PLATFORM DEVICE OR MEASURING TOOL AND INSTRUCTION SYSTEM

Abstract

A device or system including an assessment device with a body with a top surface ruled with a pattern to or instruct students in their parts during a physical position or movement between different positions, such as may be learned in a class or virtual class. The rulings include vertical lines and horizontal lines at various spaces, spacings, and intersections.

Description

CROSS-REFERENCE TO RELATED APPLICATIONS

This application is a continuation-in-part of U.S. Non-provisional application Ser. No. 16/505,561, filed on 8Jul. 2019, pending, and this reference to that application incorporates its entire contents.

BACKGROUND OF THE INVENTION

The following includes information that may be useful in understanding the present disclosure. It is not an admission that the information provided is prior art or material to the described or claimed inventions or any publication or document expressly or implicitly referenced is prior art.

FIELD OF THE INVENTION

The present invention generally relates to a flexible or rollable platform device or measuring tool for a coaching or instruction assessment system.

DESCRIPTION OF RELATED ART

Many individuals exercise in stretching, karate, tai chi, calisthenics, or any floor or mat exercises. Each of these types has a sequence of movements or stances associated with it. These movements can vary from simple movements to complex movements. With each movement, a student's body parts (e.g., arms, hands, legs, feet, hips, head, or torso) should be placed in a specific sequence to achieve the correct stance to measure the student's movement in each movement. To ensure that this design decreases or eliminates ergonomic risk factors, the rapid entire body assessment (REBA) is used to test the tool's effectiveness. A suitable solution is desired.

This platform allows the instructor to assess their students' movements while participating in instructional classes and allows the student to assess their movements while participating in a virtual instructional class. Without this platform, it is challenging to conduct such instructional classes. This platform guides the participant during the instructional class and helps the instructor assess the student. This platform makes it easier for the participant to follow and engage in the instructional classes. A suitable solution is desired.

US Pub. No. 2014/0007345 to Ali Hasta relates to posture-assisted yoga mats and towel. The described posture-assisted yoga mats and towels include apparatuses and methods for assisting users in aligning and placing limbs to perform various yoga positions. Apparatuses and methods disclosed comprise a towel or mat having markings (e.g., lines, dots, circles, or any other indication) to help a user align and place the user's limbs. Some markings can measure distances as some markings are a predetermined distance apart.

BRIEF SUMMARY OF THE INVENTION

Given the preceding disadvantages inherent in the known exercise art, the present disclosure provides a novel device. This disclosure provides a device such as a rug, roll, mat, towel, cloth, or the like, including rulings for assessing the student's movements based on ergonomic factors when performing movements or a sequence of movements correctly during karate, tai chi, fencing, dancing, calisthenics, yoga or pilates.

The disclosed workout platform has a guidance device with a body with a top surface having rulings. These rulings include three full-length vertical lines (FLVL), left, right, and middle FLVL, wherein the middle FLVL divides the left side of the guidance device from the right side, the left and right FLVL are arranged symmetrically with respect to the middle FLVL, and the left FLVL is arranged asymmetrically with respect to the left side of the guidance device, and three full-length horizontal lines (FLHL), far, near, and middle FLHL and a bottom surface, wherein the rulings are adapted to provide body position targets to the user. In some versions, the rulings are adapted to provide student performance data to an instructor.

The middle FLHL ruling may divide the far half of the guidance device from the near half. In some versions, the FLHL are arranged symmetrically with respect to the middle FLHL and the near FLHL are arranged asymmetrically with respect to the near half of the guidance device. Additionally, a device may have auxiliary FLHLs between the near FLHL and the middle FLHL.

