U.S. patent application number 11/260727 was filed with the patent office on 2007-05-03 for football teaching system and method.
Invention is credited to Keno D. Driver.
Application Number | 20070099730 11/260727 |
Document ID | / |
Family ID | 37997160 |
Filed Date | 2007-05-03 |
United States Patent
Application |
20070099730 |
Kind Code |
A1 |
Driver; Keno D. |
May 3, 2007 |
Football teaching system and method
Abstract
A football teaching system and method is disclosed that promotes
rapid learning by novice football players who are thereby able to
better visualize offensive and defensive football formations and
correct stances for the individual positions thereof. The system
includes twenty-two life size, vertical, two-dimensional football
player models that can each be positioned at the appropriate places
in the field. The football player models are labeled with a
position name so that each position is easily identifiable.
Football players on the line may also be numbered for easy set up
by the novice players. Each football player model is in the correct
stance from a frontal and rear view, such as three-point or
four-point stance, as would be appropriate for the position. The
overall size of the football player models corresponds to the size
of the novices. The system of the present invention allows novice
football players to easily visualize opposing teams and team
members, as well as their placement and names for much quicker
understanding. Therefore, the coach can easily explain plays to
novice players in terms such as running between the left tackle and
left guard without confusing the novice players. The base portion
preferably includes a mount for holding the football player model
upright and may include an insertion member such as a spring-loaded
spike or other means such as a weight with rounded bottom that
biases the model to an upright position.
Inventors: |
Driver; Keno D.; (Houston,
TX) |
Correspondence
Address: |
KENNETH L. NASH
P.O. BOX 680106
HOUSTON
TX
77268-0106
US
|
Family ID: |
37997160 |
Appl. No.: |
11/260727 |
Filed: |
October 27, 2005 |
Current U.S.
Class: |
473/422 ;
434/247; 434/251; 473/438; 473/444 |
Current CPC
Class: |
A63B 2071/026 20130101;
A63B 69/345 20130101; A63B 2210/50 20130101; A63B 69/0002
20130101 |
Class at
Publication: |
473/422 ;
473/438; 473/444; 434/247; 434/251 |
International
Class: |
A63B 69/00 20060101
A63B069/00; A63B 69/34 20060101 A63B069/34 |
Claims
1. A system for teaching football to football learners on a field,
comprising: a plurality of football player models with a respective
frontal and rear view depicted on each of said plurality of
football player models; each of said plurality of football player
models being a similar average size as said football learners; each
of said plurality of football player models being representative of
respective football position; each of said plurality of football
player models being positionable on said field according to said
respective football position; each of said plurality of football
player models being depicted in a selected stance in said
respective frontal and rear view; each of said plurality of
football player models comprising hollow stands with a
substantially conical cross-section, said conical cross-section
further comprising a smaller cross-sectional width at a top portion
and a larger cross-sectional width at a bottom portion, and each of
said plurality of football player models defining an opening in
said bottom portion so as to be insertable into each to permit
stacking of said plurality of football players.
2. The system of claim 1, wherein said plurality of football player
models comprise a substantially flexible material.
3. The system of claim 1, further comprising an outwardly extending
flange at said bottom portion to provide a base to ensure stability
of each said football player model when positioned on said
field.
4. The system of claim 1, further comprising: defensive and
offensive teams formed by said football player models.
5. The system of claim 1, further comprising: a portion of said
plurality of football player models being depicted in a three point
stance for said respective frontal and rear views, and a portion of
said plurality of football player models being depicted in a four
point stance for said respective frontal and rear views.
6. The system of claim 5, further comprising: a portion of said
plurality of football player models being depicted in an upright
stance for said respective frontal and rear views.
7. The system of claim 1, further comprising: at least one label
associated with each of said plurality of football player
models.
8. The system of claim 7, wherein: said at least one label is
removable from a respective of said football player models.
9. The system of claim 7, wherein: said at least one label is
indicative of a football player position.
10. The system of claim 1, further comprising: at least one of said
plurality of football player models defining an aperture
therethrough to provide a handgrip.
11. A method for providing a teaching system for teaching football
to football learners on a field, comprising: providing that said
plurality of football player models may be positioned onto said
field by a handgrip, said football player models being sized
approximately the same as said football learners; providing that
said plurality of football player models are positionable into a
desired football position to form a football formation; providing
that said plurality of football player models are positionable
upright on said field; and providing that said plurality of
football player models are hollow and profiled so as to be
compactly stackable.
12. The method of claim 11, further comprising: providing that a
flange extends outwardly at a base of said plurality of football
player models to provide stability.
13. The method of claim 11, further comprising: providing said
football player models with a position label for instructing said
football learners of a position name relative to a specific
position.
