METHOD AND APPARATUS FOR LEARNING SKATING

Abstract

A skating practice assembly is disclosed that includes a rope, a center marker coupled to the rope proximate the center of the rope, and two handles coupled to the rope, one on each side of the center marker. Each of the handles has an opening extending through it, with the rope extending through each opening so as to couple the handles to the rope. The handles are fastened to the rope such that the distance between the handles, when the rope is extended, corresponds to the arm-length of the skater. Instruction is provided to the skater while the skater is holding the rope such that the rope extends between two fingers on each hand of the skater, the first handle contacting two fingers of one hand of the skater and the second handle contacting the two fingers on the other hand of the skater such that, when the skater's arms are outstretched, the rope becomes taut. As the skater skates, holding the skating practice assembly in the proper position assures that the skater is maintaining the proper posture. Over time, skating with the skating practice assembly in the correct position maintains the skater's body in the correct alignment, developing muscle memory.

Description

BACKGROUND

Ice skating and other forms of skating require that the skater learn the proper posture and maintain the proper posture while skating. Failure to maintain proper posture slows down the learning process and can lead to falls and other injuries.

Although an instructor can easily show a skating student proper posture at the beginning of a lesson, as soon as the skater begins moving, the student's posture is often not maintained. This often occurs because the student is concentrating on the maneuvers that the student is performing, the student forgetting to maintain hand and arm positioning. Moreover, because the student's arms are outstretched during many maneuvers, the position of the student's hands and arms is often not apparent to the student. Furthermore, the student often does not notice when one or both arms rise or fall from their proper position since the student is not looking at their hands and arms.

In addition, as the student performs maneuvers, the student's arms can move in and out of the proper positioning. Though the instructor can tell the student about not maintaining proper posture after the fact, it is hard for the student to correct this problem as they may not have noticed their arm movements during the maneuvers.

Accordingly, there is a need for an improved method and apparatus for teaching skating and for learning to skate.

SUMMARY

In various embodiments, a skating practice assembly is disclosed that includes a rope, a center marker, a first handle and a second handle. The rope extends through an opening in the first handle so as to couple the first handle to the rope on one side of the center marker and the rope extends through an opening in the second handle so as to couple the second handle to the rope on the other side of the center marker. The coupling of the first handle to the rope is operable for fastening the first handle to the rope such that the first handle can be unfastened and moved along the rope, and the coupling of the second handle to the rope is operable for fastening the second handle to the rope such that the second handle can be unfastened and moved along the rope. The coupling of the first handle and the second handle to the rope provide sufficient tension when fastened such that the rope can be made taut between the first handle and the second handle.

A method for instructing skating is disclosed that includes providing a skating practice assembly to a skater. The skating practice assembly includes a center marker coupled to the rope proximate the center of the rope, a first handle coupled to the rope on one side of the center marker and a second handle coupled to the rope on the other side of the center marker. The first handle and the second handle are fastened to the rope such that distance between the first handle and the second handle, when the rope is extended, corresponds to the arm-length of the skater. Instruction is provided to the skater while the skater is holding the rope such that the rope extends between two fingers on each hand of the skater, the first handle contacting two fingers of one hand of the skater and the second handle contacting the two fingers on the other hand of the skater such that, when the skaters arms are outstretched, the rope becomes taut.

A method for learning to skate is disclosed that includes extending a skating practice assembly that includes a rope, a center marker, a first handle and a second handle, between two fingers of one hand and two fingers of the other hand, such that the first handle contacts two fingers of one hand and the second handle contacts the two fingers on the other hand and the rope becomes taut. The skating practice assembly is held in front of the skater so that an alignment indicator on the center marker is aligned horizontally while performing skating maneuvers.

This gets the skater into the proper skating posture for many of the maneuvers that the skater will be performing. As the skater skates, the skater can see when they drop one or both arm such that they no longer have the proper skating posture. As the skater continues to skate, holding the skating practice assembly in the proper position assures that the skater is maintaining the proper posture. Over time, skating with the skating practice assembly in the correct position maintains the skater's body in the correct alignment, developing muscle memory such that, after much practice, the skater's muscles remember to the proper posture without requiring use of the skating practice assembly.

BRIEF DESCRIPTION OF THE DRAWINGS

The accompanying drawings are included to provide a further understanding of the invention, and are incorporated in and constitute a part of this specification. The drawings illustrate embodiments of the invention, and together with the description, serve to explain the principles of the invention.

FIG. 1 is an illustration of a skating practice assembly in accordance with an embodiment of the invention.

FIG. 2 is an illustration of a skating practice assembly having barrel-shaped handles in accordance with an embodiment of the invention.

FIG. 3A is an illustration of skating practice assembly that includes spring-tensioned cord-lock handles in accordance with an embodiment of the present invention.

FIG. 3B is an expanded cut away view of a spring-tensioned cord-lock handle in accordance with an embodiment of the present invention.