In some versions, the rulings further comprise first movement rulings symmetrically spaced from the middle FLVL, such as the first movement rulings are spaced 4″ from the middle FLVL and labeled with a total distance between the rulings. In these or other versions, the rulings may also set out second movement rulings symmetrically spaced from the middle FLVL, such as the second movement rulings are spaced 3″ from the middle FLVL and labeled with a total distance between the rulings. The platform may have rulings with two FLHL asymmetrically located in the far half of the guidance device. And the platform may contain additional rulings, such as another FLHL in the far half of the guidance device. The near half of the guidance device may have two or three FLHL asymmetrically positioned, as well. In some versions, one of the FLHL located in the near half is located 12 inches from the bottom edge and one of the FLHL is in the near half is located 17 inches from the bottom edge.

BRIEF DESCRIPTION OF THE DRAWINGS

These figures illustrate various exemplars of the disclosed device or method.

FIG. 1 is a top perspective view of the discloses system.

FIG. 2 is a top view of the system of FIG. 1.

FIG. 3 is a top view of another version of the system of FIG. 1.

DETAILED DESCRIPTION

The present disclosure relates to a measuring device for assisting students or users in practicing body positions or stances. It also allows an instructor or teacher to assess the correctness of the body position or stance and give specific corrections. The device also provides rulings on the surface that can be felt by the student's hands, head, or feet, not just seen.

FIGS. 1-2 various views of a platform or system 100. FIG. 1 shows a platform or system 100 according to an embodiment of the present disclosure. As illustrated, the platform or system 100 may include a measuring device that may include a platform or mat-like substrate. The substrate has real or artificial, cork-, leather, fabric-, plastic-, rubber-like materials or similar materials in some versions. System 100 includes body 112, having a top surface 114 with rulings 116 forming a (functional) platform or system: an assessment platform. The rulings allow participants to measure their movement and provide a guide for an instructor to evaluate the movements, including the correctness of the movements, to give specific or objective corrections, such as “extend your foot to the further line” rather than “extend your foot ‘a little further”. Body 112 also has bottom surface 118. Top surface 114 and bottom surface 118 oppose each other and together form body 112. The markings or rulings 116 include vertical lines and horizontal lines. In some exemplars, body 112 has a non-slip material. The body 112 may be silk-screen printed, laser engraved, stitched, painted, embroidered, or texturized onto top surface 114 of body 112. Rulings 116 disposed on body 112 provides a visual indicator of the relative placement of a students' body part to the student during the maneuver or placement, and the instructor afterward, to measure the students' movement. Some versions include braille markings on the rulings to assist a visually impaired person to participate in in-person and virtual classes.

According to a version of the disclosed device, FIG. 2 shows a top view and measurements of body 112 or system 100 of FIG. 1. As above, the platform or system100 may include body 112, as described. In some versions, substrate 110 is rectangular and may be 24 inches wide and 68 inches long. In these or other versions, substrate 110 may be any useful width or length as desired. Rulings 116 take the form of vertical and horizontal lines described performed at various positions on substrate 110. The series of vertical lines may help a student keep their body positioned in relation to substrate 110 and guide placement of hips or feet to achieve the correct position and help the instructor and the student measure student movements. The vertical and horizontal lines may aid the student in following the class and instructions during the class. Rulings 116 are functional.

As shown in FIG. 2, the vertical lines comprise a middle vertical line 120, a left vertical line 122, a right vertical line 124, and vertical centerlines 126. middle vertical line 120, a left vertical line 122, a right vertical line 124 extend an entire length of body 112. The horizontal lines include a first center horizontal line 140, a second center horizontal line 142, far horizontal lines 144, and near horizontal lines 146.

