GOLF SWING TRAINING SYSTEM

Abstract

A golf swing training system including an alignment guide rod. A ball position guide slidably carried on the alignment guide rod. An extension rod carried by the ball position guide. A pivot anchor carried at a first distal end portion of the alignment guide rod. A lock anchor engaging a second distal end portion of the alignment guide rod. A guide pad laterally spaced from the alignment guide rod having a series of graduation markings defining a visual scale along at least one side surface of the guide pad. A pad anchor engaging the guide pad. An intermediate target line unit including a retractable guide line. An intermediate target line anchor engaging a distal end of the retractable guide line and securing the retractable guide line to the ground. A flight control guide rod disposed adjacent the intermediate target line unit.

Description

The present application claims priority under 35 U.S.C. § 119(e)(1) to U.S. Provisional Application No. 63/442,205, filed on Jan. 31, 2023, the entire contents of which is incorporated herein by reference.

BACKGROUND OF THE INVENTION

Field of the Invention

The present invention relates to the sport of golf, and more particularly, to a training system for swing improvement.

Description of Related Art

Handicaps have remained flat for 30 years. Golfers will use ‘time’ as one of the more common excuses to why they do not practice. Current feedback devices or training aids make practicing on real turf (grass) inefficient and unrealistic when focusing on the pre-swing fundamentals related to ball position. Being able to work on ball position in an efficient and realistic way that transfers the skill to the course more efficiently does not currently exist as it relates to practicing on grass. Practicing on grass is inefficient compared to mats when working on ball position and alignment to your target, but mats are not real world applicable long term based on turf interaction, potential for injury, and an almost complete lack of variability in your ‘lie.’ Ball position is a critical and overlooked component to the game, as well as the visual understanding of proper alignment to the target and ball. This is not a static position when starting and is a kinematic process when on the course that includes a golfer's routine, and how the golfer walks into every shot.

Current feedback devices or training aids do not provide an efficient, functional, and movable ball position guide from a fixed point of linear reference relative to a golfer's intended target that does not interfere with the golfer's immediate spatial awareness or kinematic process relating to the golfer's routine and the striking of a golf ball.

SUMMARY OF THE INVENTION

One aspect of the present invention regards a golf swing training system having in one embodiment an alignment guide rod having a first color on a top half of the guide rod, and a second color on a bottom half of the guide rod. A ball position guide slidably carried on the alignment guide rod, wherein the ball position guide includes a first color on a top half and a second color on a bottom half. An extension rod carried by the ball position guide having an extended position extending out from the ball position guide, and a retracted position withdrawn into the ball position guide. A pivot anchor carried at a first distal end portion of the alignment guide rod allowing the alignment guide rod to rotate from a fixed position anchored in the ground at one end of the guide rod. A lock anchor engaging a second distal end portion of the alignment guide rod and securing the second distal end portion to the ground in a fixed position to prevent further rotation at the pivot anchor. A guide pad laterally spaced from the alignment guide rod, wherein the guide pad includes a series of graduation markings defining a visual scale along at least one side surface of the guide pad. At least one pad anchor engaging the guide pad and securing the guide pad to the ground and an intermediate target line unit disposed between the alignment guide rod and the guide pad, wherein the intermediate target line unit includes a retractable guide line having an extended position extending outward from a guide line housing, and a retracted position withdrawn into the guide line housing. An intermediate target line anchor engaging a distal end of the retractable guide line and securing the retractable guide line to the ground in said extended position. A flight control guide rod disposed adjacent the intermediate target line unit, wherein the flight control guide rod, the intermediate target line unit, the retractable guide line, and the intermediate guide line anchor include at least one high contract color different from the first and second color on the alignment guide rod and the first and second color on the ball position guide.

A second aspect of the present invention regards an alignment system that includes an alignment guide rod including a first color on a top half of the alignment guide rod, and a second color on a bottom half of the alignment guide rod. A ball position guide is slidably carried on the alignment guide rod, wherein the ball position guide includes a third color on a top half of the ball position guide and a fourth color on a bottom half of the ball position guide.

A third aspect of the present invention regards a retractable target unit that includes a retractable guide line that is attached to the retractable target unit, wherein the retractable target unit is able to retract the retractable guide line within a housing of the retractable target unit. A target line anchor is attached to the retractable guide line.

A fourth aspect of the present invention regards a guide pad including a first surface of a body having a series of graduation markings defining a visual scale. A second surface of the body includes a sloped surface at distal end portion of the second surface, wherein a golf tee opening is provided in the distal end portion for positioning a golf tee vertically with respect to the second surface.

A fifth aspect of the present invention regards a golf swing training system that includes a first side having a half-cylindrical groove and a second side that is attached to the first side by a hinge, wherein the second side includes a removable alignment support having an inner annular support.

A sixth aspect of the present invention regards a method of practicing a golf swing, the method including placing an alignment guide rod on a surface, wherein the alignment guide rod includes a first color on a first half of the alignment guide rod, and a second color on a second half of the alignment guide rod. Placing a golf ball on a first side of the alignment guide rod and a golfer taking a stance at a second side of the alignment guide rod opposite to the first side of the alignment guide rod. Depending on a particular psychological state to be achieved by the golfer, the alignment guide rod is oriented so that the golfer sees one of the first color or the second color that will aid in the golfer achieving the particular psychological state.

One or more aspects of the present invention provide the advantage of provide a golf swing training system that provides an efficient, functional, and moveable ball position guide from a fixed point of linear reference relative to a golfer's intended target that does not interfere with the golfer's immediate spatial awareness or kinematic process relating to the golfer's routine and the striking of a golf ball.

BRIEF DESCRIPTION OF THE DRAWINGS

The system designed to carry out the invention will hereinafter be described, together with other features thereof. The invention will be more readily understood from a reading of the following specification and by reference to the accompanying drawings forming a part thereof, wherein an example of the invention is shown and wherein:

FIG. 1 shows an embodiment of a golf swing training system according to the present invention;

FIG. 2 shows an embodiment of a ball position guide of the golf swing training system of FIG. 1 according to the present invention;

FIG. 3 shows an embodiment of a pivot anchor of the golf swing training system of FIG. 1 according to the present invention;

FIG. 4 shows an embodiment of a lock anchor of the golf swing training system of FIG. 1 according to the present invention;

FIG. 5 shows an embodiment of a pad anchor of the golf swing training system of FIG. 1 according to the present invention;

FIG. 6 shows an embodiment of an intermediate target line unit of the golf swing training system of FIG. 1 according to the present invention;

FIG. 7 shows an embodiment of an intermediate target line anchor of the golf swing training system of FIG. 1 according to the present invention;

FIG. 8A shows an top view of an embodiment of a guide pad of the golf swing training system of FIG. 1 according to the present invention when the guide pad is supported on a surface so that its major sides are vertical with respect to the surface and the guide pad is designed to assist with a golfer's putting stroke;

FIG. 8B shows a top view of a major side of the guide pad of FIG. 8A that is designed to assist with a golfer's swing using a driver;

FIG. 8C shows a top view of a second major side of the guide pad of FIG. 8A that is designed to assist a golfer to check his or her golf club face position at address;

FIG. 9 shows a section of an embodiment of an alignment guide rod of the golf swing training system of FIG. 1 according to the present invention;

FIG. 10 shows a section of an embodiment of a flight control guide rod of the golf swing training system of FIG. 1 according to the present invention;

FIG. 11A shows a first arrangement of components of the golf swing training system of FIG. 1 to perform a first practice exercise according to the present invention;

FIG. 11B shows a second arrangement of components of the golf swing training system of FIG. 1 to perform a second practice exercise according to the present invention;

FIG. 11C shows a third arrangement of components of the golf swing training system of FIG. 1 to perform a third practice exercise according to the present invention;

FIG. 11D shows a fourth arrangement of components of the golf swing training system of FIG. 1 to perform a fourth practice exercise according to the present invention;

FIG. 11E shows a fifth arrangement of components of the golf swing training system of FIG. 1 to perform a fifth practice exercise according to the present invention;

FIG. 11F shows a sixth arrangement of components of the golf swing training system of FIG. 1 to perform a sixth practice exercise according to the present invention;

FIG. 11G shows a seventh arrangement of components of the golf swing training system of FIG. 1 to perform a seventh practice exercise according to the present invention;

FIG. 11H shows an eighth arrangement of components of the golf swing training system of FIG. 1 to perform an eighth practice exercise according to the present invention;

FIG. 11I shows a ninth arrangement of components of the golf swing training system of FIG. 1 to perform a ninth practice exercise according to the present invention;

FIG. 12 shows a second embodiment of a golf swing training system according to the present invention;

FIG. 13A shows a top perspective view of an embodiment of an alignment guide rod in a disassembled state to be used with the golf swing training system of FIG. 12 in accordance with the present invention;

FIG. 13B shows connection between pieces of the alignment guide rod of FIG. 13A;

FIG. 13C shows an end of one of the pieces of the alignment guide rod of FIG. 13A;

FIG. 13D shows an end of one of the piece of the alignment guide rod of FIG. 13A;

FIG. 14 shows a top perspective view of an embodiment of a ball position guide to be used with the golf swing training system of FIG. 12 in accordance with the present invention;

FIG. 15A shows a side view of an embodiment of a pivot anchor to be used with the alignment guide rod of FIGS. 13A-D in accordance with the present invention;

FIG. 15B shows a top view of the pivot anchor of FIG. 15A;

FIG. 15C shows a perspective view of the alignment guide rod of FIGS. 13A-D engages with the pivot anchor of FIGS. 15A-15B;

FIG. 16A shows a side view of an embodiment of a lock anchor to be used with the alignment guide rod of FIGS. 13A-D in accordance with the present invention;

FIG. 16B shows a top view of the lock anchor of FIG. 16A;

FIG. 17A shows a top view of an embodiment of a guide pad to be used with the golf swing training system of FIG. 12 in accordance with the present invention;

FIG. 17B shows a bottom view of the guide pad of FIG. 17A;

FIG. 18A shows a side view of the guide pad of FIGS. 17A-B;

FIG. 18B shows another side view of the guide pad of FIGS. 17A-B;

FIG. 19 shows a top view of an end portion of the guide pad of FIGS. 17A-B and 18A-B;

FIG. 20 shows a side view of the end portion of FIG. 19;

FIG. 21A shows an end view of a main body of the guide pad of FIGS. 17A-B and 18A-B;

FIG. 21B shows a side cross-sectional view of the connection between the end portion of FIGS. 19-20 and the main body of FIG. 21A;

FIG. 22 shows a top view of another embodiment of a guide pad to be used with the golf swing training system of FIG. 12 in accordance with the present invention;

FIG. 23 shows a side view of the guide pad of FIG. 22;

FIG. 24 shows embodiments of various pieces that can be stored in the guide pads of FIGS. 17-23;

FIG. 25 shows several of the various pieces of FIG. 24 in a disassembled state;

FIG. 26 shows an embodiment of a container to store one of the guide pads of FIGS. 17-23 in accordance with the present invention;

FIG. 27 shows an embodiment of a case to store one of the guide pads of FIGS. 17-23 in accordance with the present invention;

FIG. 28 shows an embodiment of a pad anchor to be used with the guide pads of FIGS. 17-23 in accordance with the present invention;

FIG. 29 shows an embodiment of a flight control guide rod to be used with the golf swing training system of FIG. 12 in accordance with the present invention;

FIG. 30 shows a top perspective view of a third embodiment of a golf swing training system in an unfolded state in accordance with the present invention;

FIG. 31 shows a side view of a fourth embodiment of a golf swing training system in a folded state in accordance with the present invention; and

FIG. 32 shows a top view of an embodiment of an alignment support to be used with the golf swing training systems of FIGS. 30 and 31 in accordance with the present invention.

It will be understood by those skilled in the art that one or more aspects of this invention can meet certain objectives, while one or more other aspects can meet certain other objectives. Each objective may not apply equally, in all its respects, to every aspect of this invention. As such, the preceding objects can be viewed in the alternative with respect to any one aspect of this invention. These and other objects and features of the invention will become more fully apparent when the following detailed description is read in conjunction with the accompanying figures and examples. However, it is to be understood that both the foregoing summary of the invention and the following detailed description are of a preferred embodiment and not restrictive of the invention or other alternate embodiments of the invention. In particular, while the invention is described herein with reference to a number of specific embodiments, it will be appreciated that the description is illustrative of the invention and is not constructed as limiting of the invention.