14. The method of claim 11, further comprising: providing that said
plurality of football player models are made in one-piece
construction out of plastic or rubber.
15. The method of claim 11, further comprising: providing that said
plurality of football player models comprise a conical
cross-section to enhance said compact stacking.
16. A system for teaching football to football learners on a field,
comprising: a plurality of football player models mountable on said
field; each of said plurality of football player models being
representative of a respective football position; each of said
football player models being sized to correspond to a size of said
football learners; each of said plurality of football player models
being positionable on said field according to said respective
football position; a conical cross-section for said plurality of
football player models wherein said plurality of football player
models are hollow to permit stacking; and a base portion for each
of said plurality of football player models for mounting said
football player models such that said football player models are
positioned uprightly with respect to said field.
17. The system of claim 16, wherein said base portion further
comprises a base of said conical cross-section.
18. The system of claim 17, further comprising: a flange extending
outwardly from said base portion.
19. The system of claim 18, wherein said plurality of football
player models comprise a relatively pliable non-metallic material
formed in one-piece construction.
20. The system of claim 19, wherein said one-piece construction is
conducive to manufacturing said football players with a mold.
Description
BACKGROUND OF THE INVENTION
[0001] 1. Field of the Invention
[0002] The present invention relates generally to football
instruction and, more particularly, to apparatus and methods for
increasing learning speed and understanding of football
techniques.
[0003] 2. Description of the Background
[0004] Conventional football instruction provides for placing a
plurality of individuals at the various positions along the
line-of-scrimmage whereupon the various positions are assigned.
However, there are numerous positions for twenty-two players and it
is difficult, especially for a young novice, to learn and remember
what his and other respective positions are. More particularly, it
is extremely difficult for the novice to remember exactly where he
should move when a particular play is called.
[0005] The mere act of positioning twenty-two younger players in a
formation can be an exercise in frustration both for the players
and the coaches. Moreover, there is a significant time factor in
which learning of football techniques is required so as to give a
significant advantage for quick learning of football fundamentals.
The training normally begins only after a certain date, only
limited practice time is available, and the games must be played
according to a schedule of limited span of time. Thus, the learning
efficiency involved in teaching potentially confusing concepts can
often be an essential basic factor in winning or losing a
particular game and in having a winning or losing season.
[0006] There are numerous positions to learn within two different
opposing offense and defense units. For example, on a typical
offensive team each member has different tasks and duties that must
be learned. One individual is designated as the center, two
individuals are designated as the guards, two individuals are
designated as the tackles, two individuals are designated as the
ends, an individual is designated as the quarterback, two
individuals are designated as the halfbacks, and an another
individual is designated the fullback. Similarly, on the defensive
team, individuals are given positions as the defensive linemen,
linebackers, and in various positions within the defensive
backfield. To properly instruct football novices in the techniques
involved with the game of football, it has been necessary to teach
them about the twenty-two various positions so that each individual
will knows exactly where he or she should be positioned relative to
the other players. This is often difficult to quickly grasp. As
well, each position has a preferable, and sometimes required,
starting stance that must be learned and which may be different
from the starting stance that other positions use.
[0007] One problem with the dynamic aspects of carrying out play is
that the relative static starting positions of the players are not
well enough understood by novices so that communications relating
to a particular location are difficult to understand, e.g., the
play requires a run between the left tackle and left guard. When a
plurality of individuals are positioned on a playing field, each
being designated with a different position, it is difficult for a
novice in the game of football to remember exactly which position
the other individuals have been assigned. More particularly, it is
extremely difficult for the novice quarterback, halfbacks or
fullback to remember exactly where he should move when a particular
play is called. Therefore, if the quarterback decides that the left
half back should carry the ball between the left guard and the left
tackle it is sometimes difficult for the novice left halfback to
remember exactly where the left guard and left tackle is
positioned. Thus, confusion often arises and the individual who is
attempting to learn the game of football becomes frustrated and
disappointed. As this is a group function, a good deal of group
confusion can result in a team that is demoralized, does not show
up for even the limited time of practice, and therefore spirals
downwardly in relative ability as compared to other teams.
Moreover, if individual novice players do not learn the plays
within a short time, this failure to quickly understand impedes
progress of the team as a whole.
[0008] Consequently, there remains a need for a football teaching
system and method that permits an individual to quickly and
thoroughly learn and visualize the basic formation, and his and
others positions in it. In the amateur ranks it is also desirable
that the system be available at relatively reduced levels of
capital investment so that it is affordable by the team. Those
skilled in the art have long sought and will appreciate the present
invention which provides solutions to these and other problems.