Middle vertical line 120 is positioned such that it defines the center of body 112 vertically. Left vertical line 122 is positioned approximately 5 inches from middle vertical line 120, toward a left-outer edge 160 of the rulings 116. Right vertical line 124 is positioned approximately 5 inches from middle vertical line 120 toward a right-outer edge 162 of the rulings 116. Middle vertical line 120 functions as a focal point for specific movements for instructional classes. Left vertical line 122 and right vertical line 124 assist in body alignment for plank-type exercises. A series of vertical centerlines 126 extend vertically between the first and second center horizontal line 140 and second center horizontal line 142. Vertical centerlines 126 include a first vertical centerline 128, a second vertical centerline 129, a third vertical centerline 130, and a fourth vertical centerline 131. First vertical centerline 128 and second vertical centerline 129 are positioned between middle vertical line 120 and left vertical line 122 and extend between first center horizontal line 140 and second center horizontal line 142. Third vertical centerline 130 and fourth vertical centerline 131 are positioned between left vertical line 122 and right vertical line 124 and extend between first center horizontal line 140 and second center horizontal line 142. Second vertical centerline 129 and third vertical centerline 130 are approximately 2.75 inches from left vertical line 122, and first vertical centerline 128 and fourth vertical centerline 131 are approximately 3.75 inches from left vertical line 122.

The series of far horizontal lines 144 comprises four horizontal markings, including a first far horizontal line 151, a second far horizontal line 152, a third far horizontal line 153, and a fourth far horizontal line 154. first far horizontal line 151 is positioned approximately 12 inches below a top edge 158 of the substrate 110. Second far horizontal line 152 is positioned approximately 2 inches from first far horizontal line 151. third far horizontal line 153 is positioned approximately 2 inches from second far horizontal line 152, and fourth far horizontal line 154 is positioned approximately 2 inches from third far horizontal line 153.

The series of near horizontal lines 146 comprises four horizontal markings, including a first near horizontal line 170, a second near horizontal line 171, a third near horizontal line 172, and a fourth near horizontal line 173. Fourth near-horizontal line 173 is positioned approximately 2 inches from a bottom edge 157 of the substrate 110. third near horizontal line 172 is positioned approximately 2 inches from fourth near horizontal line 173. second near horizontal line 171 is positioned approximately 2 inches from third near horizontal line 172, and first near horizontal line 170 is positioned approximately 2 inches from second near horizontal line 171.

Considerations such as student preferences, design preferences, structural requirements, marketing preferences, cost, available materials, technological advances, etc., may show other vertical and horizontal line arrangements to be sufficient.

Numerous modifications, variations, and rearrangements can achieve equivalent results, which are intended to be embraced within the spirit and scope of the disclosure.

FIG. 3 depicts an alternative version of a platform or system. FIG. 3 shows markings running parallel to the short axis of body 112 and several markings running parallel to the long axis. FIG. 3 shows longitudinal markings A 122, B 124, and C 120. These markings extend the complete length of body 112. But in some versions, one or more of these markings ends before either end of body 112 or substrate 1000 or platform 100. In some versions, markings 122, 124, and 120 independently extend 50-100% of the long axis length. In other versions, markings 122, 124, and 120 independently extend 60-90% of the long axis length. Longitudinal markings 120 divide the platform 100 into a left side and a right side.

In these or other versions, FIG. 3 shows latitudinal markings F 200, G 210, H 220, I 230, K 270, L 280, M 290, N 300, and O 310. FIG. 3 also shows middle full-length horizontal line (FLHL) D 250, far FLHL J 240, and near FLHL D 260. Middle FLHL may divide the substrate of the guidance device into a far half and a near half. In some versions, markings 200, 210, 220, 230, 240, 250, 260, 270, 280, 290, 300, and 310 are auxiliary FLHL and independently extend 50-100% of the short axis length. These markings independently extend 60-90% of the length of the short axis in some versions. In the versions in FIG. 3, marking 122 sits 16 inches from the center longitudinal line. In some versions, marking 124 sits 16 inches from the center longitudinal line. Markings 280, 290, 300, and 310 sit within 36 cm of an end of body 112 or substrate 1000. In some versions, markings 200, 210, 220, 230 sit within 36 cm of an end of substrate 1000.

