate 20a, may be 42 feet in this example, as outlined in the instructions shown in FIG. 11 that are provided to a user at this program level. A second distance D_2B, as measured from the rubber 52 to the front surface 22b of the home plate 20b, may be 46 feet as noted in the instructions of FIG. 11. A third distance D_3B, as measured from the rubber 52 to the front surface 22c of the home plate 20c, may be 50 feet. A fourth distance D_4B, as measured from the rubber 52 to the front surface 22d of the home plate 20d, may be 54 feet. Moreover, a starting long toss distance D_TB may be 40 feet, while the maximum distance at region 70 is 100 feet in the embodiment of FIG. 4B, as outlined in the instructions provided in FIG. 11. The instructions for use in connection with FIGS. 4A-4B and FIG. 11 are otherwise similar to those outlined in the embodiment of FIGS. 3A-3B and FIG. 10, as explained above.

Similarly, the schematic program illustrated in FIGS. 5A-5B corresponds to the exemplary user instructions shown in FIG. 12, in which a baseball pitcher ages 13-15 may use a starting distance D_1C from the home plate 20a that is 45 feet. Subsequently, it is instructed that the user applies distances of 50, 55 and 60 feet for the different home plates 20b-20d, respectively, as outlined in the instructions of FIG. 12. Moreover, a starting long toss distance D_TC may be 60 feet, while the maximum distance at region 70 is 120 feet in the embodiment of FIG. 5B, as outlined in the corresponding instructions provided in FIG. 12. Alternatively, the 60 feet distances outlined in FIG. 12 may be replaced by a 60 feet, 6 inch recommendation, which is the distance between a rubber and home plate in a professional baseball game. However, as with all embodiments herein, the recommended distances may vary and the example dimensions provided are non-limiting.

The schematic program illustrated in FIGS. 6A-6B corresponds to the exemplary user instructions shown in FIG. 13, in which a baseball pitcher ages 16 and over uses a starting distance D_ID from the home plate 20a that is 48 feet. Subsequently, it is instructed that the user applies distances of 52, 56 and 60 feet for the different home plates 20b-20d, respectively, as outlined in the instructions of FIG. 13. Moreover, a starting long toss distance D_TD may be 60 feet, while the maximum distance at region 70 is 150 feet in the embodiment of FIG. 6B, as outlined in the instructions provided in FIG. 13.

The schematic program illustrated in FIGS. 7A-7B corresponds to the exemplary user instructions shown in FIG. 14, in which a softball pitcher ages 9-10 uses a starting distance D_1E from the home plate 20b that is 32 feet. Subsequently, it is instructed that the user applies distances of 35 and 38 feet for the different home plates 20c-20d, respectively, as outlined in the instructions of FIG. 14. Notably, in this example, only three home plates 20b-20d are used. It will be appreciated that any number of home plates may be used, and the distances varies, consistent with the systems and principles disclosed herein. Moreover, on the second day of this program is it recommended that a user perform long toss with a starting distance D_TE, which may be may be the distance between a second base 82 on a baseball diamond and a home plate 84, as outlined in the instructions provided in FIG. 14.

The schematic program illustrated in FIGS. 8A-8B corresponds to the exemplary user instructions shown in FIG. 15, in which a softball pitcher ages 11-13 uses a starting distance D_1F from the home plate 20b that is 34 feet. Subsequently, it is instructed that the user applies distances of 37 and 40 feet for the different home plates 20c-20d, respectively, as outlined in the instructions of FIG. 15. Moreover, on the second day of this program is it recommended that a user perform long toss with a starting distance D_TF, which may be may be the distance between a second base 82 on a baseball diamond and a home plate 84, as outlined in the instructions provided in FIG. 15.

Finally, the schematic program illustrated in FIGS. 9A-9B corresponds to the exemplary user instructions shown in FIG. 16, in which a softball pitcher ages 14-16 uses a starting distance D_1G from the home plate 20b that is 37 feet. Subsequently, it is instructed that the user applies distances of 40 and 43 feet for the different home plates 20c-20d, respectively, as outlined in the instructions of FIG. 16. Moreover, on the second day of this program is it recommended that a user perform long toss with a starting distance D_TE, which may be may be the distance between a second base 82 on a baseball diamond and a home plate 84, as outlined in the instructions provided in FIG. 16.

Advantageously, as noted above, each of the training systems uses the system 10 to teach a user enhanced focus and control by varying the progression of home plate sizes and throwing distances, as well as home plate colors. Further, the programs outlined in the various instructions of FIGS. 10-16 facilitate development of a user's pitching arm without imposing too much strain, as noted above.

The home plates 20a-20d and the user instructions may be provided as part of a kit. In one example, measuring tape that allows a user to determine pertinent distances may be provided as part of a purchasable kit that includes the home plates 20a-20d, a portable rubber 45, and an instructional DVD containing at least the user instructions and tables outlined in FIGS. 10-16, optionally with visual demonstrations. In other words, the kit may include, in any combination, a selection of home plates, a portable rubber, user instructions, tables, a measuring tape, and an instructional DVD. Other materials may be provided as part of the kit in connection with the apparatus described herein.