SUMMARY OF THE INVENTION
[0009] The football teaching system and method of the present
invention was designed to optimize practices, greatly increase the
speed of learning and comprehension of novice players, and
significantly decrease the frustrations of novice players and their
coaches. The present invention overcomes the numerous problems
inherent in the traditional approach utilized in instructing a
group of players.
[0010] Therefore, it is one object of the present invention to
provide an improved football training aid which greatly simplifies
the understanding of basic techniques.
[0011] Another object of the present invention is to provide a
training aid which clearly depicts the exact position of both the
offensive and defensive players and may also depicts weaknesses or
strengths that may be observed or produced in the opposing team
formation, e.g., a hole in the defensive line.
[0012] Yet another object of the present invention is to provide a
training aid which enables a novice football player to understand
the positioning of the other players and to readily understand the
movement of various plays.
[0013] Yet another object of the present invention is to eliminate
the need of the linemen to stand in their various positions as the
backs practice a variety of different plays.
[0014] A feature of one embodiment of the invention is a shape that
is easily stackable for storage.
[0015] An advantage of the present invention is that a player can
get a feeling for his position and can easily see the name and
relative position of others.
[0016] Another advantage of the present invention is that the
action that a player must take can be easily explained and visually
understood or demonstrated in terms of the static, named, life-size
cutouts.
[0017] Another advantage of the present invention is that the
football models are easy to set up in the desired position.
[0018] These and other objects, features, and advantages of the
present invention will become apparent from the drawings, the
descriptions given herein, and the appended claims wherein is
disclosed a system for teaching football to football learners on a
field that comprises a plurality of football player models in two
dimensional form. Each of the plurality of football player models
being of a type useable for a respective football position. Each of
the plurality of football player models being positionable on the
field according to the respective football position and each of the
plurality of football player models being depicted in a selected
stance. The plurality of football players are sized according to a
respective size for the age of the football learners. The plurality
of football players are substantially conical or at become smaller
at the top and hollow so as to be stackable. The system includes
both defensive and offensive of the respective football positions.
A portion of the plurality of football player models are depicted
in a three point stance, a portion of the plurality of football
player models being depicted in a four point stance, while another
portion of the plurality of football player models being depicted
in an upright stance. Signs are associated with each of the
plurality of football player models. In one embodiment, at least
one of the signs is interchangeable with another position signs.
For improved transportability, one or more of the plurality of
football player models having a carrying element such as a
handle.
[0019] In operation, the method comprises lifting each of a
plurality of football player models and placing each of the
plurality of football player models in a desired football position
to form a football formation. The football player models may then
be mounted on the field, and shown to the football learners for
visually learning about the football formation.
[0020] In one mode, the football player models are positioned in a
defensive position having one or more holes for learning to look
for and to run an offensive play therethrough. The football player
models have a position name for learning of the position names
relative to a specific position. In another mode of operation, a
plurality of football player models are provided in linesmen
positions for teaching the football learners in backfield
techniques. It is desirable that the plurality of football player
models are provided in a size that corresponds to an age of the
football learners.
BRIEF DESCRIPTION OF THE DRAWINGS
[0021] FIG. 1 is an elevational frontal view of an offensive team
of life-size football models in accord with the present
invention:
[0022] FIG. 2 is an elevational rear view of the offensive team of
FIG. 1;
[0023] FIG. 3 is an elevational frontal view of a defensive team of
life-size football models in accord with the present invention;
[0024] FIG. 4 is an elevational rear view of the defensive team of
FIG. 3;
[0025] FIG. 5 is an elevational frontal view of a typical life-size
football model silhouette in accord with the present invention;
[0026] FIG. 6 is a side view, partially in section, of the football
model of FIG. 5;
[0027] FIG. 7 is a top view, partially in section, of the football
model of FIG. 5;
[0028] FIG. 8 is an elevational view of a football model mount in
accord with the present invention;
[0029] FIG. 9 is an elevational view, partially in section, of
another embodiment of a football model mount in accord with the
present invention;
[0030] FIG. 10 is an elevational view, partially in section, of
spring-loaded mounting shafts for securing the football model mount
of FIG. 9;
[0031] FIG. 11 is an elevational view of a model with spring-loaded
mounting shafts;
[0032] FIG. 12 is an elevational view of another embodiment of the
football model of FIG. 11 with spring-loaded mounting shafts;
[0033] FIG. 13 is an elevational view, partially in section, of a
football model with weight mounted in the base to keep the football
model in position and upright;
[0034] FIG. 14 is an elevational view, partially in section, of a
side view of the football model of FIG. 13;
[0035] FIG. 15 is an elevational front view of a pylon type
football player model in accord with another possible embodiment of
the invention;
[0036] FIG. 15A is a side view of the pylon type football player of
FIG. 15 along lines 15A-15A in accord with another possible
embodiment of the present invention;
[0037] FIG. 16 is an elevational rear view of a pylon type football
player model of FIG. 15 in accord with another possible embodiment
of the invention;
[0038] FIG. 16A is a side view of the pylon type football player of
FIG. 16 along lines 16A-16A in accord with another possible
embodiment of the present invention;
[0039] While the present invention will be described in connection
with specific embodiments, it will be understood that it is not
intended to limit the invention to those embodiments. On the
contrary, it is intended to cover all alternatives, modifications,
and equivalents included within the spirit of the invention and as
defined in the appended claims.