Various modifications and applications may occur to those who are skilled in the art, without departing from the spirit and the scope of the invention, as described by the appended claims. Likewise, other objects, features, benefits and advantages of the present invention will be apparent from this summary and certain embodiments described below, and will be readily apparent to those skilled in the art. Such objects, features, benefits and advantages will be apparent from the above in conjunction with the accompanying examples, figures and all reasonable inferences to be drawn therefrom, alone or with consideration of the references incorporated herein.

DETAILED DESCRIPTION

With reference to the drawings, the invention will now be described in more detail. Unless defined otherwise, all technical and scientific terms used herein have the same meaning as commonly understood to one of ordinary skill in the art to which the presently disclosed subject matter belongs. Although any methods, devices, and materials similar or equivalent to those described herein can be used in the practice or testing of the presently disclosed subject matter, representative methods, devices, and materials are herein described.

Unless specifically stated, terms and phrases used in this document, and variations thereof, unless otherwise expressly stated, should be construed as open ended as opposed to limiting. Likewise, a group of items linked with the conjunction “and” should not be read as requiring that each and every one of those items be present in the grouping, but rather should be read as “and/or” unless expressly stated otherwise. Similarly, a group of items linked with the conjunction “or” should not be read as requiring mutual exclusivity among that group, but rather should also be read as “and/or” unless expressly stated otherwise.

Furthermore, although items, elements or components of the disclosure may be described or claimed in the singular, the plural is contemplated to be within the scope thereof unless limitation to the singular is explicitly stated. The presence of broadening words and phrases such as “one or more,” “at least,” “but not limited to” or other like phrases in some instances shall not be read to mean that the narrower case is intended or required in instances where such broadening phrases may be absent.

To facilitate training, the invention can utilize Color Theory to provide emotional and visual feedback to a user to impact performance, improve learning, and improve how the user feels when training with the system. In particular, Color Theory looks to how colors interact/work together and how their use influences a person's emotions and perception(s). There are a number of scientific findings made regarding Color Theory. For example, among the effects of object color stimuli on human brain activities pertain to perception and attention referred to EEG alpha band response. J Physiol Anthropol. 2007 May; 26(3):373-9. doi: 10.2114/jpa2.26.373. PMID: 17641457. This article shows that colors green and blue are on top of the list of all colors for enhancing the concentration of dopamine. The concentration ratio of serum dopamine in offspring which had been prenatally exposed to the colors green, blue, red and black was 1.1, 1, 0.88 and 0.33, respectively.

Color theory has also been shown to drastically improve learning. According to the web site colormatters.com, color can amplify learning by a margin ranging from 55% to a staggering 78%. Comprehension rates can also increase to an impressive 73% with the strategic use of color. The discussion to follow will show how certain colors can affect a person's visual range and attitude toward the environment around the person.

Warm colors (yellow, neon yellow, and red) are shown to invoke the feelings of passion, power, happiness, & energy. “The avoidance motivation, or heightened state, that red activates makes us vigilant and thus helps us perform tasks where careful attention is required to produce a right or wrong answer.”—colormatters.com. “These are the best colors to use in your courses when your goals are to draw attention, promote focus and drive energy, enthusiasm and motivation.”—shiftlearning.com

Examples of the effects of warm colors are given below:

• • Yellow can help with creativity and optimism;
  • Yellow is 2.5 times higher than red for peripheral vision;
  • Yellow can be used as a stimulant to: grab attention; build emotional energy; encourage communication; and wake up a person's nervous system;
  • Neon yellow, also known as “Nellow.” can promote optimism, confidence, attention, and creativity in people;
  • Neon yellow can aid people in concentrating and with their motor skills;
  • Neon yellow can be captured by the peripheral vision of a person 2.5 times more than the color red, even though perceptually red is a more excitatory color from a physiological standpoint;
  • Red has an excitatory effect on a person's physiological state;
  • Red can help improve attention to detail and focus (Yoto A, Katsuura T, Iwanaga K, Shimomura Y.—2007) and (Univ. British Columbia—2009);
  • Red can increase on a short term manner a person's application of force and speed (Univ. of Rochester—2011);
  • Red can improves a person's ability to focus and do deep technical work;
  • Red can help trigger a person's sympathetic nervous system to some extent;
  • Red does not improve HRV;
  • Red improves a person's ability to visualize objects as being larger and closer;
  • Red can cause a person to overestimate time;
  • Red helps a person remember information, facts, and figures;
  • Red can help people that are not easily distracted;
  • Red can provide high contrast to objects being observed;
  • Red can enhance persuasion;
  • Red can be used as a stimulant to: encourage creativity; stir up conversation; improve performance/concentration; inspire movement; and increase alertness

Cool colors (green and blue) are shown to invoke calmness, meditation, and soothing impressions. Examples of their effects are given below:

• • Green is the easiest color for a person's eyes to pick up and has a relaxing effect on a person's physiological state;
  • Green can help reduce stress, anxiety, and help with creativity;
  • Green can benefit people that are easily distracted people;
  • Green can improve a person's focus and concentration;
  • Green can reduce a person's fatigue;
  • Green can lead to the increase in Dopamine in a person;
  • Green can provide low contrast to objects being observed;
  • Blue can help with creative thinking and productivity, wherein there have been examples where educators use blue paper for conveying complex information or use blue ink in reading materials to improve reading comprehension;
  • Blue can benefit people that are easily distracted people; Blue slightly improves HRV;
  • Blue is associated to openness and freedom;
  • Blue can activate a promotion focus to promote people to achieve positive outcomes, and, thus, enhance creative tasks;
  • Blue can trigger the parasympathetic nervous system of a person;
  • Blue provides a calming effect to individuals;
  • Blue leads to objects as being perceived by a person as being smaller and further away;
  • Blue can cause a person to under-estimate time;
  • Blue can cause an increase in Dopamine in a person;
  • Blue helps enhance a person's attention to detail (Univ. British Columbia—2009);
  • Blue can increase on a short term manner a person's application of force and speed (Univ. of Rochester—2011);
  • Blue can be used as a stimulant to: increase productivity: create order: enhance cognitive abilities; open communication; and extend perspective.

Base/Neutral colors (white) have the following effects:

• • White is shown to increase focus, memory retention rates, and concentration;
  • White can help create a sense of openness;
  • White can help trigger a person's parasympathetic nervous system;
  • White can help improve a person's HRV;
  • White can help increase a person's Serotonin;

In the illustrated embodiments, various components of the systems will be colored red, green, neon yellow, or combinations thereof. The color red is a stimulation color and helps with focus on detail and can increase creativity. Further, in the present systems, it also helps with a guide pad alignment in relation to other components of the system. The color green has a calming and relaxing effect and facilitates a transition from training to an actual golf course. The color yellow, and more specifically as used in the present system, a neon yellow color is shown to improve creativity, confidence and visualization. The color blue is another color that can be used. With the above understanding of colors in mind, the golf swing training systems to be discussed hereafter will usually be employed at golf courses, golf training facilities, golf ranges, etc. in which the dominant background color is green (grass or mats). Thus, the color green will be deemed a low contrast color for the golf swing training systems discussed hereafter and other colors, such as yellow, neon yellow, red, blue, and white, will be deemed high contrast with respect to the color green. With the proper use of high and low contrast colors in the present golf swing training systems described herein, it helps improve the user's/golfer's ability to discern and apply these differences in colors when on the golf course.

Referring to FIGS. 1 and 9, an embodiment of the golf swing training system 1 of the present invention is shown. In the illustrated embodiment, the golf swing training system 1 includes an alignment guide rod 10 having a first color on a top half 12 of the alignment guide rod 10, and a second color on a bottom half 14 of the alignment guide rod 10. During operation of the golf swing training system 1, the alignment guide rod 10's longitudinal axis A (see dashed lines in FIGS. 1 and 9) is generally aligned with a desired direction to hit a golf ball 3. In addition, the bottom half 14 is preferably positioned on grass so that the bottom half 14 faces the grass. While the bottom half 14 faces the grass, the top half 12 faces upward toward the sky and faces away from the grass. Of course, it is possible to reverse positions of the two halves so that the half 12 faces the grass and the half 14 faces away from the grass. In one embodiment, the first color on the top half 12 is green and the second color on the bottom half 14 is red or blue. Thus, depending on the desired effect, the alignment guide rod 10 is positioned with either the red/blue or green sides facing up to the user. The dual contrast aspect of the alignment guide rod 10 helps with transition work to the course, as well as target orientation.

In the case of using green on one half of the alignment guide rod 10, green is the easiest color for a user/player's eyes to pick up and has a relaxing effect on the user/player's physiological state. In contrast, most known alignment training aids and ball position guides are high contrast (red, white, yellow only), which in itself serves a purpose. However, when a person goes to the golf course, that person no longer has a high contrast feedback device and the person's visual cortex is sent a shock. Although this is primarily a subconscious response, the physiological impact is very real and measurable. Utilizing a low contrast alignment and ball position guide that uses the color green reduces the visual shock and helps with transitioning a person's golf range work to the golf course with less stress to the visual cortex, thus having a positive impact on the physiological response to ‘perceived’ stress within the body of the person. Thus, the color green helps with a user/player's variable practice, transition work, and warming up before a round of golf. Of course, the previously mentioned attributes of the use of green also apply.

Regarding the use of red or blue for the other side of the alignment guide rod 10, it provides a high contrast compared to the green colored other side. As to choosing one color over the other, “[r]ed may increase alertness and attention, while blue may be more calming. This may be due to the different ways that these colors affect the brain.” Yoto A, Katsuura T, Iwanaga K, Shimomura Y. Accordingly, when the golfer wishes to concentrate on a particular swing exercise, the golfer can rotate the alignment guide rod 10 has the high contrast side facing him or her so as to help with concentration on the drill at hand. Later, when the golfer is near to leaving for the golf course, the alignment guide rod 10 is rotated back to the low contrast side (green). Of course, the particular colors that enhance transition to the golf course or concentration on a drill, can vary from golfer to golfer. The dual contrast presentation of the alignment guide rod 10 serves multiple purposes. It allows the user/golfer to transition his or her work from the golf range to the golf course with less resistance from the visual cortex and subconscious. Contrast sensitivity training has also been shown to improve one's ability to differentiate between high and low contrast in general, which correlates to improvement in a player's visual acuity.

As is understood in the game of golf, transmission work regards the process of transferring or “transitioning” the skills being practiced off of the golf course, such as a driving range, to the golf course itself. Such a process is not easy in that practice work is performed under consistent conditions, such as a driving range, while a golf course is subject to constantly changing variables during a round of golf, such as wind, terrain, and texture of the lie. Since the entirety of the environments of the practice area and the golf course are different, the alignment guide rod 10 is preferably arranged so that the lower contrast side (green color) of the alignment guide rod 10 is positioned on the upper side of the alignment guide rod 10 that is facing upwards towards the golfer/user. The higher contrast side that is either red or blue, depending on the golfer and his or her learning style, is positioned on the opposite side of the alignment guide rod 10. The previously described positioning of the lower and higher contrast sides of the alignment guide rod 10 allow the golfer to move (transition) the skills he or she is working on from the practice area to the golf course more efficiently. The golf swing training system 1 and the alignment guide rod 10 are designed to be intuitive in nature with ‘guidelines’ that are based in Color Theory and Perceptual Learning. The colors involved are all used for specific reasons that correlate to how the neurological structure of the brain is wired regarding its interpretation of the external world and specifically the scientifically supported way colors impact learning and the physiological responses attached to them on a subconscious level. How the colors themselves specifically impact the player during practice is herein described. On a subconscious level, utilizing a lower contrast color mitigates the possibility of sending a signal to the visual cortex of the player that would be interpreted as ‘shocking’ to the structure within. This perceived ‘shock’ to the system is interpreted by the amygdala of the player as a potential threat and fires the flight or fight response in the brain so as to basically cause the shutting down of most if not all of the learning centers of the player's brain. So, transition work with the low contrast side of the alignment guide rod 10 positioned at the upper position helps improve the player's ability to actually learn the game as he or she makes transitioning the skills to the golf course more efficient in totality just based on how the brain operates.