Referring to FIG. 17, an example of a flowchart for using the system 10 is described. In block 102, a user starts by obtaining the system, and in block 104 the user's characteristics are obtained. For example, the user's characteristics may include age, softball or baseball player, previous baseball or softball experience, and the like. Depending on the user's characteristics, then in block 106 an appropriate program is selected. For example, if a user is between ages 9 and 10 and is training for baseball, the program shown in FIG. 10 may be selected. The program may be selected by a user reading instructions provided, or alternatively, a program may be selected by a software program in response to user inputs into a computing device, as explained further in FIG. 18 below.

In block 108, after a suitable program is selected, a user picks the next activity of the program, which may be using different home plates 20a-20d and different distances, or alternatively, playing long toss, as recommended in the user instructions associated with the selected program. For example, if the program of FIG. 10 was selected in block 106, then the user may start on day one by pitching with the various home plates 20a-20d at the recommended distances. The user then determines if there is more in the sequence of a particular program at block 110, e.g., if the user is somewhere between days 1-5 of the program. If so, the user moves back to block 108. If not, the user completes the selected program, as indicated in block 112. At block 114, it may be determined whether the user wishes to move to a new program level, or is otherwise physically or mentally ready to proceed to another level, regardless of whether the new level is higher or lower than the current level. If the answer is no, then at block 114 the user's training ends. If the answer is yes, then the user returns to block 104 and the present characteristics are ascertained, which may include a slightly different age or experience level after completion of the immediately past program. Upon determination of the new characteristics, a user proceeds through the new program as outlined above.

Referring now to FIG. 18, a block diagram of one embodiment of a training system 200 is described. In one embodiment, the training system 200 may be part of a server such as a personal computer, workstation, mobile device, network, or other now known or later developed system for obtaining and storing information. The training system 200 comprises a processor 235 and a memory 236, and also may comprise a user input 237 and a display 238. Additional, different or fewer components may be provided.

In the embodiment shown in FIG. 18, the processor 235 is a general processor, digital signal processor, application specific integrated circuit, field programmable gate array, analog circuit, digital circuit, combinations thereof or other now known or later developed processor. The processor 235 may be a single device or a combination of devices, such as associated with a network or distributed processing. Any of various processing strategies may be used, such as multi-processing, multi-tasking, parallel processing or the like. The processor 235 is responsive to software instructions executed from the memory 236.

The memory 236 is a computer readable storage media. Computer readable storage media include various types of volatile and non-volatile storage media, including but not limited to random access memory, read-only memory, programmable read-only memory, electrically programmable read-only memory, electrically erasable read-only memory, flash memory, magnetic tape or disk, optical media and the like. The memory 236 may be a single device or a combination of devices. The memory 236 may be adjacent to, part of, networked with and/or remote from the processor 235.

The user input 237 is a mouse, keyboard, switch, buttons, key, slider, knob, touch pad, touch screen, trackball, combinations thereof or other now known or later developed user input device. The user input 237 receives input from a user. In response to activation of the user input 237, signals or data are provided to the processor 235.

The display 238 is a CRT, monitor, flat panel, LCD, projector, printer or other now known or later developed display device for outputting determined information. For example, the processor 235 causes the display 238 at a local or remote location to output data indicating a user program or related instructions, for example, the distances for the home plates, the number of throws, or any other information included in the training program defined in the tables.

The memory 236 stores instructions for the processor 235. In one embodiment, the instructions are stored on a removable media drive, such as DVD or other media 240, for reading by the training system 200. In another embodiment, the instructions are stored in a remote location for transfer through a network interface 242, or over telephone lines, to the training system 200. The instructions also may be stored on other media or devices.

The memory 236 also stores personal information, such as user characteristics 247. The user characteristics 247 may be input manually via the user input 237. The user characteristics 247 correspond to features, such as age, sport, previous experience or ability level, or other sources of information.

A software program having instructions is loaded into the memory 236 of the training system 200, such that the software program may be run via the processor 235. The software program may be capable of various functions. For example, the software program may be configured to process data associated with user characteristics 247 that is stored on the training system 200. The software program also may be capable of searching through the information stored in the memory 236 in response to a user input. For example, the program 245 may accept user characteristics through the user interface 238, then search the tables 246 for the applicable training program (e.g., by selecting the Table in FIG. 10 for a baseball player age 9).

The software program may comprise instructions, which may be installed in the memory 236, for tailoring a particular training program to a user's characteristics. Specifically, since users will have different ages, ability levels, and selected sports, the software program is capable of tailoring a program to a particular user's needs. Information that may be installed and stored in the memory 236 includes, but is not limited to, training programs 245 and tables of information 246 (e.g., the Tables shown in FIGS. 10-16). As one example, the program 245 may be a control program that implements the logic shown in FIG. 17 through instructions executed by the processor 235.

By way of example, a user may inputs his or her age as 10 years old via the user interface 238, may indicate an average beginning ability level, and may select baseball as the sport. In response, the software program may determine, as a selected program, the table shown in FIG. 10 and instructions associated therewith.