DESCRIPTION OF THE PREFERRED EMBODIMENTS
[0040] Referring now to the drawings, and more particularly to FIG.
1-4, some of the general concepts of football teaching system, in
accord with the present invention, are illustrated. FIG. 1 shows a
frontal view of offensive team 12 having the various typical
positions indicated therein and FIG. 2 shows the corresponding rear
view of offensive team 12. Preferably for reduced costs, offensive
and defensive teams use one or two common cutout two-dimensional
silhouettes or shapes, such as that illustrated in FIG. 5-FIG. 7 of
cutout or model 14. Different images, such as the three-point and
four-point stance can be painted onto the same silhouette of model
14, as discussed hereinafter. Alternatively a silk screen or other
inexpensive method of producing an image can be used. It is also
desirable to have at least one standing silhouette for the
positions which typically begin from a standing stance, as also
discussed hereinafter. By reducing the number of different
silhouettes require, manufacturing and storage costs are kept to a
minimum. However, if desired, more of the silhouettes of several
football models 14 could be different.
[0041] Reviewing the various models 14 shown, such as center 16, it
will be noted that each model 14 preferably has numbers on each
shoulder. Center 16 is the only player to have three numbers. The
numbers are used to allow novice team members to assemble the
offensive line 20 in their correct positions. Thus, center 16 has a
"0" (zero) to indicate it is the middle position. This is easy to
remember. Center 16 has a "1" on one shoulder, its left shoulder,
and a "2" (two) on its opposite shoulder, the right shoulder. The
"1" corresponds to another "1" on the shoulder of the adjacent left
guard 22 so that a novice merely has to match "1" with "1" to place
left guard 22 in proper perspective with the center 16. Left guard
22 has a "3" on its opposite shoulder that will match to the "3" on
the shoulder of left tackle 24. Left tackle 24 has a "5" on its
opposite shoulder that will match the "5" on the shoulder of left
tight end 26. Thus, a novice group of players can quickly learn to
assemble the left side of offensive line 20. Likewise, right guard
28 has a "2" and a "4" on its shoulders, right tackle 30 has a "4"
and a "6" on its shoulders, and right tight end 32 has a "6" and an
"8" on its shoulders, respectively. These numbers can be easily
matched by novice team members, including school children age
players, to build the right side of offensive line 20 in the same
manner as discussed previously with respect to the left side of
offensive line 20. It will also become clear to novice players in
putting up the line that all offensive team members are in a
straight line along the line of scrimmage and lined up with ball
18.
[0042] These numbers on the shoulders of the models 14 may be
permanently attached to the models 14 or the numbers may be
removable, for reasons discussed hereinafter. For instance, the
shoulders may have a hook and ladder type connection, e.g.,
VELCRO.RTM. connection, for attaching the numbers. Other connecting
means could also be used such as zippers, buttons, and the like.
The numbers may be used on the rear of the models 14 as shown in
FIG. 2 either in addition to or instead of use of the numbers from
the front view as per FIG. 1. It will be noted that the numbers on
the rear of the models 14 corresponds to the number on the front of
the models 14.
[0043] The models 14, such as center 16, are pictured front and
rear, see FIG. 2, in an ideal stance for easy learning and
remembering of the desired stance for the particular position. For
instance, center 16 is ideally in a squat position, with head
straight with both hands on the football. Center 16 preferably is
the only model 14 shown to have contact with football 18. The
football is held firmly by center 16 on the line of scrimmage and
is position between the legs of the center 16. From the frontal and
rear view, it can be seen that the legs are spread out so that the
feet are closely adjacent to the feet of the adjacent position to
thereby improve the blocking effect. Thus, the models 14 are used
to teach not only the relative position or location on the field
but also the proper stance of the particular position.