FIG. 4 is an illustration of a reduced-diameter locking assembly in accordance with and embodiment of the present invention.

FIG. 5A is an illustration of a locking assembly that uses a screw to hold the handle in place along the rope in accordance with an embodiment of the present invention.

FIG. 5B is an illustration of a locking assembly that uses a loop to hold the handle in place along the rope in accordance with an embodiment of the present invention.

FIG. 5C is an illustration of a locking assembly that uses a knot to hold the handle in place along the rope in accordance with an embodiment of the present invention.

FIG. 6 is a diagram of a method for instructing skating in accordance with an embodiment of the invention.

FIG. 7 is a diagram of a method for learning to skate in accordance with an embodiment of the invention

FIG. 8A is a front view of a skater using a skating practice assembly in accordance with an embodiment of the invention.

FIG. 8B is a top view of the skater of FIG. 8A in accordance with an embodiment of the invention.

FIG. 8C is an expanded right side view showing the right hand of the skater of FIGS. 8A-8B in accordance with an embodiment of the invention.

FIG. 8D is an expanded front view showing the right hand of the skater of FIGS. 8A-8C in accordance with an embodiment of the invention.

FIG. 9 is a diagram of a method for instructing skating in which the skating practice assembly is doubled-over in accordance with an embodiment of the invention.

FIG. 10A is a front view of a skater using a skating practice assembly that has been doubled-over in accordance with an embodiment of the invention.

FIG. 10B is a top view of the skater of FIG. 10A in accordance with an embodiment of the invention.

FIG. 100 is an expanded right side view showing the right hand of the skater of FIGS. 10A-10B in accordance with an embodiment of the invention.

FIG. 10D is an expanded front view showing the right hand of the skater of FIGS. 10A-10C in accordance with an embodiment of the invention.

DETAILED DESCRIPTION

FIG. 1 shows a skating practice assembly 10 that includes a rope 11 and a center marker 14 coupled to the rope proximate the center of rope 11. A first handle 12 and a second handle 13 are coupled to the rope on opposite sides of the center marker 14. In the present embodiment the first handle has an opening extending through it and rope 11 extends through the opening in handle 12 so as to couple handle 12 to the rope on one side of the center marker 14. In the present embodiment handle 12 is coupled to rope 11 proximate one end of rope 11 and handle 13 is coupled to rope 11 proximate the other end of rope 11.

In the present embodiment, the coupling of the first handle to the rope is operable for fastening the first handle to the rope such that the first handle can be unfastened and moved along the rope, and the coupling of the second handle to the rope is operable for fastening the second handle to the rope such that the second handle can be unfastened and moved along the rope, the coupling of the first handle and the second handle to the rope providing sufficient tension when fastened such that the rope can be made taut between the first handle and the second handle.

Center marker 14 also has an opening extending through it. Rope 11 extends through the opening in center marker 14 so as to couple center marker 14 to rope 11. In one embodiment center marker 14 is permanently affixed to the rope by gluing center marker 14 to rope 11. An alignment indicator 15 on center marker 11 includes a horizontal alignment indicator 16 that indicates a direction parallel to the centerline of the opening that extends through the center marker 14 and a vertical alignment indicator 17 that indicates a direction perpendicular to the centerline of the opening that extends through center marker 14.

Rope 11 can be any type of long slender flexible material and can be made of one or more of plastic, nylon, propylene, natural fiber, artificial fiber, cotton, polyester, hemp, etc. Rope 11 may be a single strand, braided or twined, and may have a hollow or solid core. The term “rope” as used in the present invention includes cords and cables, and is not limited to any particular diameter or material. In one embodiment rope 11 is braided polypropylene rope having a center core of natural fiber.

Continuing with FIG. 1, handles 12-13 are slidably coupled to rope 11 such that handles 12-13 can be moved into different positions along rope 11. The slidable coupling of handles 12-13 to rope 11 provides sufficient tension such that the rope can be made taut between handle 12 and handle 13.

Handles 12-13 are shown in FIG. 1 to have a prolate spheroid shape. The opening that extends through handle 12 and the opening that extends through handle 13 extends along the minor axis of the prolate spheroid. Handles 12-13 can have any of a number of different sizes and shapes. In the present embodiment the size and shape of handles 12-13 is chosen such that handles 12 and 13 can be comfortably held between the skater's fingers. Some of the shapes that may be used include polyhedrons, rectangular prisms, spherical shapes, spheroid shapes, cylindrical shapes, flattened elliptical shapes, etc. FIG. 2 shows a skating practice assembly 20 in which handles 12a and 12b have a barrel-shape. Handles 12-13 and center marker 14 can be made of any of a number of different materials such as, for example, wood, plastic, organic polymers, inorganic polymers, etc.