As mentioned previously, the lower contrast side or green color of the alignment guide rod 10 is designed to blend in with a ‘camouflage’ like impact to the Visual Cortex of the golfer/user of the alignment guide rod 10. Based on the physiological impact that color has on a person can vary from person-to-person, the particular shade of green used for the alignment guide rod 10 can be tuned to the golfer using alignment guide rod 10. In general, the shade of green of the alignment guide rod 10 should match the color of the turf of the golf course to which the golfer will be playing after the golfer is finished using the alignment guide rod 10 so that the “transition” of skills from the practice area (controlled environment) where the alignment guide rod 10 is used to the golf course (uncontrolled environment) is as seamless as possible.

Referring to FIGS. 1 and 2, an alignment system is shown including the alignment guide rod 10 and a ball position guide 16 that is slidably carried on alignment guide rod 10. In the illustrated embodiment, ball position guide 16 has a generally “T” shape with a guide rod channel 18 extending through a first portion 16a. Guide rod channel 18 receives alignment guide rod 10 in a sliding arrangement allowing ball position guide 16 to be positioned along the length of alignment guide rod 10 at a desired position. An extension rod 20 is carried by a second portion 16b of ball position guide 16, wherein the extension rod 20 and the second portion 16b are perpendicular to the first portion 16a of the ball position guide 16. At one end of the extension rod 20 is attached a disc-like marker 21. Extension rod 20 and marker 21 have an extended position extending out from second portion 16b of ball position guide 16, and a retracted position wherein the withdrawn into second portion 16b of ball position guide 16 is withdrawn inside an opening formed in the second portion 16b. At the retracted position, the marker 21 covers an end 23 of the second portion 16b. As shown in FIG. 2, the ball position guide 16, the extension rod 20, and the marker 21 each include a first color on a top half 22 and a second color on a bottom half 24. As with the top half 12 and the bottom half 14 of the alignment guide rod 10, the ball position guide 16 shown in FIGS. 1 and 2 is preferably initially positioned on the grass so that the bottom half 24 faces the grass. While the bottom half 24 faces the grass, the top half 22 faces upward toward the sky and faces away from the grass. In one embodiment, the first color on the top half 22 is green and the second color on the bottom half 24 is red. Thus, depending on the desired effect, the ball position guide 16 is positioned with either the red or green sides facing up to the user.

The ball position guide 16 allows the user work on ball position with visual feedback of both high and low contrast colors in real time on grass. In one scenario, the user initially anchors one end of the alignment guide rod 10 into the ground via a pivot anchor 26, which will be discussed hereafter. The anchored alignment guide rod 10 is pivoted about the pivot anchor 26 until the longitudinal axis A points toward a desired target spaced from the alignment guide rod 10. The desired target may be a natural object or a man-made target. The desired target can be located certain distances from the alignment guide rod, such as 100 yards, 150 yards, and 200 yards. Once the anchored alignment guide rod 10 is pointed toward the desired target, the other end of the alignment guide rod 10 is anchored in position via a lock anchor 30, which will be described hereafter. Once fully anchored, the alignment guide rod 10 defines a line to which the user will form a square stance. In other words, the user will imagine a square stance line that is parallel to axis A and at which the user will have the tip of the his or her shoes touch and the feet of the user will be perpendicular thereto. Of course, the golfer/user can have the stance line positioned so that the tips of his or her shoes abut or are near the alignment guide rod 10. Positioning the stance near the alignment guide 10 is more efficient as it relates to practicing on real grass versus artificial turf. This way the player has more room to hit the golf ball 3 (relative to the alignment guide 10) and improves his or her ability to focus on the task at hand (practicing).

The user can work on his or her stance and/or swing based solely on the alignment guide rod 10. In this scenario, the alignment guide rod 10 functions like a well-known golf alignment stick, except that it is anchored into the ground and a golf alignment stick lies unattached and on the ground.

As shown in FIG. 1, golf swing training system 1 provides additional functions when compared with a golf alignment stick. In particular, the user of the golf swing training system 1 can also set up his or her square stance relative to the alignment guide rod 10 in the manner mentioned previously and have the second portion 16b, the extension rod 20, and the marker 21 positioned between the left and right feet of the user. As mentioned previously, the second portion 16b and the extension rod 20 are perpendicular to the first portion 16a of the ball position guide 16. Thus, the second portion 16b and the extension rod 20 are perpendicular to the longitudinal axis of the alignment guide rod 10 and to the square stance formed by the feet of the user.

In operation, the marker 21 can be used as an indicator of the relative position of a golf ball 3 with respect to the stance taken by the user as will be described hereafter. For example, in the orientation of the second portion 16b and marker 21 shown in FIG. 1, a golf ball 3 to be struck by the user of the golf swing training system 1 is placed on the grass and along a longitudinal axis B (dashed line) of the second portion 16b, the extension rod 20, and the marker 21. As shown in FIG. 1, the alignment guide rod 10 is positioned between the feet of the user and the golf ball 3. Since the marker 21 is aligned with the golf ball 3, the user can look down at his or her feet and determine the position of the marker 21 (and thus the golf ball 3) relative to his or her stance. In most cases, the user will want to have the marker 21 near the middle of his or her stance or in other words halfway between the inner facing sides of his or her left shoes. If a right-handed user/golfer wishes to practice high shots, the golf ball 3 and marker 21 can be moved closer to the left foot, and for low shots, the golf ball 3 and marker 21 can be moved closer to the right foot. Such movement of the marker 21 is accomplished by sliding the first portion 16a along the alignment guide rod 10. During the sliding of the first portion 16a to various positions along the alignment guide rod 10, the marker 21, the extension rod 20, and the second portion 16b maintain their perpendicular orientation relative to the alignment guide rod 10. The end result is that by looking down at his or her feet and the marker 21 (that is aligned at the golf ball 3), the golfer/user can find the ideal positions for the golf ball 3 relative to the golfer's stance for a wide variety of shots.

While the above example regards the situation where the alignment guide rod 10 is positioned between the golf ball 3, on the one hand, and the second portion 16b, the extension rod 20, and the marker 21, on the other hand, it is possible to reposition the second portion 16b, the extension rod 20, and the marker 21 nearer the golf ball 3. In particular, once the golf ball is positioned on the grass on one side of the alignment guide rod 10, the first portion 16a of the ball position guide 16 is rotated about axis A of the alignment guide rod 10 until the second portion 16b, the extension rod 20, and the marker 21 lie on the same side of the alignment guide rod 10 as the golf ball 3. Once rotated, the marker 21 and extension rod 20 are translationally moved along the axis of the second portion 16b until the marker 21 is at a desired position spaced from the golf ball 3 and the axis of the second portion 16b intersects the golf ball 3.

In one scenario, after being rotated into position, the marker 21 is placed near the golf ball 3 and the golfer takes his or her square stance so that the tips of his or her shoes abut the alignment guide rod 10 as discussed previously. Thus, the marker 21 records the distance of the golf ball 3 from the alignment guide rod 10 and how far the golfer is away from the golf ball 3. Different distances from the golf ball 3 can be tried by the golfer. Once a desired distance is achieved, the ball position guide 16 can rotated back to its original position shown in FIG. 1. If after hitting the golf ball 3 or taking some practice swings with the golf swing training system 1 in position that it is apparent that the golf ball 3 is too close to or too far away from the feet of the user, the marker 21 can be adjusted to a more appropriate distance and rotated to the other side of the alignment guide rod 10, wherein the golf ball 3 is placed. Again, the user determines whether the new position is appropriate by hitting the ball or taking one or more practice swings. If the ball position is incorrect, the above process is repeated until the ideal golf ball position is determined. When the ideal golf ball position is determined, the marker 21 records the distance and the ball position guide 16 is rotated to the position shown in FIG. 1.

In another use of the marker 21, the marker 21 is retained near the golf ball 3 after a desired distance from the golf ball 3 is achieved in the manner discussed previously. With the marker 21 near the golf ball 3, the golfer/user can swing a golf club and hit the golf ball 3 and notice the golf club's trajectory as it passes the marker 21. The golfer/user can note if the golf club is coming too close to the marker 21 (or even contacting the marker) or is too far away from the marker 21 at the moment of contact with the golf ball 3. This exercise is similar to the known visual aid of inserting golf tees near the golf ball 3 when taking swings at the golf ball 3 and helps with improving center contact on the clubface with the golf ball.

Hopefully, the above discussion makes it clear that the golf swing training system 1 as described previously and described hereafter is flexible in its use and a user/golfer can imagine many other ways it can be useful in improving his or her golf swing. The golf swing training system 1 can be used to improve swings based on different swing philosophies as to setting the golfer's distance from the ball, as well as where the ball lies within the golfer's stance as this is based on the individual golfer and every golfer is different.

The dual contrast colors red/blue and green for the alignment guide rod 10 and the ball position guide 16 let the user better understand what ball position looks and feels like and then transition the feel and pre-swing fundamentals to the golf course faster. Having the golfer transition/switch his or her visual focus from the red/blue color of the bottom half 14 of the alignment guide rod 10 to the green color of the top half 12 of the alignment guide rod 10 allows for efficiently improving the user's ability to learn faster with less perceived effort that more effectively transitions from the practice environment to the actual golf course.

Referring to FIGS. 1 and 3, the pivot anchor 26 is provided for engaging a first distal end portion of alignment guide rod 10. In the illustrated embodiment, pivot anchor 26 includes a lower spike section 26a for insertion into the ground. An upper section 26b include an opening 28 that receives alignment guide rod 10. As shown in FIG. 3, when the alignment guide rod 10 is in opening 28, applying a force (pushing or pulling of the alignment guide rod 10) along an axis C result in the lower spike section 26a, the pivot anchor 26, and the alignment guide rod 10 to pivot around rotational axis D of the pivot anchor 26, wherein rotational axis D is parallel to an axis perpendicular to axes A and C as shown in FIG. 1. Accordingly, the pivot anchor 26 allows alignment guide rod 10 to rotate about rotational axis D from a fixed position anchored in the ground at one end of the alignment guide rod 10.

Referring to FIGS. 1 and 4, a lock anchor 30 is provided for engaging a second distal end portion of alignment guide rod 10 for securing the second distal end portion to the ground in a fixed position when a desired pivoting of the alignment guide rod 10 about rotational axis D has been achieved. Engagement of the lock anchor 30 with the ground and the alignment guide rod 10 prevents further rotation of the alignment guide rod 10 at pivot anchor 26. In the illustrated embodiment, lock anchor 30 includes a pair of lower spikes 30a interconnected by a securing plate 30b that engages the top surface of alignment guide rod 10. In the illustrated embodiment, the engaging surface of securing plate 30b is contoured to facilitate conforming to a portion of the top surface of alignment guide rod 10.

Referring to FIGS. 1 and 8A-C, a guide pad 32 is provided that can be in one embodiment located in a laterally spaced arrangement from the alignment guide rod 10. In the illustrated embodiment, guide pad 32 includes a series of graduation markings 34 defining a visual scale along at least one side surface of guide pad 32. The guide pad 32 has a thickness that ranges from approximately 0.80 inches to 1.9 inches, and a rectangular top and bottom that have a length of approximately 29 inches and a width of approximately 2.5 inches. The guide pad 32 is made of plastic, such as High Density Polyethylene, Polypropylene, EVA foam, Polyvinyl Chloride, and PVCC (Polyvinyl Chloride Chlorinated). As best shown in FIGS. 8A-8C, guide pad 32 can include red graduation markings 34a, 34b, and 34c on multiple sides allowing the guide pad 32 to be positioned with a different surface facing up to the user. The guide pad 32 can be arranged in various ways with other components of the golf swing training system 1 and provides a variety of practice skill options based on a given orientation of the guide pad 32.

One way to use the guide pad 32 is shown in FIG. 8A. In this scenario, a side surface 31 of the guide pad 32 is placed on a surface 35, such as a grass surface that can be a putting green, so that a first rectangular major surface 33a and a second rectangular major surface 33b are positioned vertically with respect to the surface 35. As shown in FIG. 8A, a second side surface 33c opposite the side surface 31 faces upward and has red markings 34a that are spaced from one another, preferably equally spaced from one another. In one possible exercise, the golfer places a golf ball 3 and his or her putter 37 on one side of the guide pad 32 and takes his or her stance on an opposite side of the guide pad 32. The golfer can take his or her putter swing back at various number of markings 34a and take a swing at the ball so as to see how far the ball goes at various markings 34a. In another exercise, the golfer can see whether the striking face 39 of the putter 37 is aligned with or parallel with the markings 34a upon contact with the golf ball 3. In another exercise, the golfer can place the guide pad 32 near the golf ball 3 and determine whether the striking face 39 is parallel to the markings 34a from back swing to contact to follow through. Of course, the above exercises can be combined with the guide pad 32.