[0044] The word or label "center" is printed in the middle of chest
area 34 of center 16 as per FIG. 1 and at the rear of models 14 at
an easily viewed position such as position 36 on the buttocks so
that center 16 is easily identifiable from both sides. The word or
label "center" may be permanently mounted on center 16 or it may be
attached by various removable means such as buttons, zippers, clear
pouches, or hook and ladder type connectors, just as the numbers on
the shoulders. The purpose behind this is that it may be desirable
for the name tags to be removable for various reasons. For
instance, in manufacturing it will be less expensive to produce
each model 14 as identical as possible. Thus, where possible, as
with guards, tackles, and fullback 72 (no shoulder numbers), the
models will be virtually identical except for labels and shoulder
numbers thereby reducing manufacturing costs. Another purpose
served would be to allow novice team players to be tested by having
to place the labels in the proper position, thereby providing the
coach with feedback as to whether the player has actually learned
the names of the positions or not. Other purposes and uses for
removable name tags would also no doubt be developed by those using
the system of the present invention.
[0045] Going over other models in FIG. 1 and FIG. 2, right guard 28
is the first player to the right of the center. As discussed above,
the number two (2) is on the left shoulder and the number four (4)
is on the right shoulder. The word or label "Right Guard" appears
in middle chest area 38 from the front and preferably on the
buttocks at position 40 from the rear view. Right guard 28 is in a
squat position, feet apart, with both hands on the ground, with the
head held up and looking in a straight line. It will be understood
that a visual picture constantly available for viewing is very
helpful for novice players. The rear view shows the number two (2)
on the left shoulder and the number four (4) on the right shoulder.
From the rear view, the feet are spread apart, both hands on the
ground, fingers in a curved position with the thumbs acting as
support. The head is in a straight line forward and substantially
even with the shoulders.
[0046] Right tackle 30 of FIG. 1 is the second player to the right
of center 16. On the right shoulder is the number six (6). The
number four (4) is embedded in the left shoulder. The word or
"Right Tackle" is written in the middle of chest area 42. The head
is held straight and both eyes are focused. The knees are slightly
bent with both hands on the ground.
[0047] The rear view of right tackle 30 in FIG. 2 shows the number
four (4) on the left shoulder and the number six (6) on the right
shoulder. The word "Right Tackle" is written preferably on buttock
region 43. Right tackle 30 is in a bent position, with head and
shoulder evenly aligned, both hands on the ground.
[0048] Right tight end 32 is the third player to the right of the
center 16. The frontal view of FIG. 1 shows the number eight (8) on
the right shoulder. On the left shoulder is the number six (6). The
word "Right Tight End" is preferably centered on the chest at
region 44. The right arm is held in a ninety degree angle with
clenched fist. The left arm is anchored on the ground. The head is
held straight with both eyes focused. Tight end 32 is also in a
squat position.
[0049] The rear views of right tight end 32 shows the number six
(6) on the left shoulder and the number eight (8) on the right
shoulder. The words "Right Tight End" preferably appear in the
center of the buttock such as region 46. The right arm is held in a
90 degree angle with clenched fist. The left hand is planted firmly
on the ground. Tight end 32 is also in a squat position with both
feet spread apart.
[0050] Left guard 22 of FIG. 1 is the first player to the left of
the center 16. The number one (1) is on the right shoulder and the
number three (3) is on the left shoulder. The word "Left Guard"
preferably appears in the middle chest area in region 48. Left
guard 22 is in a squat position, feet apart, with both hands on the
ground, with the head held up and looking in a straight line:
[0051] The rear view of left guard 22 of FIG. 2 shows the number
three (3) on the left shoulder and the number one (1) on the right
shoulder. The word "Left Guard" is preferably written on the
buttock at region 50. The feet are spread apart, both hands on the
ground, fingers in a curved position with the thumbs acting as
support. The head is in a straight line even with the
shoulders.
[0052] Left tackle 24 of FIG. 1 is the second (2) player to the
left of the center 16. On the right shoulder is the three (3). The
number five (5) is embedded in the left shoulder. The word "Left
Tackle" is preferably written in the middle of the chest area at
region 52. The head is held straight and both eyes are focused. The
knees are slightly bent with both hands on the ground.
[0053] The rear view of left tackle 24 in FIG. 2 shows the number
five (5) on the left shoulder and the number three (3) on the right
shoulder. The word or label "Left Tackle" is preferably written on
the buttock at region 54. Left tackle 24 is in a bent position,
with head and shoulder evenly aligned, both hands on the
ground.
[0054] The frontal view of left tight end 26 shown in FIG. 1 is the
third player to the left of the center 16. The frontal view shows
the number seven (7) on the left shoulder. On the right shoulder is
the number five (5). The word or label "Left Tight End" is centered
on the chest preferably at region 56. The left arm is held in a
ninety degree angle with clenched fist. The right arm is anchored
on the ground. The head is held straight with both eyes focused.