Center marker 14 is shown in FIG. 1. to have a spherical shape. However, any of a number of different shapes can be used. In the embodiment shown in FIG. 2, a center marker 14a is shown that has a prolate spheroid shape. The opening that extends through center marker 14a extends along the minor axis of the prolate spheroid. Some of the shapes that may be used include polyhedrons, rectangular prisms, spherical shapes, spheroid shapes, cylindrical shapes, flattened elliptical shapes, etc. In one embodiment, complex 3-dimensional shapes in the form of animals are used.

In the embodiment shown in FIG. 1, alignment indicator 15 includes a horizontal-indicating shape 16 that is a horizontal line and a vertical-indicating shape 17 that is a vertical line. Horizontal-indicating shape 16 and vertical-indicating shape 17 may be printed on center marker 14 or integrally formed on center marker 14. In one embodiment horizontal-indicating shape 16 and vertical-indicating shape 17 are raised surfaces that have a color that is different from the color of the rest of the exterior of the center marker 14.

Alignment indicator 15 may consist of one or more lines oriented relative to the centerline of the opening that extends through the center marker 14. Alternatively, alignment indicator 15 could be any of a number of other shapes that indicate alignment. For example, alignment indicator 15 could be a compass rose, a star or other image that indicates alignment. In the embodiment shown in FIG. 2, an alignment indicator 15a is shown that includes only a horizontal-indicating shape that is a horizontal line 16.

FIG. 2 shows optional end stops 24-25 that may be placed on each end of rope 11. In the present embodiment end stops 24-25 are soft plastic pieces that are attached to each end of rope 11. The diameter of end stops 24-25 is greater than the diameter of the opening in handles 12a-13a so as to prevent handles 12a-13a from sliding off of rope 11.

In the embodiment shown in FIG. 3A handles 12b and 13b are coupled to rope 11 using a spring-tensioned cord-lock. FIG. 3B shows an exemplary spring-tensioned cord-lock handle 12b that includes a cylindrical housing 36, an opening 38 that extends through spring-tensioned cord-lock handle 12b, and a button 37 that couples to cylindrical housing 36 such that button 37 can move up and down within a limited range. Spring 39 exerts an upward force on button 37 in a manner that engages rope 11, fastening spring-tensioned cord-lock handle 12b to rope 11 to hold spring-tensioned cord-lock handle 12b securely in position. To move spring-tensioned cord-lock handle 12b into a different position, button 37 is pressed to unfasten spring-tensioned cord-lock handle 12b such that spring-tensioned cord-lock handle 12b can be moved along rope 11 into the desired position. Releasing button 37 causes the button to again engage rope 11, fastening spring-tensioned cord-lock handle 12b in the new position. In one embodiment, spring-tensioned cord-lock handles 12b and 13b are spring-tensioned cord-locks as disclosed in U.S. Pat. No. 4,622,723, titled “Cord Lock,” issued on Nov. 18, 1986, that is incorporated herein in is entirety. Spring-tensioned cord-lock handle 12b can have any of a number of different shapes. In the embodiment shown in FIG. 3B, spring-tensioned cord-lock handle 12b is shown to have a cylindrical shape. Alternatively, spring-tensioned cord-lock handle 12b can have an oval cylinder shape, a barrel shape, a spherical shape, a spheroid shape, etc.

Any of a number of different coupling mechanisms can be used that provide for slidably coupling handles 12 and 13 to rope 11 such that first handles 12-13 can be moved to different positions along the rope to adjust skating practice assembly 10, and such that handles 12-13 can be fastened such that they do not move when the skater is practicing. FIGS. 4 and 5A-5C show some of the coupling mechanisms that can be used. However, it is appreciated that these are only a few of the possible coupling mechanisms, and that there are many other coupling mechanisms that could be used to fasten handles 12-13 to rope 11 such that they can be fastened and unfastened to move along rope 11.

In the embodiment shown in FIG. 4 a reduced-diameter fastening mechanism is used in which rope 11a has a diameter D1 that is greater than the diameter D2 of opening 48. The friction between rope 11a and the surface of opening 48 fastens rope 11a securely in place when moderate amounts of tension are applied between rope 11a and reduced-diameter cord-lock handle 12c. However, when it is desired to move reduced-diameter cord-lock handle 12c, a greater amount of tension, sufficient to overcome the friction between rope 11a and reduced-diameter cord-lock handle 12c, is applied between rope 11a and reduced-diameter cord-lock handle 12c, unfastening cord lock handle 12c and allowing reduced-diameter cord-lock handle 12c to move along rope 11a.

In the embodiments shown in FIGS. 1-4 a rope 11-11a is shown that has a circular cross section. However, alternatively, ropes having different cross sections can also be used. For example, in the embodiment shown in FIG. 4, a cloth rope 11a having a rectangular cross-section can be used. The rectangular shape helps maintain rope 11a in position as its rectangular shape does not easily fit through circular opening 48.