As shown in FIG. 8B, the guide pad 32 is placed flat on the ground 35 so that the major surface 33a points upward. In one embodiment, a first distal end portion 36 of guide pad 32 includes a sloped surface that has a horizontal length of approximately 5 inches as measured from a free end of the sloped surface to where the sloped surface meets the major surface 33a, and extends upward from the free end to an edge of a rectangular top side 38 of the guide pad 32. A golf tee opening 40 is provided in the first distal end portion 36 for positioning a golf tee vertically with respect to the surface 35 so that a golf ball 3 positioned on top of the golf tee is above the sloping surface. The golf tee opening 40 is a rectangular notch formed in the sloped surface that extends from the free end of the sloped surface to a central cylindrical space. The rectangular notch and the central cylindrical space extend to the surface 35 and the golf tee is inserted into the surface 35 so as to extend vertically therefrom and extend from approximately 2¾ inches to approximately 3¼ inches above the top surface of the end portion 36. Of course, having the golf tee extend upward at different heights is possible so as to accommodate the preference of a particular golfer. The sloped surface gives the user/golfer visual and physical feedback whether a driver is rising upward when striking the golf ball 3, which is optimal for generating distance. If the driver strikes the slopes surface, the golfer/user will hear and/or feel such striking and know that his or her swing needs to be adjusted so as to avoid contact with the sloped surface. The guide pad 32 is used as a reference for club face angles at address as well as continuing to provide feedback with the graduation marks 34 to improve alignment and what square to the golf ball 3 looks and feels like. When arranged with the golf tee and golf ball 3 at the first distal end portion 36, the red graduation markings 34b assist with visual cues to improve distance and driving accuracy. In particular, the markings 34b help with visual alignment for the clubface as well as total alignment since the path of the clubface of a driver is repetitive. Note that there are two rows of red markings 34b, wherein in a row, each red marking 34b is equally spaced from adjacent red markings 34b, has a length of approximately 1 inch and a width of approximately 10-12 mm. A pair of rows are used in that they have been found to visually convey to the golfer a sense of speed or power, in a manner similar to how pairs of rows used in aircraft carrier catapults, runways, and roadways convey target acquisition with people operating devices with speed and power. The pair of rows also aid in the golfer to focus on his or her accuracy during use of the guide pad 32 in the orientation shown in FIG. 8B.

As shown in FIG. 8C, the guide pad 32 is placed flat on the ground 35 so that the major surface 33b points upward. There are red graduation markings 34c placed on major surface 33b that provide what is called ‘Vernier Acuity’ or aid in the user/golfer interpreting the differences between either perpendicular or parallel lines. Each marking 34c is a red line that has a thickness of approximately 1-3 mm and adjacent markings 34c are spaced 1 to 2 inches from each other. The lines are both passive and active as it relates to the idea of an external feedback device for the user. In this case it is a visual feedback and not a physical one. The lines are equally spaced from one another and can have different colors. One way to use major surface 33b is to place the golf ball 3 adjacent to the guide pad 32 as shown in FIG. 1 and check the club face position at before impact, at impact, and after impact with the golf ball 3. In another scenario, the golfer/user swings the golf club above the major surface 33b and notes the club position during the swing. Hovering the club and making swings is a great way to practice relative to the golfer's intention or even looking at certain “static kinematic positions” in the swing itself can be helpful as the focus is not necessarily on positions of the golf swing, but rather the important physical characteristics of the movement relative to the function of the golf club and its impact on the intended result of the golf shot being executed that are common across all proficient and accomplished golfers. In another drill, the guide pad 32 oriented in the manner shown in FIG. 8C can be used to correct a swing of a golf iron that is too steep in trajectory. In this drill, the golfer works on obtaining the feeling that the golf iron is sweeping or hitting up on the golf ball. The end result of use of major surface 33b for either drill discussed previously is that the golfer/user will have external visual feedback of his or her clubface alignment relative to the direction to the target, as well as how this impacts his or her ball flight in general when working on learning to control the golf ball 3. Understanding clubface alignment at address relative to the clubface's effect on the flight of the golf ball 3 is a skill like any other and is a great visual for a player that is using the alignment guide rod 10 and the ball position guide 16 previously discussed.

Referring to FIGS. 1 and 5, at least one pad anchor 42 is provided for engaging guide pad 32 and securing the guide pad 32 to the ground. In the illustrated embodiment, pad anchor 42 includes spike portion 42a for insertion into the ground, and a securing arm portion 42b extending laterally from the spike portion 42a for engaging with a top surface of the guide pad 32.

Referring to FIGS. 1 and 6, an intermediate target line unit 44 is provided that in one embodiment is disposed between alignment guide rod 10 and guide pad 32. The intermediate target line unit 44 is approximately 14 mm high/long. In the illustrated embodiment, intermediate target line unit 44 includes a retractable guide line 46 having an extended position extending outward from a guide line housing 48, and a retracted position withdrawn into the guide line housing 48. The guide line 46 has a diameter of approximately 1 to 3 mm and the guide line housing 48 has a diameter of approximately 40 mm. The guide line housing 48 is constructed so that the guide line 46 is wound around a spindle. An end of the guide line 46 is manually pulled away from the guide line housing 48. In one embodiment, intermediate target line unit 44 has a crank mechanism that when turned by a user the spindle is rotated and the guide line 46 is pulled into the guide line housing 48. In another embodiment, there is a spring mechanism employed with the spindle within intermediate target line unit 44 such that when the user releases the guide line 46, the guide line 46 returns to the guide line housing 48 due to rotation of the spring-loaded spindle. Note that in this embodiment the spring-loaded spindle can have a structure similar to the structure used in hospital badges. Also, the tension generated by the spring should be sufficient to return the entire length of the line into the guide line housing 48, but not sufficient to remove an intermediate target line anchor 52 (to be described subsequently) from the ground when the guide line 46 is attached to the target line anchor 52.

Due to its stimulating effect, the color neon yellow is used for the intermediate target line unit 44 and its various components. A distal end of the retractable guide line 46 includes a ring 51 that has a loop 53 of an end leader line 55. The end leader line 55 has a second loop 57. A connector 58, such as a hook, clip, or a carabiner, is inserted into each loop 53, 57 as shown in FIG. 6 so that the end leader line 55 and the connector 58 define a connecting means 50.

Referring to FIGS. 1 and 7, an intermediate target line anchor 52 is provided for engaging the connecting means 50 on the distal end of retractable guide line 46 and securing the retractable guide line 46 to the ground in the extended position. Attachment to the retractable guide line 46 is accomplished by disconnecting the connector 58 from the second loop 57, then threading the second loop 57 through an opening 54 of an upper connecting portion 52b of the intermediate target line anchor 52, and then reconnecting the connector 58 to the second loop 57 as shown in FIG. 7. In the illustrated embodiment, intermediate target line anchor 52 includes a lower spike portion 52a for insertion into the ground, and the upper connecting portion 52b including the opening 54 for receiving connecting means 50 of retractable guide line 46.

Note that the intermediate target line unit 44 allows the user's/golfer's eyes and his or her cervical neck to work more in unison when trained properly, limiting the idea of the fear response from the subconscious operation of the brain structures that influence the parasympathetic and sympathetic nervous systems. The intermediate target line unit 44 is designed for eye tracking and the idea of target acquisition from a perpendicular location relative to how we normally track and find targets. The use of a retractable self-contained intermediate target line unit 44 that can be stretched/lengthened to approximately 3 feet and is anchored can accomplish a number of things. First it allows the player to be more ‘in the moment’ which helps with the idea of getting into the FLOW state. It is a step that encourages attention to detail. It is a potential trigger point for a player getting into his or her distinctive flow state when compared with other players.

Referring to FIGS. 1 and 10, a flight control guide rod 56 is provided so that in one embodiment it is disposed adjacent to and intersected by an axis aligned with the guide line 46 and the intermediate target line unit 44. In general, intermediate target line unit 44, retractable guide line 46, and intermediate guide line anchor 48 include at least one high contrast color different from the first and second colors (red/blue and green) on the alignment guide rod 10 and the first and second colors (red/blue and green) on the ball position guide 16. In a preferred embodiment, flight control guide rod 56, intermediate target line unit 44, retractable guide line 46, and intermediate guide line anchor 52 include a neon yellow color over all or a portion of the elements to provide the high contrast stimulating effect that is desired for these elements. The purpose of the flight control guide rod 56, intermediate target line unit 44, retractable guide line 46, and intermediate guide line anchor 52 is to provide peripheral visual reference points regarding target acquisition from a static kinematic position in the golf swing, such as the address position, as well as defining an intermediate target when walking into the golf shot. This is a common way that golfers find a target and the flight control guide rod 56, intermediate target line unit 44, retractable guide line 46, and intermediate guide line anchor 52 help reinforce this part of the golf swing. Flight control guide rod 56, intermediate target line unit 44, retractable guide line 46, and intermediate guide line anchor 52 are used as a reinforcer for the visual representation of finding and utilizing an intermediate target. This set up shows you where your ball is starting (left, right, or actually hitting item 56) when you strike a golf ball. Item 56 is an external feedback device designed to help you understand your ball flight tendencies. Through a visual representation of what ‘right’ looks like relative to the start line. When a player is utilizing the setup of FIG. 1, the player should keep the golf ball 3 on the same linear point of reference as the flight control guide rod 56, intermediate target line unit 44, retractable guide line 46, and intermediate guide line anchor 52 when moving back with the ball position guide 16. While intended as an external visual feedback device, flight control guide rod 56 can provide auditory stimulation to a user/player when it is struck by the golf ball 3 struck by the user/player.

With further reference to FIGS. 11A-11I, by combining the various elements of the golf swing training system 1 detailed herein above in selected way as shown in FIGS. 11A-11I, the golf swing training system 1 is able to offer a variety of different practice exercises. In the examples to follow, the golfer will be assumed to be right handed. Obviously, the examples can be applied to left handed golfers. For example, FIG. 11A shows a setup where the alignment guide rod 10 and ball position guide 16 are used in conjunction with the intermediate target line unit 44, intermediate target line anchor 52, and retractable guide line 46. This set up allows a golfer to work on ball position, alignment (both with your club face and his or her body lines), as well as improved target acquisition utilizing an intermediate target designed to assist in understanding visual cues as well as the pre-swing fundamentals in the golf swing. In one exercise/drill, the golfer takes a stance with his or her feet relative to the alignment guide rod 10 and the ball position guide 16 in a manner similar to that shown in FIGS. 1 and 11G. The golfer then uses the intermediate target line unit 44, intermediate target line anchor 52, and retractable guide line 46 for aiming and then takes a swing. If the golfer is in the mood for just getting ready to get on the golf course without working on particular technical work, then the low contrast color (green) of the alignment guide rod 10 should be facing upward for visualization by the golfer during his or her swinging of the club so that the golfer can relax. If the golfer is in the mood for performing technical work regarding his or her work, then the high contrast color (red, yellow, neon yellow, etc.) should be facing upward during the swinging of the club so that the golfer can concentrate on the mechanics of his or her swing.

FIG. 11B shows a setup where the alignment guide rod 10 and ball position guide 16 are used in conjunction with the intermediate target line unit 44, intermediate target line anchor 52, retractable guide line 46, and guide pad 32. This set up allows the major surface 33b of the guide pad 32 to be used by a golfer to improve his or her understanding of what club face alignment looks like compared to his or her body alignment as well as his or her orientation to the target. The graduation markings 34c reinforce proper club face alignment as well as act as a passive visual external feedback device. One possible exercise or drill using the setup of FIG. 11B is for the golfer to experiment with various closed and open clubface orientations relative to the markings 34c of the guide pad 32 while aiming in the direction of the intermediate target line unit 44, intermediate target line anchor 52, retractable guide line 46 and observe how different clubface orientations affect the flight of the golf ball 3. Thus, the golfer is able to visualize clubfaces that can generate desired ball flights when the golfer is on the golf course

FIG. 11C shows a setup where the alignment guide rod 10 and ball position guide 16 are used in conjunction with the intermediate target line unit 44, intermediate target line anchor 52, retractable guide line 46, guide pad 32, and flight control guide rod 56. This set up allows the major surface 33b of the guide pad 32 to be used by a golfer to improve his or her understanding of what club face alignment looks like compared to his or her body alignment as well as his or her orientation to the target. The graduation markings 34c reinforce proper club face alignment as well as act as a passive visual external feedback device. the major surface 33b points upward. Utilizing the intermediate target line unit 44 and the major surface 33b of the guide pad 32 allows the golfer to continue to improve your target acquisition skills with external feedback devices that offer real time cues for improvement visually. Similar to the exercise/drill described previously with respect to FIG. 11B, the golfer can experiment with various closed and open clubface orientations relative to the markings 34c of the guide pad 32 while aiming in the direction of the intermediate target line unit 44, intermediate target line anchor 52, retractable guide line 46, and the flight control guide rod 56. The flight control guide rod 56 provides additional perspective to the ball flight observed.