In some versions, markings 200, 210, 220, and 230 sit within 36 cm of body 112-substrate end, opposite the end with markings 280, 290, 300, and 310. In some versions, markings 120, 122, 124, 126, 128, 129, 130, 131, 144, 146, 200, 210, 220, 230, 240, 250, 260, 270, 280, 290, 300, and 310 independently are created with material that sits on the surface of substrate 1100. In some versions, one or more of these markings can be detected by touching with a user's head, nose, pelvis, fingers, hands, feet, or toes. The user can feel the markings. Markings 120, 122, 124, 126, 128, 129, 130, 131, 144, 146, 200, 210, 220, 230, 240, 250, 260, 270, 280, 290, 300, and 310 may comprise braille markings along an edge of the substrate.

FIG. 3 depicts short longitudinal markings were postural rulings 130, 131, 129, and 128. Markings 130, 131, 129, and 128 extend 5-80% or 10-30% of the length of longitudinal axis x. In some versions, markings 129 and 131 are located 6 inches apart, centered on center or middle full-length vertical line (FLVL) 120, also called longitudinal centerline. In these or other exemplars, markings 130 and 128 are located 8 inches apart, centered on the longitudinal centerline.

The Teaching Platform System

Reference C & D are raised lines and represent the starting position for each standing movement. The teacher can measure the students' movements from this vertical position.

The student moves from the vertical position to the 6″ distance to measure anatomical hip distance.

The student moves from the 6″ distance to the 8″ distance to measure their center of gravity from reference C.

References A & B are used to measure the plumb line of the students' central axis, hips, and heels.

3′ references are used to measure equidistant for the students in a squat position.

4′ references are used to measure the distance for students when squatting from line D to line I and M.

References O and N with H and G represent parallel and equal pull on both sides when in a horizontal position to measure the distance from line C.

In horizontal position with cranium on reference C and F and feet on reference E, teacher or student can measure the distance of gluteus lift.

In horizontal position with toes on reference N, hands on reference H, and cranium over reference C, teacher or student can measure equidistance of students' push-up performance.

With pelvis on reference C and D and heels on reference K, teacher/student can measure torso twist and resistance level.

In the horizontal position on the belly, reference C is used as a ruler to measure the straightness of a student's vertical line.

Claims

1. A guidance device comprising:

a body having a top surface including rulings comprising three full-length vertical lines (FLVL), left, right, and middle FLVL, wherein the middle FLVL divides the left side of the guidance device from the right side, the left and right FLVL are arranged symmetrically with respect to the middle FLVL, and the left FLVL is arranged asymmetrically with respect to the left side of the guidance device, and three full-length horizontal lines (FLHL), far, near, and middle FLHL and a bottom surface, wherein the rulings are adapted to provide body position targets to the user.

2. The device of claim 1, wherein the rulings are adapted to provide student performance data to an instructor.

3. The device of claim 1, wherein the middle FLHL divides the far half of the guidance device from the near half.

4. The device of claim 3, wherein

the near and far FLHL are arranged symmetrically with respect to the middle FLHL

and

the near FLHL is arranged asymmetrically with respect to the near half of the guidance device.

5. The device of claim 4 further comprising a first auxiliary FLHL between the near FLHL and the middle FLHL.

6. The device of claim 5, wherein the rulings further comprise first movement rulings symmetrically spaced from the middle FLVL.

7. The device of claim 6, wherein the first movement rulings are spaced 4″ from the middle FLVL and labeled with a total distance between the rulings.

8. The device of claim 7, wherein the rulings further comprise second movement rulings symmetrically spaced from the middle FLVL.

9. The device of claim 8, wherein the second movement rulings are spaced 3″ from the middle FLVL and labeled with a total distance between the rulings.

10. The device of claim 9, wherein the rulings further comprise two FLHL asymmetrically located in the far half of the guidance device.

11. The device of claim 10, wherein the rulings further comprise another FLHL in the far half of the guidance device.

12. The device of claim 11, wherein the rulings further comprise two FLHL asymmetrically located in the near half of the guidance device.

13. The device of claim 12, wherein the rulings further comprise another FLHL in the near half of the guidance device.

14. The device of claim 13, wherein one of the FLHL located in the near half is 12 inches from the bottom edge.

15. The device of claim 14, wherein one of the FLHL located in the near half is 17 inches from the bottom edge.