FIG. 5A shows a screw and tensioning-plate coupling mechanism that includes screw 52 that engages plate 53. Tightening screw 52 fastens handle 12d in position and loosening screw 52 unfastens handle 12d, allowing for movement of handle 12d along rope 11.

FIG. 5B shows a loop coupling mechanism in which rope 11 is extended through opening 38, looped around handle 12d and back through opening 38. When rope 11 is tightened, handle 12d is fastened by the friction between rope 11 and handle 12d. Loosening loop 54 unfastens handle 12d, allowing rope 11 to be slid through opening 58 for movement of handle 12d along rope 11.

FIG. 5C shows a fastening assembly in which rope 11 is knotted 59 near each end of rope 11. The knot 59 can be untied to unfasten handle 12e from rope 11. The knot is then retied in the desired position to reposition handle 12e. It is appreciated that the fastening assembly of FIG. 5c only fastens handle 12e such that outward movement is prevented. However, this is sufficient since operation of skating practice assembly 10 applies outward force to handle 12e.

FIG. 6 illustrates a method for instructing skating 60. As shown by step 61a skating practice assembly is provided to a skater. In one embodiment skating practice assembly 10 shown in FIG. 1 is provided to the skater.

As shown by step 62, the first handle and the second handle are fastened to the rope such that, when rope 11 is extended, the distance between the first handle 12 and the second handle 13 correspond to the arm-length of the skater. This provides the proper forward-skating alignment of the skater. In one embodiment the instructor moves handles 12 and 13 into position and fastens them to the rope at the beginning of the lesson. It is appreciated that the distance between handle 11 and handle 12, though corresponding to the arm length of the skater, will vary in accordance with the posture desired by the instructor. For example, some instructors may want a wider posture than others. However, in order to obtain a specific posture for a skater with shorter arm length and then one with greater arm length, both handle 12 and handle 13 will need to be moved between a shorter width corresponding to the arm-length of the first skater and a greater width corresponding to the arm-length of the second skater. In one embodiment the distance between handle 11 and handle 12 for the skater with greater arm length will be greater than that of the skater with the shorter arm length by approximately twice the difference in arm length between the two skaters.

Referring now to step 63, instruction is provided to the skater while the skater is holding the skating practice assembly 10 such that the rope extends between two fingers on each hand of the skater, the first handle 12 contacting two fingers of one hand of the skater and the second handle 13 contacting the two fingers on the other hand of the skater such that, when the skater's arms are outstretched, rope 11 becomes taut.

FIG. 7 illustrates a method 70 for learning to skate in accordance with an embodiment of the invention. As shown by step 71a skating practice assembly having a center marker, a first handle and a second handle coupled thereto, is extended between two fingers of one hand and two fingers of the other hand, such that the first handle contacts two fingers of one hand and the second handle contacts the two fingers on the other hand and the rope becomes taut.

In one embodiment skating practice assembly 10 of FIG. 1 is positioned as shown in FIGS. 8A-8D with handles 12a-13b fastened during steps 63 and 71-72. More particularly, the skater's hands are extended such that the skater's palms face outward, with rope 11 extending between the middle finger and the index finger of each of the skater's hands. The inside surface of handle 11 engages the inside of the middle finger and the index finger, and the top of the palm of each hand. A slight outward pressure with the skater's palms is all that is needed to keep skating practice assembly 10 taut as shown in FIGS. 8A-8D.

Referring now to step 72, the skating practice assembly is held in front of the skater so that a horizontal alignment indicator on the center marker is aligned horizontally while performing skating maneuvers. In one embodiment this alignment includes aligning the skater's arms and hands such that the portion of rope 11 that extends between handle 12 and handle 13, and horizontal indicator 16 are oriented parallel to the ground. This gets the skater into the proper skating posture for many of the maneuvers that the skater will be performing.

As the skater skates, the skater can easily see when they drop one or both arm such that they no longer have the proper skating posture. More particularly, if the skater is dropping or raising one arm relative to the other arm, rope 11 and horizontal indicator 16 will no longer be parallel to the ground. Furthermore, the skater will be able to see when they raise or drop both arms such that they no longer have the proper skating posture. More particularly, if the skater drops both arms center marker 14 will be lower relative to it's initial position (proper alignment) and if the skater raises both arms center marker 14 will be higher relative to it's initial position.

As the skater continues to skate, holding the skating practice assembly 10 in the proper position assures that the skater is maintaining the proper posture. Over time, skating with skating practice assembly 10 in the correct position maintains the skater's body in the correct alignment, developing muscle memory such that, after much practice, the skater's muscles remember to the proper posture without requiring skating practice assembly 10.

Some of the maneuvers performed by the skater in steps 63 and 72 include stroking, the forward one foot glide, the backward one foot glide, forward crossovers, backward crossovers, forward outside and inside edges, backward outside and inside edges, one foot turns and stopping.