FIG. 11D shows a setup where the alignment guide rod 10 is used in conjunction with two pairs of pad anchors 42. Each pair of pad anchors 42 are used as gates through which the golf club is to pass during the golf swing. As shown, the golf ball 3 is placed between the gates and good contact and a good swing is demonstrated when the club face passes through the gate and hits the golf ball without contacting any of the pad anchors 42. Center contact is a priority for golfers of all levels who are looking to improve their ball striking & work on distance control. Utilizing the gate drill you can practice this skill and hone in your ball striking.

FIG. 11E shows a setup where the alignment guide rod 10 is used in conjunction with the flight control guide rod 56 when lain on the ground perpendicular to the alignment guide rod 10. Controlling the bottom of the swing is a priority for all players regardless of their skill level. Utilizing the flight control guide rod 56 as a form of external feedback, the golfer can improve his or her skill simply and effectively. For example, the golfer can place the golf ball 3 one to three golf heads in front of the flight control guide rod 56. The golfer then takes his or her stance on with respect to the alignment guide rod 10 so that the alignment guide rod 10 is between the golf ball 3 and the feet of the golfer. The golfer then swings the golf club and strikes the golf ball 3 without hitting flight control guide rod 56. This is a great and simple drill for helping improve “low point” control or “controlling the bottom of the swing” as is commonly known in the golf industry. Low point control is a reference to one of the necessary physical skill sets needed in the game of golf.

FIG. 11F shows a setup where the alignment guide rod 10 and ball position guide 16 are used in conjunction with the intermediate target line unit 44, intermediate target line anchor 52, retractable guide line 46, guide pad 32, and flight control guide rod 56. In contrast to the setup of FIG. 11C, the guide pad 32 is positioned in the orientation shown in FIG. 8A. In addition, the stance of the golfer and the alignment guide rod 10 are arranged parallel to the guide pad 32. This set up allows the major surface 33b and surface 33c of the guide pad 32 to be used by the golfer to easily improve his or her club ‘path’. Placing the guide pad 32 parallel to the golfer's foot line lets the golfer work on his or her club path in real time with the addition of having an external cue (guide pad 32) to help.

FIG. 11G shows a setup where the alignment guide rod 10 and ball position guide 16 are used in conjunction with the flight control guide rod 56. The flight control guide rod 56 is positioned approximately 2 to 4 inches away from the golfer's lead leg. The flight control guide rod 56 can be used by the golfer to easily work on his or her ‘ground pressures’ by adjusting the location of the flight control guide rod 56 in the ground. Having the flight control guide rod 56 in line with the lead heel and approximately 2″ outside the lead foot helps the golfer work on the lateral shift of ground pressure, while placing the flight guide rod 56 just behind the lead heel line and again approximately 2″ behind the foot can allow the golfer to work on the rotational forces in the golf swing. This is a drill for ‘exaggerated feels’ regarding the lateral shift of pressure that is so important in the golf swing. During the swing, the golf club should not touch the flight control guide rod 56, but the golfer's lead hip would. Having the lead hip contact the flight control guide rod 56 signals that the golfer is having his or her pelvis, or hips to move laterally aggressively in the golf swing. Such contact is an external feedback cue for proper kinematic sequencing in the golf swing.

FIG. 11H shows a setup where the alignment guide rod 10 and ball position guide 16 are used in conjunction with the intermediate target line unit 44, intermediate target line anchor 52, retractable guide line 46, guide pad 32, and flight control guide rod 56. This set up is like the setup of FIG. 11C and allows the golfer can work on all nine common ball flights or identify the causes of a particular ball flight. The nine common ball flights are directly related to the path the club is traveling on coming into the golf ball as well as the position of the clubface at impact. The combination of the club's swing path and club face position at impact dictate the start directions and over all curvature of the flight of the golf ball. We will simplify this to open, closed and square and all references are for a right handed so that the nine common golf flights relative to the flight control guide rod 56 are: 1) Square club face at impact and square golf club path will produce a straight shot; 2) Square golf club path and open club face at impact will produce a straight push; 3) Square golf club path and closed club face at impact will produce a straight pull; 4) An inside out golf club path with a square club face at impact will produce a push; 5) Inside out golf club path with an open club face at impact will produce a push fade; 6) Inside out club pat path with a closed club face at impact will produce a draw; 7) An outside in golf club path with a square club fact at impact will produce a straight pull; 8) An outside in golf club path with an open club face at impact will produce a fade; and 9) An outside in golf club path with a closed club face at impact will produce a pull draw. Thus, the alignment guide rod 10 and the flight control guide rod 56 provide visual feedback reminders, as well as clear direction for what right and wrong golf club paths and club face impact positions for a particular golfer look like.

FIG. 11I shows a setup where the alignment guide rod 10 and ball position guide 16 are used in conjunction with the major surface 33a of the guide pad 32 as oriented in the manner shown in FIG. 8B. As explained previously, the guide pad 32 in this orientation aids with generating an upward contact of the golf ball 3 during the golf swing of a driver.

FIGS. 12-29 show a second embodiment of a golf swing training system 101. In the illustrated embodiment, the golf swing training system 101 includes an alignment guide rod 110 and at least three putting gates 170. The putting gates 170 may be attachable/detachable from one another via magnets imbedded in the gates and the putting gates 170 give the user/player the ability to work on putting, the short game, and aspects of a full swing. Like alignment guide rod 10 of FIGS. 1, 2, 9, and 11A-I, the alignment guide rod 110 is a dual contrast rod having a first color, such as green, on a top half of the alignment guide rod 110, and a second color, such as red or blue, on a bottom half of the alignment guide rod 110. In contrast to alignment guide rod 10, alignment guide rod 110 can be broken down into separate pieces so as to be more portable. In particular, alignment guide rod 110 is made of two cylindrical pieces 111a and 111b. Each cylindrical piece 111a and 111b has a longitudinal length of approximately 23 inches and a diameter of approximately 7.5 mm. As shown in FIGS. 13A, 13B, and 13D, cylindrical piece 111a has a central threaded opening 115 that has a diameter of approximately 4 mm and a depth of approximately 16 mm. As shown in FIGS. 13A, 13B, and 13C, cylindrical piece 111b has a screw 117 at one end that has a diameter of approximately 3 mm and a length of approximately 15 mm. Attachment between the cylindrical pieces is accomplished by inserting the screw 117 into opening 115 and rotating screw 117 into the opening 115 until the two cylindrical pieces abut one another. Detachment between the cylindrical pieces 111a and 111b is accomplished by rotating screw 117 in an opposite direction than used during attachment. As explained previously with respect to alignment guide rod 10, alignment guide rod 110 helps with transition work to the course, as well as target orientation.

The alignment guide rod 110 can be operated in a manner similar to the operation previously described with respect to the alignment guide rod 10. For example, the alignment guide rod 110 can be anchored at one end into the ground via a pivot anchor 26 in the same manner pivot anchor 26 is anchored to alignment guide rod 10 as previously described. The anchored alignment guide rod 110 is pivoted about the pivot anchor 26 until the longitudinal axis A of the alignment guide rod 110 points toward a desired target spaced from the alignment guide rod 110. In another embodiment, the alignment guide rod 110 can be anchored to the ground by a pivot anchor 126 as shown in FIGS. 15A and 15B. Pivot anchor 126 increases the flexibility of the alignment guide rod 110 by allowing use with a mat when the pivot anchor 126 is placed on the mat. The pivot anchor 126 has a rectangular shape having a length of approximately 52 mm, a width of approximately 15 mm, and a thickness/height of approximately 4 mm. The pivot anchor 126 has a pair of openings 127 that have a diameter of 8 mm, wherein each opening 127 receives a golf tee, which is inserted into the ground. The pivot anchor 126 has a central vertical rectangular wall 128 that has a length of approximately 21 mm, a height of approximately 23 mm, and a thickness of approximately 3 mm. As shown in FIGS. 15A and 15C, an opening 129 is formed in the wall 128 that includes a bottom rectangular-like portion that has a top central portion that has a diameter of approximately 14 mm. In an alternative embodiment, the opening 129 can be in the shape of a circle that has a diameter of approximately 14 mm. As shown in FIG. 15C, the opening 129 is sized to receive the alignment guide rod 110 where the top central portion of the opening 129 receives the top portion of the alignment guide rod 110. Once received in the opening 129, the alignment guide rod 110 can be rotated and/or translated with respect to its longitudinal axis. Since the diameter of the top central portion of the opening 129 is larger than the diameter of the alignment guide rod 110, the alignment guide rod 110 is able to swivel about an axis that is perpendicular to the longitudinal axis of the alignment guide rod 110 and is contained in a plane that intersects and is parallel to the wall 128.

In one possible operation, the pivot anchor 126 is placed on the ground so that opening 129 generally faces a target. At this orientation, the pivot anchor 126 is attached to the ground via golf tees that are inserted into the openings 127 and into the ground. Next, the alignment guide rod 110 is inserted through the central portion of the opening 129 where the top central portion of the opening 129 is located. The alignment guide rod 110 is slid so that one end of the alignment guide rod 110 is near the opening 129. In addition, the alignment guide rod 110 is rotated about its longitudinal axis so that a desired color is exposed to the golfer depending on the desired psychological effect the color is to convey to the golfer. At this stage, the alignment guide rod 110 is swiveled as described previously (see linear arrows at one end of the alignment guide rod 110 that are perpendicular to the longitudinal axis of the alignment guide 110 as shown in FIG. 15C) so that the alignment guide rod 110 points at a desired target direction. about the axis that is perpendicular to the longitudinal axis of the alignment guide rod 110 and is contained in a plane that intersects and is parallel to the wall 128. Note that this alignment and orientation of the alignment guide rod 110 can also be accomplished by placing the pivot anchor 126 on the surface of a hitting mat by relying on gravity to retain the pivot anchor 126 in position.

The importance of the ability to easily pivot the alignment guide rod 110 in the manner described previously is for ‘Variable Practice’ which is another type of practice or a technique used when learning. This type of practice generally involves switching target, distance, shot shape and club(s) either every shot which simulates how your round of golf would actually be played on the course. Variable practice has been shown to improve an individual's ability to learn and retain information faster as well as improve their ability to perform under the idea of pressure. The pivot anchor 126 is more functional regarding its overall use on both grass and mats from a practice environment standpoint (indoors and outdoors).

Once the anchored alignment guide rod 110 is pointed toward the desired target, the other end of the alignment guide rod 110 is anchored in position via a lock anchor 30, in the same manner described previously that the alignment guide rod 10 is anchored in position by lock anchor 30. In another embodiment, the alignment guide rod 110 can be anchored to the ground by a lock anchor 130 as shown in FIGS. 16A and 16B. The lock anchor 130 has a rectangular body 131 with a pair of openings 135 having a diameter of approximately 8 mm into which golf tees are inserted and the golf tees enter the ground. The body 131 includes a pair of posts 137 that are spaced from the edges of the body 131 by approximately 15 mm. The posts 137 are separated from one another by approximately 10 mm and each post has a thickness as measured along the length of the body 131 of approximately 3 mm. Each post 137 has a height of approximately 18 mm and a width of approximately 10 mm. The body 131 has a length of approximately 46 mm, a width of approximately 15 mm, and a thickness/height of approximately 4 mm.