The Left Tight End is also in a squat position.
[0055] The rear view of left tight end 26 in FIG. 2 shows the
number seven (7) on the left shoulder and the number five (5) on
the right shoulder. The words "Left Tight End" appears in the
center of the buttock at region 58. The left arm is held in a 90
degree angle with clenched fist. The right hand is planted firmly
on the ground. The Left Tight End is also in a squat position with
both feet spread apart.
[0056] In some cases, a wide receiver may be found as the last
player on the offensive line of scrimmage. If used, then the
frontal view shows the word "Wide Receiver" is centered on the
chest. The Wide Receiver is in an upright sprint position with the
head slightly high.
[0057] In the frontal view of FIG. 1, quarterback 60 is positioned
behind the center 16 and has the word "Quarterback" printed in the
middle of the chest area at region 62. He is in an upright stance
with both hands extended forward in a ready position to received
the football. The rear view from FIG. 2 shows the word
"Quarterback" preferably positioned in the middle of his shoulder
pads at region 64.
[0058] Halfback 66 is positioned behind quarterback 60 as indicated
in FIG. 1 or FIG. 2. Halfback 66 will have the words "Halfback"
printed preferably in the middle of the chest area of the player at
region 68. Like one of the tight ends, halfback 66 will be in a
three-point stance with one hand anchored to the ground. The rear
view of FIG. 2 shows halfback 66 in a three (3) point stance and
the word "Halfback" appears in the center of the buttock at region
70.
[0059] Fullback 72 is positioned behind quarterback 60 as indicated
in FIG. 1 or FIG. 2. Fullback 72 will have the words "Fullback"
preferably printed in the middle of the chest area of the player at
region 74. Like several linemen as discussed earlier, fullback 72
is in a four-point stance with both hand anchored to the ground.
The rear view of FIG. 2 shows fullback 72 in a four (4) point
stance and the word "Fullback" appears in the center of the buttock
at the region 76.
[0060] In the frontal view of FIG. 1, tailback 78 is positioned
behind quarterback 60. Tailback 78 will have the words "Tailback"
printed in the middle of the chest area of the player preferably at
region 80. Tailback will be in a upright stance with both hands
resting on its thigh pads.
[0061] In a rear view as per FIG. 2, tailback 78 in a upright
stance and the word "Tailback" appears in the center of the
shoulder pads at the region 82.
[0062] Referring now to FIG. 3 and FIG. 4, there are seen the
various models 14 used for the defensive team 13.
[0063] Defensive tackles 102 have the word "Defensive Tackle" on
the center of the chest at region 104. Like several previous models
14, the right arm is held in a ninety degree angle with clenched
fist and the left arm is anchored on the ground to provide a three
point stance. The head is held straight with both eyes focused. The
Defensive Tackle is also in a squat position.
[0064] The rear view of FIG. 4 shows the words "Defensive Tackle"
on the center of the buttock at the region 106. The Defensive
Tackle has both feet spread apart. Preferably two defensive ends
108 are positioned as indicated in the frontal view of FIG. 3
wherein each defensive end 108 preferably shows the word "Defensive
End" on the center of the chest at region 110. Defensive end 108 is
in an upright position with both hand extended forward and legs
spread apart in a wide stance. The head is held straight with both
eyes focused. Optionally, the right arm may held in a ninety degree
angle with clenched fist while the left arm is anchored on the
ground. In FIG. 4 each defensive end 108 shows the words "Defensive
End" on the center of the buttock or top of the shoulder. The right
arm is held in a 90 degree angle with clenched fist. The left hand
is planted firmly on the ground. The Defensive End is also in a
squat position with both feet spread apart.
[0065] Defensive middle linebackers 112 are positioned behind the
defensive line as indicated in FIG. 3 and FIG. 4. Defensive middle
linebackers 112 have the word "Middle Linebacker" printed in the
middle of the chest area at region 114. Defensive middle
linebackers 112 are preferably in an upright stance with both hands
extended forward. Rear view FIG. 4 shows the words "Middle
Linebacker" printed in the middle of the shoulder pads at region
116.
[0066] In FIG. 3 a frontal view of defensive outside linebackers
118 is shown. Defensive outside linebackers 118 have the word
"Outside Linebacker" printed in the middle of the chest area at
region 120. They are in an upright stance with both hands extended
forward. A rear view from FIG. 4 shows the words "Outside
Linebacker" printed in the middle of the shoulder pads at region
122.