In accordance with one aspect of the present invention, a stroking posture is maintained. FIGS. 8A-8D illustrate an example of the stroking posture. In the stroking posture arms remain extended without movement. The skater's focal point is center marker 14, with center marker 14 remaining in the zipper line in the front of the body, with center marker 14 approximately 5 inches from the skater's zipper line and aligned with the skater's zipper line. The term “zipper line” as used in the present application refers to the position of the zipper on the skater's coat, defining an axis that runs vertically along the front center of the skater's upper torso. Arms are held out from sides of the body, slightly to the front of the body at a ninety-degree angle from the front of the skater, between the skater's shoulder and hips. The skater's arms are straight (no bending at elbows) and wrists are slightly raised at an upward angle, with fingers held together at the same angle as the wrist. Palm pressure will be felt the whole time that the arms are being extended, as if the skater is pushing down so that the arms have no movement. As the skater skates the skater maintains positioning of the center marker at their zipper line, keeping the skating practice assembly taut. Use of the skating practice assembly in the stroking position instantly locks the skater's core in the proper posture, with the skater's shoulders in-line, building muscle memory and allowing the skater to easily achieve balance and control.

In a forward one foot glide upper body posture is the same as the stroking posture throughout the glide. In this maneuver the student skates forward, bringing their feet together in a two foot glide, raising one leg to the front of the body, bending at the knee and placing their free foot next to the skating foot, with their knee in front of the body and their toe pointed down toward the ice. The skater's legs are squeezed together for stability. This maneuver is performed on both skating legs, moving in a straight line, on a flat skate edge.

In a backward one foot glide upper body posture is the same as the stroking posture throughout the glide. In this maneuver the student skates backward, bringing their feet together in a two foot glide, knees slightly bent, raising one leg to the front of the body, bending at the knee and placing their free foot next to the skating foot, with their knee in front of the body and their toe pointed down toward the ice. The skater's legs are squeezed together for stability. This maneuver is performed on both skating legs, moving in a straight line, on a flat skate edge.

In forward crossover maneuvers upper body posture is the same as the stroking posture at the beginning and end of the crossover maneuver, starting with one arm and shoulder in front of the body and the other arm and shoulder rotating to the back of the body during the crossover, the skater maintaining tension on the skating practice assembly during the entire maneuver. The core rotates to one side, with the skating practice assembly moving to one side of the body, with center marker 14 approximately 5 inches from the skater's zipper line. In this position the skater's body can skate into the angle, and the feet can maneuver crossover steps, with the skater's head turned slightly to the side of the skating curve and looking forward. Crossover maneuvers can be either a right crossover (feet-right over left) in which the skater rotates counter-clockwise or a left crossover (feet-left over right) in which the skater rotates clockwise.

In backward crossover maneuvers upper body posture is the same as the stroking posture at the beginning and end of the maneuver, starting with one arm and shoulder in front of the body and the other arm and shoulder rotating to the back of the body, the skater maintaining tension on skating practice assembly 10 during the entire maneuver. To start, the core rotates to one side, with skating practice assembly 10 moving to one side of the body, with center marker 14 approximately 5 inches from the skater's zipper line. In this position the skater's body can skate into the angle, and the feet can maneuver crossover steps, with the skater's head turned slightly to the side of the skating curve and looking backward. Backward crossover maneuvers can be either a left crossover (feet-left over right) in which the skater rotates counter-clockwise or a right crossover (feet-right over left) in which the skater rotates clockwise.

In forward outside edge maneuvers upper body posture is the same as the stroking posture at the beginning and end of the maneuver, starting with the right arm and shoulder in front of the body and the left arm and shoulder to the back of the body, the skater maintaining tension on the skating practice assembly during the entire maneuver (except when switching arm position). During this switching of arm position, the core rotates to the right side (inside of the edge to be skated), with skating practice assembly 10 moving to the right side of the body, and with center marker 14, and with center marker 14 approximately 5 inches from the skater's zipper line and aligned with the zipper line. For example, starting with an edge push with the left foot, the skater skates on the right foot outside edge. After extension of the free leg, it is brought to the side of the skating leg in a one foot gliding position. The arms are held in position until the halfway point of the edge curve. At the half way point, the arms are dropped to the side of the body and the core is rotated to the right side of the body (to the inside of the edge) and arms are quickly raised in the opposite direction. The skating practice assembly 10 is then moved back into a taut position, with the skater applying tension such that the skater has a feeling of pushing down with their palms. The left arm and shoulder rotate in front of the body and the right arm and shoulder rotate to the back of the body until the axis is reached, the skater maintaining tension on skating practice assembly 10. Center marker 14 is maintained approximately 5 inches from the skater's zipper line. As the skater approaches the axis line the left leg is brought through to the front of the body, with the left foot extended and the left toe pointed. Upon reaching the axis line arms remain in place as the skater pushes with the right foot edge and skate on the left leg. This maneuver is then repeated on the left skating leg. Forward outside edge maneuvers can be either a right forward outside edge maneuver described above or a left forward outside edge maneuver in which the student begins the maneuver on the left leg.