Once the pivot anchor 126 and attached alignment guide rod 110 are pivoted to a desired direction, the pivot anchor 126 is attached to the ground. The free end of the alignment guide rod 110 is then inserted between the posts 137 of the lock anchor 130 and the lock anchor 130 is attached to the ground or mats by inserting golf tees through openings 135 and into the ground. Note that the pivot anchor 126 is positioned next to an end of the alignment guide rod 110 that is furthest from the target and the lock anchor 130 is positioned near the other end of the alignment guide rod 110 nearest the target. As mentioned previously, when the pivot anchor 126 is used with a mat, the pivot anchor 126 is lain on the mat and gravity retains the position of the pivot anchor 126.

Like ball position guide 16 described previously with respect to FIGS. 1 and 2, a ball position guide 116 is slidably carried on alignment guide rod 110. As shown in FIGS. 12 and 14, the ball position guide 116 has a linear-like shape and a two-part construction. In the illustrated embodiment, ball position guide 116 has a cylindrical-like portion 116a that has a first opening 117a at one end thereof that extends in a direction that is perpendicular to longitudinal axis of the portion 116a. A second opening 117b at the end of the portion 116a is aligned with the first opening 117a. The diameters of the first opening 117a and the second opening 117b are 8 mm. The portion 116a has a diameter of approximately 10 mm and a length of approximately 7 inches. The cylindrical wall of the portion 116a has a thickness of approximately 1 mm. The alignment guide rod 110 is inserted through the first opening 117a and the second opening 117b so that the portion 116a can be slid along the length of the alignment guide rod 110 to a desired position.

As shown in FIG. 14, the ball position guide 116 includes a cylindrical-like extension rod 120 that is telescopically received within the open end of the portion 116a. The extension rod 120 has a diameter of approximately 9 mm and has a length of approximately 7 inches. The thickness of the cylindrical wall of extension rod 120 is 1 mm. As mentioned previously, the extension rod 120 is telescopically engaged with the portion 116a. A small edge (not shown) is formed on the extension rod 120 that allows the user to engage the edge and pull or push the extension rod 120 so that a desired length for the ball position guide 116. In some embodiments, the small edge can be so distinctive so as to act like the marker 21 of ball position guide 16 of FIGS. 1-2. The maximum length of the ball position guide 116 is 18 inches.

The ball position guide 116, portion 116a, and extension rod 120 can be operated in a manner similar to the operation previously described with respect to ball position guide 16, first portion 16a, extension rod 20, and marker 21.

Referring to FIGS. 16A-B, 17A-B, 18-24, a guide pad 132 is provided that can be in one embodiment located in a laterally spaced arrangement with the alignment guide rod 110 alone or in combination with the ball position guide 116 in a manner similar how the guide pad 32 and the alignment guide rod 10 and ball position guide 16 are arranged as previously described with respect to FIGS. 1-11. As shown in FIGS. 12, 17A and 17B, the guide pad 132 includes a main body 133 that is in the shape of a rectangular parallelepiped with a length of approximately 29 inches, a width of approximately 2.5 inches, and a height of ranging from approximately 0.80 inches to approximately 1.9 inches. The guide pad 132 is made of the material High Density Polyethylene, Polypropylene, EVA foam, Polyvinyl Chloride, and PVCC (Polyvinyl Chloride Chlorinated). The guide pad 132 can be a single piece or foldable/hinged in the middle. The guide pad 132 includes a distal end portion 136 of guide pad that has a sloped surface 137, wherein the end portion 136 has a height of approximately 1.9 inches, a length of approximately 4.75 inches, and rises at an angle of approximately 10°. A golf tee opening 138 is formed at an end of the distal end portion 136. The golf tee opening 138 is in the form of a slit that has a length of approximately 2.5 mm (half of length of typical golf tee) and a width of approximately 5 mm, the approximate width of a golf tee. The slit extends entirely through the distal end portion 136 and allows a golf tee to be inserted therethrough and penetrate the ground below the guide pad 132.

As shown in FIGS. 17A and 21A-B, a free end of main body 133 has a central opening 137 that has a diameter of approximately 13 mm. A free end of the end portion 136 has an insertion piece 139 that has a diameter of approximately 12 mm. In addition, there are magnets 141a attached to the free end of the end portion 136 and magnets 141b are attached to free end of the main body 133.

Attachment between the main body 133 and the end portion 136 is accomplished by inserting the insertion piece 139 into opening 137 until the main body 133 and the end portion 136 abut one another. When the main body 133 and end portion 136 nearly abut one another, the magnets 141a are attracted to magnets 141b and vice versa. Preferably, the magnets 141a and magnets 141b face each other when the main body 133 and end portion 136 nearly abut one another. An example of such attachment is shown in FIGS. 17A and 21A-21B. Detachment between the main body 133 and the end portion 136 is accomplished by pulling the main body 133 away from end portion 136 with sufficient force to overcome the attractive force of the magnets 141a and 141b.

As shown in FIG. 17B, the bottom surface 146 of the guide pad 132 may have magnets that are used for attaching a Vernier acuity launch surface 151 thereto. The surface 151 has one or more magnets that are used to attach to the magnets of the bottom surface 146. When surface 151 is not needed for use, it can be removed from bottom surface 146 and replaced by another surface. The surface 151 has a length of approximately 27.5 inches, a width of approximately 1.75 inches, and a thickness of approximately 3 mm. As shown in FIG. 17B, the surface 151 includes a series of graduation markings 134 defining a visual scale along at least one side surface of guide pad 132. The markings 134 can be used by a user/player in a manner similar to the use of the markings 34 described previously with respect to FIGS. 1, 8A-C, 11B, C, F, H, and I.

As shown in the side view of FIGS. 18A-B, the main body 133 of the guide pad 132 has two storage areas 145a and 145b that extend from the top of the guide pad 132 to bottom surfaces 147a and 147b, respectively, of the guide pad 132. The bottom surface 147a has a thickness of approximately 2 mm and the bottom surface 147b has a thickness of approximately 6 mm. The storage area 145a is a cavity having a length of approximately 13¾ inches, a width of approximately 30 mm, and a height of approximately 16.5 mm. The storage area 145a will be enclosed by a rectangular lid that pivots at one end so as to open and close so as to control access to the contents of the storage area 145a. The storage area 145b is a cavity having a length of approximately 12¾ inches, a width of approximately 1.25 inches, and a height of approximately 15 mm. The storage area 145b does not have an enclosing top surface and has a rectangular bottom that has a length of approximately 13.5 inches and a width of approximately 18 mm. The storage area 145a stores components that are able to fit within the storage area 145a. The storage area 145a can store four white external feedback devices 149a in the shape of rectangular parallelepipeds having a width of approximately 1 inch, a length of approximately 12¾ inches, and a height of approximately 3 mm. Each end of an external feedback device 149a has a magnet attached thereto. When the external feedback devices 149a are placed within storage area 145a, the magnets of the external feedback devices 149a interact with each other and magnets within the storage area 145 so that external feedback devices 149a are retained in place within the storage area 145a.

Storage area 145b can store four white external feedback devices 149b in the shape of rectangular parallelepipeds having a width of approximately 1 inch, a length of approximately 12¾ inches, and a height of approximately 3 mm. Each end of the external feedback device 149b has a magnet attached thereto. The external feedback devices 149b can be utilized in a number of ways. For example, all of the external feedback devices can be connected to one another via their magnets so that they form a square that can be used as a target for short game practice. Chipping or pitching to a spot is a very common way people practice and this is a simple way for a golfer to work on his or her short game touch and visualization. The external feedback devices 149b can also be laid out in evenly spaced distances like the steps of a ladder would be from a horizontal reference point from the golfer's/user's perspective. The four individual external feedback devices 149b would be separated and placed approximately 2-3 feet apart from one another. In this embodiment, a golfer would chip/pitch his or her golf ball to the different lines defined by the external feedback devices 149b in order to work on his or her touch. This is another common way that people practice chipping regarding touch. The external feedback devices 149b can also be used for a visual reference on a driving range and on mats for the shape of the golf swing or exit points relative to what a student and instructor may be working on. The external feedback devices 149b can be laid on the ground as visual feedback externally for what a player a golfer/user is looking to feel. This is a common practice in the golf industry. Examples of devices 149a and 149b when removed from the storage areas 145a and 145b are shown in FIGS. 24 and 25.

Besides the storage areas 145a and 145b, the main body 133 can include storage for the two-piece alignment guide rod 110 of FIGS. 13A-D. In this case, two cylindrical holes are formed that start at one end of the main body 133 and extend parallel to the longitudinal axis of the main body 133. Each hole has a length of approximately 23 to 23.5 inches and a diameter of approximately 9 mm. At the bottom of each hole is attached a spring having a length of 1 to 1.5 inches, wherein in one-hole piece 111a is inserted and pressed down to compress the spring and a top for the hole covers the hole to retain the piece 111a in a tensioned state. The same process is performed for the piece 111b with respect to the other hole. When the tops are removed, the springs push the pieces 111a and 111b out of their holes.

The side of the main body 133 of the guide pad 132 can include a cylindrical opening 148 as shown in FIGS. 17B, 18A, and 18B. The opening 148 has a diameter of approximately 10 mm and a length of approximately 1 inch and is designed to snugly receive the ball position guide 216 so that the ball position guide 216 is frictionally attached to the guide pad 132. As shown in FIGS. 24 and 25, the ball position guide 216 is in the form of a cylindrical rod that has alternate yellow and white areas. When the ball position guide 216 is attached to the guide pad 132, the guide pad 132 can function similarly as the alignment guide rods 10 and 110 discussed previously.

In addition, the side of the main body 133 of the guide pad 132 can have an alignment support 150 formed therein as shown in FIG. 23. The alignment support 150 is removable and has an inner annular support made of rubber, such as the rubber used for a bicycle tire or an auto tire, that has an inner diameter of approximately 10 mm, an outer diameter of approximately 13 mm, and a height of approximately 6 mm. The inner annular support is surrounded by an outer annular support 207 that is made of a durable material, such as plastic, High Density Polyethylene, Polypropylene, EVA foam, Polyvinyl Chloride, and PVCC (Polyvinyl Chloride Chlorinated). The outer annular support has an inner diameter of approximately 13 mm, an outer diameter of approximately 31 mm, and a depth of approximately 6 mm. In operation, the flight control guide rod 56 or 156 is inserted into the central opening of the inner annular support. The rubber material of the inner annular support frictionally engages the flight control guide rod 56 or 156 and the user is able to adjust the height of the flight control guide rod 56 or 156 by adjusting the amount the flight control guide rod 56 or 156 is inserted into the central opening of the inner annular support. In the alternative, the alignment support is removed from the golf swing training system 101 so as to reveal a cylindrical opening. Into such cylindrical opening, a free end of a foam cylindrical piece that is commonly known as a “Noodle” is inserted. A “Noodle” is commonly used in pools as a flotation device and used during golf instruction in order to provide feedback to the golfer.

As shown in FIGS. 23-25, the previously mentioned Vernier acuity launch surface 151 is attached to the guide pad 132 via magnets (not shown). Once the surface 151 is detached from the guide pad 132, the surface 151 can be placed on the surface of a putting surface and used to improve a golfer's putting. In particular, a golf ball 3 is placed adjacent to one end of the surface 151 and the golf ball 3 starts on the surface 151 and rolls down it in its entirety. This drill allows the golfer to work on his or her start line for putting. Another way to use the secondary guide pad 151 is to use it in a manner similar to the guide pad 31 shown in FIG. 8A.

Note that various components of the golf swing training system 101 can be stored in a protective container that is integrally part of the guide pad 132. FIG. 26 shows an embodiment of a container 160 that is in the shape of a rectangular box that has an open end 162 into which one or more of the other items referenced with respect to FIGS. 13-25 and 28-29 can be inserted. The container 160 is made of a water proof and durable material, such as plastic, High Density Polyethylene, Polypropylene, EVA foam, Polyvinyl Chloride, and PVCC (Polyvinyl Chloride Chlorinated), and has a length of approximately 13.75 inches, a height of approximately 9 mm, and a width of approximately 22 mm. The container 160 may include a cap to close off the open end 162 and may include a handle and/or wheels for ease of transport.