[0067] In FIG. 3 a frontal view of cornerbacks 122 and safety 124
is shown in a typical respective position with respect to other
defensive players. These defensive players will have the word
"Cornerbacks" and "Safety", respectively, printed in the middle of
the chest area at respective positions 126 and 128. In FIG. 4 a
rear view is show cornerbacks 122 and safety 124 with respective
labels at 130 and 132. They are in an upright stance. Cornerbacks
122 preferably have one hand extended forward and one hand resting
on its thigh.
[0068] The above stances are the presently possible stances and are
typical of those used for the respective positions. Should
different stances be preferred, cut-outs or models players can be
manufactured in those stances. The above is simply given as one
possible embodiment of the invention and those skilled in the art
may possibly make changes therein that are still intended to be
covered by this specification, including the claims appended
hereto.
[0069] FIG. 5-7 discloses some features of model 14 aside the view
found thereon. In FIG. 5, a basic shape or outline is provided that
may be used for models that are in the 3-point or 4-point stance
discussed above. The same or preferably a taller model 14 is
preferably used for those models in standing positions as noted
above. Model 14 may be mounted by various types or placements of
shoes or stand 150 as discussed subsequently along with other some
other possible mounting techniques. A top view of model 14 in FIG.
7 and side view is shown in FIG. 8 shows that model 14 is
essentially a two-dimensional figure because the width is quite
small as compared to the length and breadth and images are
preferably shown only on the front and back. The width will be
selected for sufficient strength depending on the type of material
used. Plastic, wood, or metal sheet or other materials could be
used and would be selected for strength, manufacturing costs, and
ease of transportation. The interior may be filled if desired with
light weight material such as foam. For instance, the width may be
1 inch whereas the height is 30 to 70 inches, depending on the size
players. However in the weight mounted embodiment of FIG. 13 and
FIG. 14, the width may preferably be somewhat wider but still
appear substantially rectangular from the side so as to form a 2-D
figure. The breadth from the frontal or rear view may range
approximately from 15 to 40 inches. In other words, models 14 are
essentially, flat two-dimensional cut-outs for each position
represented. Preferably handles are available for easy carrying and
a presently inexpensive handgrip 152 is simply provided through
head or upper portion 154.
[0070] FIG. 8 discloses a possible shoe or stand 150 and model foot
or edge region 156 with notches or grooves 158 for slidably mating
by insertion into clamp portion 160 in shoe or stand 150. In this
embodiment, stakes, screws, or the like 162 may be used for
securing shoe or stand 150 to the ground by insertion through holes
161, if necessary due to high winds. Shoes or stands 150 can be
selected to have a substantial length (one to two feet), if
desired, to typically avoid the need for stakes during normal
weather conditions. As well, poles could be used with the model
being mounted therebetween, if desired.
[0071] FIG. 9 discloses one possible embodiment using spring-loaded
stakes 164 in shoes or stand 150. Spring-loaded stakes 164 are
normally in an up position due to spring 166 but may be compressed
by stepping on pad 166. At a desired depth preferably spring-loaded
lock members 168 snap into a locking position to hold rods 170 in a
locked or extended position. Lock members 168 could be rods, pins
or other members. In this embodiment, lock members easily release
by pressing on lock tabs 172 to release rod 170. Lock tabs 172 are
biased by spring 174. FIG. 10 depicts a larger view of
spring-loaded stakes 164. A notch or hole 180 may be used at a
desired position along rods 170 into which detent or rod or catch
182 after rod 170 is extended a certain distance downwardly. As
indicated in FIG. 9, to connect foot or edge 156 a spring-loaded
pull down member 176 is used in this embodiment. Pull down member
176 is biased upwardly and may be pulled down and rotated ninety
degrees to fit into latch groove 178.
[0072] In FIG. 11, model 14 is shown with spring-loaded stakes 168
positioned in a central portion 186 of model 14. In the embodiment
of the invention shown in FIG. 12, model 14 is shown with
spring-loaded stakes 168 at a more outwardly position and
permanently secured to model 14. In this embodiment, one
spring-loaded stake is extended such that rod 170 extends into the
earth to secure model 14 in position.
[0073] FIG. 13 and FIG. 14 show another possible embodiment of the
invention that includes model 214. Model 214 is shaped from the
front and rear substantially the same as model 14 and embodiments
thereof discussed hereinbefore. Model 214 is held in position on
the field by weight 216 in base portion 218 and is also held
upright thereby as discussed below. Base portion 218 may be built
to include other types of weights but preferably includes chamber
or section 220 formed therein that may be filled with weighting
material such as sand, gravel, or the like. For this purpose, if
desired, an opening may be provided in the bottom or side 223 of
base portion 218 with opening means such as zipper 222 shown in
FIG. 14. As well, the opening for filling could be a plug or the
like that would give internal access to section 220. Although
weight would add to shipping costs, model 214 could be made with
the weight permanently in position, as desired.