In backward outside edge maneuvers upper body posture is the same as the stroking posture at the beginning and end of the maneuver, starting with the left arm and shoulder rotating in front of the body and the right arm and shoulder rotating to the back of the body, the skater maintaining tension on the skating practice assembly during the entire maneuver (except when switching positions). The core rotates to the right side (inside of edge curve), with skating practice assembly 10 moving to the right side of the body, aligned with the skater's zipper line, with center marker 14 approximately 5 inches from the skater's zipper line. Starting with a back power push with the left foot, skating on the right foot outside edge. After extension of the free leg to the front of the body, it is brought to the side of the skating leg in a one foot gliding position. The arms are held in position until the half way point of the edge curve. At the half way point, the arms are dropped to the side of the body and the core is rotated to the left side of the body (to the outside of the edge curve) and shoulders and arms are quickly rotated and raised in the opposite direction. The skating practice assembly 10 is then moved back into a taut position, with the skater applying tension such that the skater has a feeling of pushing down with their palms. The right arm and shoulder rotate in front of the body and the left arm and shoulder rotate to the back of the body until the axis is reached, the skater maintaining tension on skating practice assembly 10. Center marker 14 is maintained at approximately 5 inches from the skater's zipper line. As the skater approaches the axis line the left leg is brought through to the back of the body, with the left foot extended and the left toe pointed. Upon reaching the axis line arms remain in place as the skater pushes with the right foot back power push and skates on the left leg. Backward outside edge maneuvers can be either a right backward outside edge maneuver (described above) or a left backward outside edge maneuver in which the student begins the maneuver on the left leg.

In forward inside edge maneuvers upper body posture is the same as the stroking posture at the beginning and end of the maneuver, starting with the left arm and shoulder rotating in front of the body and the right arm and shoulder rotating to the back of the body, the skater maintaining tension on the skating practice assembly 10 during the entire maneuver, except when switching positions. The core rotates to the right side (outside of the edge curve to be skated), with skating practice assembly 10 on the right side of the body, aligned with the skater's zipper line, and center marker 14 approximately 5 inches from the skater's body. Starting with an edge push with the left foot, the skater skates on the right foot inside edge. After extension of the free leg, it is brought to the side of the skating leg in a one foot gliding position. After the push the head is rotated to the inside of the curve. The arms are held in position until the halfway point of the edge curve. At the halfway point, the arms are dropped to the side of the body and the core is rotated to the left side of the body (to the inside of the edge curve) and arms are quickly raised. The skating practice assembly 10 is then moved back into a taut position, with the skater applying tension such that the skater has a feeling of pushing down with their palms. The right arm and shoulder rotate in front of the body and the left arm and shoulder rotate to the back of the body until the axis is reached, the skater maintaining tension on skating practice assembly 10. The skater's core rotates to the left side, with skating practice assembly 10 moving to the left side of the body, with center marker 14 maintained at approximately 5 inches from the skater's zipper line. As the skater approaches the axis line the left leg is brought through to the front of the body, with the left foot extended and the left toe pointed. Upon reaching the axis line arms remain in place as the skater pushes with the right foot and skates on the left leg. Forward inside edge maneuvers can be either a right forward inside edge maneuver (described above) or a left forward inside edge maneuver in which the student begins the maneuver on the left leg.

In backward inside edge maneuvers upper body posture is the same as the stroking posture at the beginning and end of the maneuver, starting with the left arm and shoulder rotating in front of the body and the right arm and shoulder rotating to the back of the body, the skater maintaining tension on the skating practice assembly 10 during the entire maneuver, except when switching positions. The core rotates to the right side (outside of the edge curve to be skated), with skating practice assembly 10 on the right side of the body, aligned with the skater's zipper line, and center marker 14 approximately 5 inches from the skater's zipper line. Starting with a back power push with the left foot, the skater skates on the right foot inside edge. After extension of the free leg to the front of the body, it is brought to the side of the skating leg in a one foot gliding position. After the push the head is rotated to the inside of the curve. The arms are held in position until the halfway point of the edge curve. At the halfway point, the arms are dropped to the side of the body and the core is rotated to the left side of the body (to the inside of the edge curve) and arms are quickly raised. The skating practice assembly 10 is then moved back into a taut position, with the skater applying tension such that the skater has a feeling of pushing down with their palms. The right arm and shoulder rotate in front of the body and the left arm and shoulder rotate to the back of the body until the axis is reached, the skater maintaining tension on skating practice assembly 10. Center marker 14 is maintained approximately 5 inches from the skater's zipper line. As the skater approaches the axis line the left leg is brought through to the back of the body, with the left foot extended and the left toe pointed. Upon reaching the axis line arms remain in place as the skater pushes with the right foot back power push and skate on the left leg. Backward inside edge maneuvers can be either a right backward inside edge maneuver (described above) or a left backward inside edge maneuver in which the student begins the maneuver on the left leg.