As an alternative shown in FIG. 27, the various stored components described previously with respect to the golf swing training system 101 can be stored in a protective case 164 that is in the shape of a rectangular case that has a pivoting lid 166 with male protrusions 167 can engage corresponding female latches 169. The case 164 is integrally part of guide pad 132 and is made of a water proof and durable material, such as plastic, High Density Polyethylene, Polypropylene, EVA foam, Polyvinyl Chloride, and PVCC (Polyvinyl Chloride Chlorinated), and has a length of approximately 13.75 inches, a height of approximately 9 mm, and a width of approximately 22 mm. The case 164 may include a handle and/or wheels for ease of transport.

FIGS. 12 and 28 shows an embodiment of a pad anchor 142 for engaging guide pad 132 and securing the guide pad 132 to the ground. Two or more pad anchors 142 are used for securing the guide pad 132 to the ground. The pad anchor 142 is made of a durable material, such as plastic, High Density Polyethylene, Polypropylene, EVA foam, Polyvinyl Chloride, and PVCC (Polyvinyl Chloride Chlorinated), and has a length of approximately 3 inches. Pad anchor 142 includes spike portion 142a having a cylindrical rod and a pointed end for insertion into the ground. The cylindrical rod has a diameter of approximately 9 mm. The pad anchor 142 includes a securing arm portion 142b attached to and extending laterally from the spike portion 142a for engaging with a top surface of the guide pad 132. Portion 142b includes a circular eye lit or anchor point. The securing arm portion 142b has a length of approximately 1.75 inches. The pad anchor 142 has an approximate height/length of 3 inches and has a cylindrical spike that has a diameter of approximately 9 mm.

As shown in FIG. 29, a flight control guide rod 156 is provided so that in one embodiment it is disposed adjacent intermediate target line unit 144. The flight control guide rod 156 has color(s) similar to those used for flight control guide rod 56 of FIGS. 1, 11C, 11F, 11G, and 11H. The flight control guide rod 156 can be used in a manner similar as the flight control guide rod 56 as discussed previously. The flight control guide rod 156 can be a unitary cylindrical-like piece with a pointed end for insertion into the ground. The unitary piece has a length of approximately 48 inches and a diameter of approximately 12 mm. As shown in FIG. 12, an alternative embodiment of the flight control guide rod 156 is to use multiple pieces 157 that are connected to one another. Each piece has a length of approximately 22 inches. If two pieces are used, then a first piece has a pointed end and a screw protruding from the other end. The second piece has a threaded opening at one end into which the screw of the first piece is threadedly inserted. If three pieces are used, then a first piece has a pointed end and a screw protruding from the other end. The second piece has 1) a threaded opening at one end into which the screw of the first piece is threadedly inserted and 2) a screw at the other end. The third piece has a threaded opening at one end into which the screw of the second piece is threadedly inserted

Note that the various elements of the golf swing training system 101 described previously can be used in a variety of ways for training, including the training setups shown in FIGS. 11A-11I as discussed previously.

FIGS. 30-32 show two embodiments of a golf swing training system 201a, 201b that can be used alone or in conjunction with the golf swing training systems 1 and 101 described previously. As shown in FIG. 30, the golf swing training system 201a includes a first side 270a with a trapezoidal-like side cross-section that is pivotably attached via a hinge 272 to a second side 274a with a trapezoidal-like side cross-section. The first side 270a has a bottom base 276a with a width of approximately 1.5 inches and a length of approximately 23.75 inches and a top base 278a with a length so that an angle γ of approximately 10° is defined by a 1 inch angled side 286a and the bottom base 276a. An attached end of the first side 270a is perpendicular relative to both bottom base 276a and top base 278a. Similarly, the second side 274a has a bottom base 280a with a width of approximately 1.5 inches and a length so that an angle γ of approximately 10° is defined by a ¾ inch angled side 288a and the top base 282a. An attached end of the first side 270a is perpendicular relative to both bottom base 276a and top base 278a. The first side 270a and the second side 274a have a thickness of approximately 6 mm.

The golf swing training system 201b has the same structure as golf swing training system 201a, except it does not have perpendicular end walls of the first and second sides. As shown in FIG. 31, the golf swing training system 201b includes a first side 270b with a trapezoidal-like side cross-section that is pivotably attached via a hinge 272 to a second side 274b with a trapezoidal-like side cross-section. The first side 270b has a bottom base 276b with a width of approximately 1.5 inches and a length of approximately 23.75 inches and a top base 278b with a length so that an angle γ of approximately 10° is defined by a 1 inch angled side 286b and the bottom base 276b. An attached end of the first side 270b defines an angle θ₁ of approximately 120° relative to the bottom base 276b. Similarly, the second side 274b has a bottom base 280b with a width of approximately 1.5 inches and a length of approximately 23¾ inches and a length so that an angle γ of approximately 10° is defined by a ¾ inch angled side 288b and the top base 282b. An attached end of the first side 270b defines an angle of θ₂ of approximately 120° relative to the bottom base 280b. The first side 270b and the second side 274b have a thickness of approximately 6 mm.

Note that the golf swing training systems 201a and 201b can use similar color schemes (high contrast and low contrast colors) as used in the golf swing training systems 1 and 101 previously discussed.

As shown in FIG. 30, when the golf swing training system 201a is unfolded, the top base 278a of the first side 270a has a pair of half-cylindrical grooves 284a and 284b formed therein that have a diameter slightly greater than the diameter of the cylindrical pieces 111a and 111b so that the grooves 284a and 284b can store the pieces 111a and 111b, respectively, when the golf swing training system 201a is folded in a manner similar to that shown in FIG. 31. Another purpose of the grooves 284a and 284b is that they act as alignment guides that the user/player for focusing on ball position when the golf swing training system 201a is unfolded.

The golf swing training system 201 can also be used to work on the path of a putter during the putting stroke. alignment guide rod 110 is made of two cylindrical pieces 111a and 111b.

As shown in FIG. 30, when the golf swing training system 201a is unfolded, the top base 282a of the second side 274a has an alignment support 203. The alignment support 203 is removable and has an inner annular support 205 made of rubber, such as the rubber used for a bicycle tire or an auto tire, that has an inner diameter of approximately 10 mm, an outer diameter of approximately 13 mm, and a height of approximately 6 mm. The inner annular support 205 is surrounded by an outer annular support 207 that is made of a plastic, such as High Density Polyethylene, Polypropylene, EVA foam, Polyvinyl Chloride, and PVCC (Polyvinyl Chloride Chlorinated). The outer annular support 207 has an inner diameter of approximately 13 mm, an outer diameter of approximately 31 mm, and a depth of approximately 6 mm.

In operation, the flight control guide rod 56 or 156 is inserted into the central opening of the inner annular support 205. The rubber material of the inner annular support 205 frictionally engages the flight control guide rod 56 or 156 and the user is able to adjust the height of the flight control guide rod 56 or 156 by adjusting the amount the flight control guide rod 56 or 156 is inserted into the central opening of the inner annular support 205. In the alternative, the alignment support 203 is removed from the golf swing training system 201 so as to reveal a cylindrical opening. Into such cylindrical opening, a free end of a foam cylindrical piece that is commonly known as a “Noodle” is inserted.

The golf swing training systems 1, 101, 201a, and 201b of the present invention as described previously provide feedback that aids in skill development that ends the lack of efficiency when practicing ball position in the grass, as well as not having spatial distractions when stepping into the shot. Golf is visual.—The golf swing is dynamic. This golf swing training systems 1, 101, 201a, 201b make it easier to work on the fundamentals correctly, every time. Specifically designed components that operate together with predefined color coordination are designed to help the user learn more efficiently and transfer those learned skills to the actual golf course. The golf swing training systems 1, 101, 201a, 201b help the user improve the ability to aim, specifically body position, and the club, and the visual cues of target acquisition in golf, both passively and actively. This golf swing training systems 1, 101, 201a, 201b are designed specifically for use on grass or turf, but can be used on mats. Focused on practice with grass, working on ball position can be done more accurately, and in real time. The movable ball position guides 16 and 116 attach to the foot adjacent alignment guide rod 10 to provide visual cues. Coupled with the other guide elements of an intermediate target line, guide pad with graduation markings and flight control guide rod, all of which utilizes color theory to engage subconscious associations with emotions, the golf swing training systems 1, 101, 201a, 201b help make transitioning the user's skills from the practice range to the golf course more efficient and effective.

Alignment is not just how a golfer looks statically at an address position, but how the golfer perceives his or her body in space in time relative to the target from a visual standpoint. This is incredibly important. To understand what ‘square’ looks like relative to the golfer's intended target is a skill. Ball position is taught in a number of ways, but conceptually it is slightly different for everyone based on their biomechanical makeup and in swing mechanics. With traditional practice techniques, working on these fundamentals is not only inefficient, but the visual contrast between any associated ‘feedback device’ and the ground creates too much of a shock to the visual system when transitioning to the golf course. Traditional practice techniques also do not allow for ‘true’ visual alignment regarding external feedback. They just create a problem on multiple levels as it relates to skill acquisition in golf. Although great for turf integrity at high volume facilities, instruction, and beginners, practice on mats does not truly let the golfer work on one of the most important fundamentals as it relates to proficiency in the game, controlling the bottom of the swing. Mats are like a training wheel for this skill based on the less punitive impact of the surface. There are only three fundamentals in golf as it relates to physical skills: 1) control the bottom of the swing (center contact and striking the ball before the ground), 2) control the face of the club (trajectory & shot shape) and, 3) hit it far enough (maximizing distance). These are ‘absolute’ fundamentals in the golf swing that correlate to every facet of the physical game (driving the golf ball, all the way to putting). As helpful as mats can be, it does not allow the golfer to work on the first physical skill you generally learn in the game; controlling the bottom of the swing. Most ball position feedback devices are designed on a mat, which impacts efficiency in transitioning to grass. With mats, the golfer does not have to move and have a perfect lie every time. Grass is very different in not only how the golfer goes about practicing, but the skill needed to ‘correctly’ strike a golf ball. It is harder to get in efficient and quality practice time on grass if you do not have a proper set up, and specifically while working on ball position. Based on industry ‘how to’ models regarding practicing ball position, there is a lot of wasted time resetting the golfer's station unless using a tee, and again, this is another training wheel. The goal is skill acquisition, so ideally the progression should be increasingly more difficult relative to the golfer's current skill set. Nothing before the present invention moves with the golfer in ‘real time’ as the golfer is practicing on grass and striking golf balls.

Most feedback devices that work on ball position have an indicator going too far inside the golfer's stance. This means if the golfer wanted to work on transitioning skills to the course, or work on routine, it will not be ‘real world’ applicable. The ball position guide 16 of the present invention includes an adjustable extension rod as an indicator or marker that provide appropriate feedback for a given user by adjusting the position of the extension rod 20. By adjusting the indicator accordingly, it lets the golfer work on this skill set seamlessly without having to make major adjustments. Nothing interrupts the flow or rhythm.

The typical feedback device is very high contrast, is generally designed on a mat, and is not a ‘passive’ visual reminder regarding foot line relative to target and ball position. They are great for understanding a concept in a controlled environment, but generally less then efficient at real world application. The color specific arrangement of the present invention is designed to utilize visual acuity principles, and contrast sensitivity principles. This gives the user the ability to passively and actively work on ball position and a truly square alignment. The ball position guide 16 color scheme is designed to lower the visual contrast of the indicator on one side and have higher contrast on the other. For the low contrast (green), the user is spatially aware the ball position guide is there, there is a clear difference, but visually the user is not being overstimulated. This is designed to help with ‘real world’ application and transition the skill to the golf course. With there being less reliance on the indicator visually, the subconscious integration of spatial awareness relative to target acquisition regarding ball position begins to take over. The user's ability to transition from the range to the course will be easier. The high contrast side of the ball position guide (red) is designed for ‘block’ or ‘specific skill acquisition’ regarding the user's ball position.

Understanding what ‘right’ looks like for the user is easier when there is a high contrast indicator. It is more stimulating visually and helps with the process of understanding this important ‘pre-swing’ fundamental. The alignment rods are preferably Red, Forest Green, and ‘Nellow’ (neon yellow). The colors are not picked randomly. Studies have shown red to be more stimulating on visual activity, followed by green and then yellow. Red helps passively with aim, so this is primarily used for a user's toe line coupled with the ball position guides 16, 116 and alignment guide rods 10, 110. The ‘Nellow’ color activates awareness of intention, coupled with associations of creativity and confidence, this is used as a visual guide for ball flight laws. The green color is selected for passive alignment and ball position work, or to blend in with the natural environment. Coupled with the low contrast side of the ball position guide 16 and alignment guide rod 10, the low contrast colors will help the user transition range work to the course faster. The ball position guides 16, 116 and alignment guide rods 10, 110 and other components detailed above help eliminate any confusion of what proper set up and alignment looks like, while also reinforcing the proper visual cues. Simply put, the components of the golf swing training system 1 are designed using the principles of visual acuity, color theory and emotional responses, contrast sensitivity principles, and concepts of FLOW state (a state of mind wherein the golfer is at an optimal level of consciousness with focus and attention generally being the catalyst for achieving the state of consciousness) triggers, as a way to passively and actively work on proper ‘static-kinematic alignment’ and ball position awareness relative to the intended target.