In one exemplary system, the processor 235, the memory 236 and other pertinent components may be provided in a portable device such as a laptop computer, cell phone, PDA, smart phone, or other any device, such that a coach on a field may guide a child through a program as the instructions are displayed on his portable device. Alternatively, it will be understood that in lieu of a computer-related instructional program, printed instructions may be provided as part of a system or kit that includes all of the pertinent tables and materials.

The training system described above improves focus, control, and accuracy, resulting in substantial benefits to those who use the system and to children in particular. Thus, the training system is particularly effective because many children tend to have relatively short attention spans, which makes it difficult for them to focus on a task at hand. Moreover, the activities of the training system described above are fun for kids to perform, allowing the kids to form an emotional attachment when performing the activities, which in turn may improve focus and performance.

Additionally, the training system described above may reduce fear, particularly for kids playing baseball or softball in terms of hitting a batter with a ball, by allowing the user to focus on an object other than the batter. Still further, the training system described above may reduce the likelihood of injury, as the instructions and systems allow kids' arms to warm up and systematically improve blood flow, notably in a manner that is fun and interesting and forms an emotional attachment.

It will be appreciated that while one exemplary usage is shown in connection with accuracy for throwing a baseball, further activities or sports are contemplated using the principles disclosed herein, including but not limited to throwing a football, shooting a basketball, throwing darts, aiming a bowling ball, and the like. By way of example, for throwing a football, different targets (e.g., rings of different sizes and colors) may be provided, whereby a user may throw the football progressively through the different rings of different sizes and from different distances, according to any desired practice program (which may be defined with tables like those illustrated in FIGS. 10-16). Similarly, for shooting a basketball, different targets (e.g., basketball rims of different sizes, and rims or nets of different colors), may be provided, whereby a user may throw the basketball progressively through the different rims at different distances according to any desired practice program.

While various embodiments of the invention have been described, it will be apparent to those of ordinary skill in the art that many more embodiments and implementations are possible within the scope of the invention. Accordingly, the invention is not to be restricted except in light of the attached claims and their equivalents.

Claims

1. A system for improving ability level in an activity, the system comprising:

a first target comprising a first dimension and a first color;

a second target comprising a second dimension and a second color,

wherein the second dimension is greater than the first dimension, and wherein the second color is different than the first color; and

user instructions that specify a sequence of distances for positions of the first and second targets over activity intervals.

2. The system of claim 1, wherein the first target is a first home plate, and wherein the second target is a second home plate.

3. The system of claim 2 further comprising a portable rubber, wherein the portable rubber may be selectively moved forward or backward relative to the first home plate and the second home plate, according to the sequence of distances provided in the user instructions.

4. The system of claim 2 wherein the first home plate comprises a first width and the second home plate comprising a second width, wherein the second width is greater than the first width.

5. The system of claim 4 further comprising a third home plate comprising a third width and a third color, wherein the third width is greater than the second width, and wherein the third color is different than the first color and the second color.

6. The system of claim 5 further comprising a fourth home plate comprising a fourth width and a fourth color, wherein the fourth width is greater than the third width, and wherein the fourth color is different than the first color, the second color and the third color.

7. The system of claim 1 where the activity interval comprises a day.

8. The system of claim 1 where the user instructions further specify an activity to perform during the activity interval.

9. A method for improving ability level in an activity, the method comprising:

providing a first target comprising a first dimension and a first color;

providing a second target comprising a second dimension and a second color,

wherein the second dimension is greater than the first dimension, and wherein the second color is different than the first color; and

providing user instructions that specify a sequence of distances for positions of the first and second targets over activity intervals.

10. The method of claim 9 further comprising ascertaining user characteristics to facilitate selecting specific user instructions.

11. The method of claim 10 wherein at least one of the user characteristics is age.

12. The method of claim 10 wherein at least one of the user characteristics identifies a particular activity.

13. The method of claim 9 wherein the user instructions recite at least one additional parameter besides the sequence of distances for positions of the first and second targets over activity intervals, wherein at least one of the additional parameters is a number of throws when the first target is positioned at a first distance from the user.

14. The method of claim 13, wherein at least one of the additional parameters is an activity to be performed on a day off from using the first and second targets.

15. The method of claim 9, where the activity interval comprises a day.

16. The method of claim 9, where the user instructions further specify an activity to perform during the activity interval.

17. A product comprising:

a machine readable medium; and

logic stored on the medium that, when executed by a processor, causes the processor to: accept user characteristics as input; and select and display user training instructions based on the user characteristics, the user instructions specifying: a first target comprising a first dimension and a first color; a second target comprising a second dimension and a second color, wherein the second dimension is greater than the first dimension, and wherein the second color is different than the first color; and a sequence of distances for positions of the first and second targets over activity intervals.

18. The product of claim 17 wherein at least one of the user characteristics is age.

19. The product of claim 17 wherein at least one of the user characteristics identifies a particular activity.

20. The product of claim 17, wherein the activity interval comprises a day.