In one foot turns, including forward outside and inside 3-turns, backward outside and inside 3-turns, forward inside and outside Mohawk turns, backward inside and outside Mohawk turns, forward outside and inside brackets, backward outside and inside brackets, forward outside and inside rockers and counters, backward outside and inside rockers and counters upper body posture is the same as the stroking posture at the beginning and end of the maneuver, with the position of the skating practice assembly rotating along with the core of the body during the maneuver. During one foot turn maneuvers center marker 14 is maintained at approximately 5 inches from the skater's zipper line and rope 11 and will remain taut

In forward and backward stopping maneuvers the upper body posture is the same as the stroking posture. More particularly, arms are held out to the side such that practice rope assembly 10 is taut, with center marker 14 approximately 5 inches away from the skater's zipper line.

FIG. 9 shows a method 90 for instructing skating in which the skating practice assembly is doubled over. First, as shown by step 91a skating practice assembly is provided to a skater. In one embodiment skating practice assembly 10 of FIG. 1 is provided to the skater.

As shown by step 92, the first handle 12 and the second handle 13 are positioned such that distance between the first handle 12 and the second handle 13, when the rope 11 is extended, corresponds to the arm-length of the skater. This provides the proper forward-skating alignment of the skater. The instructor typically positions the first handle 12 and second handle before the lesson begins.

As shown by step 93, instruction is provided to the skater while the skater is holding the skating practice assembly such that the rope 11 extends between two fingers on each hand of the skater, the center marker 14 contacting two fingers of one hand of the skater and the first and second handles 12-13 contacting two fingers on the other hand of the skater such that, when the skaters arms are outstretched, the rope becomes taut.

In one embodiment skating practice assembly 10 of FIG. 1 is positioned as shown in FIGS. 10A-10D. More particularly, the skater's hands are extended such that the skater's palms face inward, with rope 11 extending between the middle finger and the index finger of each of the skater's hands. The inside surface of handle 11 and handle 12 engage the outside of the middle finger and the index finger, and the back of one hand. The center marker engages the outside of the middle finger and the index finger, and the back of the other hand. A slight outward pressure is all that is needed to keep skating practice assembly 10 taut as shown in FIGS. 10A-10D.

Method 90 is particularly useful for providing instruction relating to performing spins. More particularly, by holding the skating practice assembly in the proper position upon beginning a spin, the skater's posture is correct as the spin is initiated, leading to proper spin technique and thereby lessening the chances of the skater falling during or immediately after the spin maneuver.

Steps 62 and 92 position the handles to correspond to the arm-length of the skater. It is appreciated that handles 12-13 of skating practice assembly 10 will remain in place until repositioned. Accordingly, when a single skating practice assembly 10 is used by different skaters, it will need to be repositioned for each skater at the beginning of each lesson. However, for a skater having their own skating practice assembly 10, repositioning of handles 12-13 will only be necessary as the skater grows. Repositioning should be done prior to each lesson and repositioning of handles 12-13 should not be necessary during practice or for performing different maneuvers.

Although the invention has been described with reference to particular embodiments thereof, it will be apparent to one of ordinary skill in the art that modifications to the described embodiment may be made without departing from the spirit of the invention. Accordingly, the scope of the invention will be defined by the attached claims not by the above detailed description.

Claims

1. A device comprising:

a rope;

a center marker coupled to the rope proximate the center of the rope;

a first handle having an opening extending therethrough, the rope extending through the opening in the first handle so as to couple the first handle to the rope on one side of the center marker, the coupling of the first handle to the rope fastening the first handle to the rope such that the first handle can be unfastened and moved along the rope; and

a second handle having an opening extending therethrough, the rope extending through the opening in the second handle so as to couple the second handle to the rope on the other side of the center marker, the coupling of the second handle to the rope fastening the second handle to the rope such that the second handle can be unfastened and moved along the rope, the coupling of the first handle and the second handle to the rope providing sufficient tension when fastened such that the rope can be made taut between the first handle and the second handle.

2. The device of claim 1 wherein the center marker has an opening extending therethrough, the rope extending through the opening so as to couple the center marker to the rope, the center marker further comprising an alignment indicator.

3. The device of claim 2 wherein the alignment indicator indicates a direction parallel to the centerline of the opening that extends through the center marker.

4. The device of claim 3 wherein the alignment indicator indicates a direction perpendicular to the centerline of the opening that extends through the center marker.

5. The device of claim 3 wherein the first handle and the second handle are slidably coupled to the rope using a coupling mechanism selected from the group consisting of a reduced-diameter coupling mechanism, a screw and tensioning plate coupling mechanism, a knot coupling mechanism, a loop coupling system or a spring-tensioned core-lock.