FLOW state triggers are formerly known as “The Zone.” This state is scientifically proven to increase a person's ability to learn a new task, or improve on an old one by as much as 500%. FLOW follows focus and certain environmental and mental triggers that help create the environment for this state cognitively. The golf swing training systems 1, 101, 201a, 201b of the present invention helps set an environment that incorporates some of the prerequisites needed to enter the FLOW state. Having clear goals, understanding what right and wrong looks like, as well as being totally immersed in the experience help encourage these and other aspects as well.

Accordingly, as detailed herein, the present invention utilizes contrast sensitivity training to facilitate the transition from practice to the golf course. Most training aids and feedback devices dealing with ball position are high contrast and no other options. Going from high contrast to the golf course shocks the visual cortex and makes transitioning your range practice work more difficult. The golf swing training system 1 of the present invention has both high and low contrast training with using the dual contrast ball position and alignment guide as detailed above. This allows the user to transition practice work with less resistance from the visual cortex and subconscious. Cognitive load theory teaches us that our brain can only take in and process so much information before it is overwhelmed. By removing the need to think about set up or ‘how’ to work on improving, the golf swing training systems 1, 101, 201a, 201b free up additional space cognitively for the user that can be redirected to actually learning versus trying to figure out how to or what to do. Additionally, visual and Vernier acuity principles come into play. Alignment is critical to playing consistently and to controlling a golf ball. The alignment guide rod, ball position guide, intermediate target unit, flight control guide rod, launch pad, and the associated colors and graduation markings on the noted components, respectively, all compliment the principles involved.

The golf swing training systems 1, 101, 201a, 201b provide an arrangement having multiple lines, both perpendicular and parallel to a target focus, which helps reinforce what square actually looks like. Improving the user's ability to see differences in lines and alignment helps with making sure the user keeps a proper alignment.

The common narrative in the golf industry is you can ‘buy’ distance, consistency, accuracy, and several other skills just by switching clubs. Yes, equipment can impact your game, but not in a way that would drastically improve the golfer's club face/bottom control, or distance efficiency. It is a narrative designed to target the ‘quick fix’ culture and does not represent the essence of the game; it rewards the grind, but practice does not make perfect, it makes permanent. Golf is not a game with a lot of permanent quick fixes, you actually need to put in work, and knowing how to do this is easier with a simple, effective feedback device as provided by the present invention which actively utilizes the user's visual and spatial awareness, passively helps the user improve the ability to accurately acquire a target from a visual plane that is unnatural, utilizing the principles of contrast sensitivity training, color theory, and feedback elements allows the user to work on ball position consistently and in real time, as well as makes transitioning the skills to the course an easier process. Time is one of if not the primary excuse for most people regarding practice. The golf swing training systems 1, 101, 201 of the present invention are designed to help stop the use of this excuse as it is set up for very effective and efficient practice, that sets up minutes.

While the present subject matter has been described in detail with respect to specific exemplary embodiments and methods thereof, it will be appreciated that those skilled in the art, upon attaining an understanding of the foregoing may readily produce alterations to, variations of, and equivalents to such embodiments. For example, a number of elements described with respect to the golf swing training systems 1 can be interchanged with like elements of the golf swing training systems 101, 201a, 201b and vice versa. Accordingly, the scope of the present disclosure is by way of example rather than by way of limitation, and the subject disclosure does not preclude inclusion of such modifications, variations and/or additions to the present subject matter as would be readily apparent to one of ordinary skill in the art using the teachings disclosed herein. The scope of the invention should, therefore, be determined not with reference to the above description, but should instead be determined with reference to the appended claims, along with the full scope of equivalents to which such claims are entitled. The disclosures of all articles and references, including patent applications and publications, are incorporated by reference for all purposes. The omission in the following claims of any aspect of subject matter that is disclosed herein is not a disclaimer of such subject matter, nor should it be regarded that the inventor did not consider such subject matter to be part of the disclosed inventive subject matter.

Claims

1. A golf swing training system comprising:

an alignment guide rod comprising a first color on a top half of the alignment guide rod, and a second color on a bottom half of the alignment guide rod;

a ball position guide slidably carried on the alignment guide rod, wherein the ball position guide comprises a third color on a top half of the ball position guide and a fourth color on a bottom half of the ball position guide;

an extension rod carried by the ball position guide comprising an extended position extending out from the ball position guide, and a retracted position withdrawn into the ball position guide;

a pivot anchor carried at a first distal end portion of the alignment guide rod allowing the alignment guide rod to rotate around a fixed position anchored in ground at the first distal end portion of the alignment guide rod;

a lock anchor engaging a second distal end portion of the alignment guide rod and securing the second distal end portion to the ground in a fixed position to prevent further rotation at the pivot anchor;

a guide pad laterally spaced from the alignment guide rod, wherein the guide pad comprises a series of graduation markings defining a visual scale along a side surface of the guide pad;

a pad anchor engaging the guide pad and securing the guide pad to the ground;

an intermediate target line unit disposed between the alignment guide rod and the guide pad, wherein the intermediate target line unit comprises a retractable guide line comprising an extended position extending outward from a guide line housing, and a retracted position withdrawn into the guide line housing;

an intermediate target line anchor engaging a distal end of the retractable guide line and securing the retractable guide line to the ground in the extended position; and

a flight control guide rod disposed adjacent the intermediate target line unit, wherein the flight control guide rod, the intermediate target line unit, the retractable guide line, and the intermediate guide line anchor each comprise high contrast color different from the first color and the second color on the alignment guide rod and the third color and the second color on the ball position guide.

2. The golf swing training system of claim 1, wherein the ball position guide rotates about a longitudinal axis of the alignment guide rod.

3. The golf swing training system of claim 1, wherein the ball position guide comprises:

a first portion that has a first opening that receives the extension guide so that the alignment guide rod can slide within the opening; and

a second portion that is perpendicular to the first portion and has a second opening for receiving the extension rod.

4. The golf swing training system of claim 1, wherein a distal end of the extension rod has a disc-like target attached thereto.

5. The golf swing training system of claim 2, wherein the ball position guide comprises:

a first portion that has a first opening that receives the extension guide so that the alignment guide rod can slide within the opening; and

a second portion that is perpendicular to the first portion and has a second opening for receiving the extension rod.

6. The golf swing training system of claim 5, wherein a distal end of the extension rod has a disc-like target attached thereto.

7. The golf swing training system of claim 1, wherein the pivot anchor has an opening to receive the first distal end portion of the alignment guide rod.

8. The golf swing training system of claim 1, wherein the lock anchor comprises:

a middle portion that engages a portion of the top half of the alignment guide rod;

a first spike attached to an end of the middle portion; and

a second spike attached to a second end of the middle portion.

9. The golf swing training system of claim 1, wherein the first color is green and the second color is red.

10. The golf swing training system of claim 1, wherein the third color is green and the fourth color is red.

11. The golf swing training system of claim 9, wherein the third color is green and the fourth color is red.

12. The golf swing training system of claim 1, wherein the guide pad comprises a sloped surface with an opening that receives a golf tee.

13. An alignment system comprising:

an alignment guide rod comprising a first color on a top half of the alignment guide rod, and a second color on a bottom half of the alignment guide rod; and

a ball position guide slidably carried on the alignment guide rod, wherein the ball position guide comprises a third color on a top half of the ball position guide and a fourth color on a bottom half of the ball position guide.

14. The alignment system of claim 13, further comprising an extension rod carried by the ball position guide comprising an extended position extending out from the ball position guide, and a retracted position withdrawn into the ball position guide.

15. The alignment system of claim 14, wherein a distal end of the extension rod has a disc-like target attached thereto.

16. The alignment system of claim 13, wherein the ball position guide rotates about a longitudinal axis of the alignment guide rod.

17. The alignment system of claim 13, further comprising a pivot anchor carried at a first distal end portion of the alignment guide rod, wherein the pivot anchor includes an opening into which the alignment guide rod is inserted and allows the alignment guide rod to rotate around a fixed position anchored in ground at the first distal end portion of the alignment guide rod.

18. The alignment system of claim 17, wherein the opening of the pivot anchor is sized so as to allow the alignment guide rod to swivel about an axis perpendicular to a longitudinal axis of the alignment guide rod.

19. The alignment system of claim 17, wherein the opening includes a bottom rectangular-like portion that has a top central portion.

20. The alignment system of claim 17, further comprising a lock anchor engaging a second distal end portion of the alignment guide rod and securing the second distal end portion to the ground in a fixed position to prevent further rotation at the pivot anchor.

21. The alignment system of claim 20, wherein the lock anchor comprises a first post and a second post, wherein the first post and the second post define a space to receive the second distal end of the alignment guide rod.

22. The alignment system of claim 13, wherein the alignment guide rod comprises:

a first piece that has a threaded opening; and

a second piece that comprises a screw that engages the threaded opening.

23. A target line unit comprising:

a retractable target unit;

a retractable guide line that is attached to the retractable target unit, wherein the retractable target unit is able to retract the retractable guide line within a housing of the retractable target unit; and

a target line anchor to which the retractable guide line is attached.

24. The target line unit of claim 23, wherein the retractable target unit comprises a spindle that can rotate about an axis and the retractable guide line is wound around the spindle.

25. The target line unit of claim 24, the retractable target unit comprises a crank mechanism that when turned by a user results in the spindle turning and the retractable guide line being pulled into the housing.

26. The target line unit of claim 24, the retractable target unit comprises a spring mechanism employed with the spindle to spring-load the spindle such that when the user releases the guide line, the guide line returns to the housing due to rotation of the spring-loaded spindle.

27. A guide pad comprising:

a first surface of a body comprising a series of graduation markings defining a visual scale; and

a second surface of the body comprising a sloped surface at distal end portion of the second surface, wherein a golf tee opening is provided in the distal end portion for positioning a golf tee vertically with respect to the second surface.

28. The guide pad of claim 27, wherein the sloped surface is detachable with the body.

29. The guide pad of claim 27, wherein the body comprises a first magnet that is attracted to a second magnet of the sloped surface.

30. The guide pad of claim 27, wherein the first surface comprises a first magnet that is attracted to a second magnet of the body.

31. The guide pad of claim 29, wherein the first surface comprises a third magnet that is attracted to a fourth magnet of the body.

32. The guide pad of claim 27, further comprising a third surface comprising a second series of graduation marking defining a second visual scale.

33. The guide pad of claim 27, wherein the second surface comprises two rows of colored markings.

34. The guide pad of claim 27, having a storage area formed in a side of the body, wherein a first external feedback device and a second external feedback device are stored in the storage area, wherein the first external feedback device comprises a first magnet that engages a second magnet that is part of the second feedback device.

35. A golf swing training system comprising:

a first side comprising a half-cylindrical groove; and

a second side that is attached to the first side by a hinge, wherein the second side comprises a removable alignment support comprising an inner annular support.

36. The golf swing training system of claim 35, wherein the inner annular support is made of rubber.

37. The golf swing training system of claim 35, further comprising a rod attached to the inner annular support.

38. The golf swing training system of claim 35, wherein when the removable alignment support is removed from the second side, a foam cylindrical piece is attached to the second side.

39. A method of practicing a golf swing, the method comprising:

placing an alignment guide rod on a surface, wherein the alignment guide rod comprises a first color on a first half of the alignment guide rod, and a second color on a second half of the alignment guide rod;

placing a golf ball on a first side of the alignment guide rod;

a golfer taking a stance at a second side of the alignment guide rod opposite to the first side of the alignment guide rod; and

depending on a particular psychological state to be achieved by the golfer, the alignment guide rod is oriented so that the golfer sees one of the first color or the second color that will aid in the golfer achieving the particular psychological state.