[0074] In upper section 226, model 214 is preferably substantially
filled with lightweight material such as foam or other lightweight
material. An outline of foam filling is indicated by 227 that may
include stitching or the like to hold material, such as vinyl or
other flexible, long-lasting and durable material, in surrounding
relationship to the foam interior. The foam is preferably of a type
that is somewhat flexible as well as light weight, such as rubber
or plastic foam. The foam can be sufficiently firm to maintain the
shape of model 214 rather than depending on an external outer
region therefore.
[0075] In the embodiment of FIGS. 13 and 14, the width of model 214
may tend to be wider so that sufficient weighting material can be
positioned at base portion 218 for more stability. However, the
width is preferably kept to a minimum to reduce storage space.
Preferably the weighting material is kept as close to the ground as
possible for maximum effect. Model 214 therefore is held in an
upright position by gravity acting on rounded bottom 224 as a
biasing element to bias model 214 into an upright position. Bottom
224 preferably is rounded and may be rounded more or less
semicircularly or arc-shaped, as desired. Some flattening of the
arc defined by 224 may be used to increase upright stability, if
desired. Increasing stability can also be accomplished by
increasing the width. The point is that Model 214 will typically
preferably automatically right itself if knocked down. Thus, if
contact is made, either intentionally or unintentionally, with
model 214 so as to knock it down, then model 214 simply rights
itself automatically as the weight acts as a biasing element, by
action of gravity, that tends to urge rounded bottom 224 to center
in the general region of center point 228. If model 214 is made
with durable materials, then model 214 can be designed to be
knocked down repeatedly as desired. The light weight upper material
is preferably resiliently firm enough to maintain its shape and the
weighting material in base 218 returns model 214 to an upright
position each time it is knocked down.
[0076] After filling of chamber 220 with weighting material such as
sand, the sand will tend to conform to bottom 224 to have a
substantially semi-circular cross-section or at least an arc-shaped
cross-section. A steel or lead bar or other weight might also be
inserted into a smaller chamber 220 to provide the same effect and
with sufficient material to support and cushion the weight. As with
other embodiments, model 214 is preferably made from a durable and
somewhat pliable so that contact, either accidental or purposeful,
will not be harmful.
[0077] FIGS. 15, 15A, 16 and 16A disclose football player model 300
which comprises another embodiment of the invention. In addition to
other features discussed hereinbefore, football player model 300 is
three-dimensional and hollow with a profile that preferably
gradually and/or smoothly decreases in size. In this way, multiple
football player models 300 can simply be stacked on top of each
other by inserting each model into the bottom of another model.
This permits compact storage of the football player models. In one
preferred embodiment, aperture 302 provides a convenient handgrip.
Football player model 300 may also comprise flange 304 at the
bottom thereof so as to be stable on a football field. If desired,
flange 304 or other portions of player model 300 may be weighted
for stability. Flange 304 may also be provided with holes for
stakes. Flange 304 may also comprise skids, rather than purely flat
surfaces as shown. Preferably, football player 300 comprises
flexible synthetic material which is long-lasting and durable such
as, for example only, rubber, rubber-like, or plastic materials. If
desired, the numbers, names, figures and the like may be
permanently formed on the surfaces of football player model
300.
[0078] In operation, an embodiment of the present invention, a
method is provided to assist coaches to help little league, junior
high, high school, and other football players visualize their
positions (both offensive and defensive) through the use of a set
of preferably twenty-two life-sized (little league to adult)
durable plastic (wood, metal or other) cut-outs of uniformed
players in proper position and stance for their individual
positions in different offensive and defensive formations and
plays. It may be sufficient for some to have silhouettes or models
with the names of the positions printed thereon.
[0079] In another embodiment, preferably a method is given to
provide a turn key teaching system with preferably twenty two
life-size football cut-outs of various stances and positions (such
as five 3 point stances, four 4-point stances, two tight ends, one
quarterback, one center, and ten upright stances) that feature
carrying (handle) slots, interchangeable numbers and position signs
with hook and loop fasteners, such as VELCRO.RTM. fasteners or
other suitable fasteners (magnetic, clamp, etc), a footing support
stand, and an offensive and defensive play book.
[0080] For handling and storage, opening 154, preferably in the
tops of the helmets may be used for gripping and lifting. At the
end of practice, the stand may be removed and/or stacked for easy
storage.
[0081] The foregoing disclosure and description of the invention is
illustrative and explanatory thereof, and it will be appreciated by
those skilled in the art that various changes in the size, shape
and materials, as well as in the details of the illustrated
construction or combinations of features of the various football
teaching system elements, may be made without departing from the
spirit of the invention.
* * * * *