6. A device comprising:

a rope;

a center marker coupled to the rope proximate the center of the rope, the center marker having an opening that extends therethrough, the rope extending through the opening in the center marker so as to couple the center marker to the rope proximate the center of the rope;

a first spring-tensioned cord-lock handle having an opening extending therethrough, the rope extending through the opening in the first spring-tensioned cord-lock handle so as to couple the first spring-tensioned cord-lock handle to the rope on one side of the center marker; and

a second spring-tensioned cord-lock handle having an opening extending therethrough, the rope extending through the opening in the second spring-tensioned cord-lock handle so as to couple the second spring-tensioned cord-lock handle to the rope on the other side of the center marker.

7. The device of claim 6 wherein the center marker comprises an alignment indicator.

8. The device of claim 7 wherein the alignment indicator indicates a direction parallel to the centerline of the opening that extends through the center marker.

9. The device of claim 7 wherein the alignment indicator indicates a direction perpendicular to the centerline of the opening that extends through the center marker.

10. The device of claim 7 wherein the alignment indicator comprises a horizontal-indicating shape and a vertical-indicating shape.

11. The device of claim 10 wherein the horizontal-indicating shape comprises a horizontal line and the vertical-indicating shape comprises a vertical line.

12. The device of claim 10 wherein the horizontal-indicating shape and the vertical-indicating shape comprise a raised surface that has a color that is different from the color of the exterior of the center marker.

13. A method for instructing skating comprising:

providing a skating practice assembly to a skater, the skating practice assembly including a rope, a center marker coupled to the rope proximate the center of the rope, a first handle coupled to the rope on one side of the center marker and a second handle coupled to the rope on the other side of the center marker;

fastening the first handle and the second handle to the rope such that the distance between the first handle and the second handle, when the rope is extended, corresponds to the arm-length of the skater; and

providing instruction to the skater while the skater is holding the rope such that the rope extends between two fingers on each hand of the skater, the first handle contacting two fingers of one hand of the skater and the second handle contacting the two fingers on the other hand of the skater such that, when the skater's arms are outstretched, the rope becomes taut.

14. The method of claim 13 wherein the center marker has an opening that extends therethrough, the rope extending through the opening in the center marker so as to couple the center marker to the rope proximate the center of the rope, and further wherein the center marker comprises an alignment indicator that indicates a direction parallel to the centerline of the opening that extends through the center marker.

15. The device of claim 14 wherein the alignment indicator indicates a direction perpendicular to the centerline of the opening that extends through the center marker.

16. A method for learning to skate comprising:

extending a skating practice assembly that includes a rope, a center marker, a first handle and a second handle, between two fingers of one hand and two fingers of the other hand, such that the first handle contacts two fingers of one hand and the second handle contacts the two fingers on the other hand and the rope becomes taut; and

holding the skating practice assembly in front of the skater so that an alignment indicator is aligned horizontally while performing skating maneuvers.

17. The method of claim 16 wherein the center marker has an opening that extends therethrough, the rope extending through the opening in the center marker so as to couple the center marker to the rope proximate the center of the rope, and further wherein alignment indicator indicates a direction parallel to the centerline of the opening that extends through the center marker.

18. The device of claim 17 wherein the first handle and the second handle can be fastened to the rope and can be unfastened from the rope for repositioning the first handle and the second handle along the rope.

19. The method of claim 16 wherein the first handle comprises a first spring-tensioned cord-lock handle having an opening extending therethrough, the rope extending through the opening in the first spring-tensioned cord-lock handle so as to couple the first spring-tensioned cord-lock handle to the rope on one side of the center marker, and further wherein the second handle comprises a second spring-tensioned cord-lock handle having an opening extending therethrough, the rope extending through the opening in the second spring-tensioned cord-lock handle so as to couple the second spring-tensioned cord-lock handle to the rope on the other side of the center marker.

20. A method for instructing skating comprising:

providing a skating practice assembly to a skater, the skating practice assembly including a rope, a center marker coupled to the rope proximate the center of the rope, a first handle coupled to the rope on one side of the center marker and a second handle coupled to the rope on the other side of the center marker;

fastening the first handle and the second handle to the rope such that the distance between the first handle and the second handle, when the rope is extended, corresponds to the arm-length of the skater; and

providing instruction to the skater while the skater is holding the rope such that the rope extends between two fingers on each hand of the skater, the center marker contacting two fingers of one hand of the skater and the first and second handles contacting two fingers on the other hand of the skater such that, when the skater's arms are outstretched, the rope becomes taut.

21. The method of claim 20 wherein the instruction comprises instruction relating to a spin.

22. The method of claim 20 wherein fastening the first handle and the second handle to the rope further comprises positioning the first handle and the second handle such that distance between the first handle and the second handle, when the rope is extended, provides the proper forward-skating alignment of the skater.