U.S. patent application number 13/088332 was filed with the patent office on 2011-10-20 for surfing instruction apparatus and method.
This patent application is currently assigned to WAVEDRIVE SYSTEMS, INC.. Invention is credited to Dainuri Rott.
Application Number | 20110256518 13/088332 |
Document ID | / |
Family ID | 44788465 |
Filed Date | 2011-10-20 |
United States Patent
Application |
20110256518 |
Kind Code |
A1 |
Rott; Dainuri |
October 20, 2011 |
SURFING INSTRUCTION APPARATUS AND METHOD
Abstract
Riding a surfboard on sizeable waves is generally very demanding
and time-consuming to learn. Beginners tire quickly when paddling
against incoming surf and repeatedly fall when first learning to
catch and ride waves. A motorized surfboard wirelessly controllable
by the instructor, the student, or both facilitates instruction and
practice on a floating board moving at variable speeds in a
relatively safe, controlled calm-water setting. This system
provides an intermediate learning environment between dry land or
still water and the vastly more challenging ocean surf. Later, in a
surf zone, the board's motor propulsion assists with paddling so
that the student can concentrate on wave-riding. Inland-dwelling
students can use this system to learn to ride a board on an
existing nearby lake, river, or large swimming pool before a
holiday trip to the seashore or an artificial-surf pool.
Inventors: |
Rott; Dainuri; (Palo Alto,
CA) |
Assignee: |
WAVEDRIVE SYSTEMS, INC.
Redwood City
CA
|
Family ID: |
44788465 |
Appl. No.: |
13/088332 |
Filed: |
April 16, 2011 |
Related U.S. Patent Documents
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Application
Number |
Filing Date |
Patent Number |
|
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61325274 |
Apr 16, 2010 |
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Current U.S.
Class: |
434/247 |
Current CPC
Class: |
B63B 32/10 20200201;
A63B 69/0093 20130101 |
Class at
Publication: |
434/247 |
International
Class: |
A63B 69/00 20060101
A63B069/00; B63B 35/79 20060101 B63B035/79 |
Claims
1. Apparatus for surfing instruction, comprising: a motorized
surfboard with a propulsion system and a wireless receiver
configured to control the activation state of the propulsion
system, and an instructor's wireless transmitter in communication
with the wireless receiver to control the propulsion system, where
the instructor's wireless transmitter is configured to control a
motion of the motorized surfboard through water from a position off
the motorized surfboard.
2. The apparatus of claim 1, further comprising a rider's wireless
transmitter in communication with the wireless receiver to control
the propulsion system from a position on the motorized
surfboard.
3. The apparatus of claim 2, where the rider's wireless transmitter
is wearable and comprises actuators positioned on a rider's
transmitter-operating hand.
4. The apparatus of claim 2, where: the wireless receiver is
configured to recognize an override signal taking precedence over
any other wireless signal received, and the instructor's wireless
transmitter is configured to transmit the override signal following
an instructor's demand.
5. The apparatus of claim 2, further comprising a wireless
communication link between the rider's wireless transmitter and the
instructor's wireless transmitter.
6. The apparatus of claim 5, where the wireless communication link
comprises a voice channel.
7. The apparatus of claim 1, further comprising: a board-data
transmitter embedded in the motorized surfboard, configured to
transmit information collected by integrated sensing elements, and
a board-data receiver configured to receive the information from
the board transmitter and accessible to at least one of the
instructor and the rider, a processing element configured to
interpret the information from the board-data receiver, and an
output device to present the information interpreted by the
processor in a human-comprehensible form.
8. The apparatus of claim 7, further comprising a storage element
connected to the processor and configured to store the information
interpreted by the processor.
9. The apparatus of claim 7, where the information comprises one of
the group consisting of fuel level, battery charge level, motor
power level, board speed, temperature, and board pitch or roll
angle, and the output device comprises one of the group consisting
of a real-time display, a display associated with the storage
element, an audio speaker, and a haptic transducer.
10. The apparatus of claim 1, further comprising an auxiliary
wireless transmitter remote from, but communicating with, at least
one of the group consisting of the motorized surfboard, the rider's
wireless transmitter, and the instructor's wireless
transmitter.
11. A method for surfing instruction using the apparatus of claim
1, comprising: placing the motorized surfboard of claim 1 in a
natural or human-made body of water; arranging for a student to
mount the motorized surfboard; using the instructor's wireless
transmitter of claim 1 to activate the propulsion system of claim 1
and cause the motorized surfboard, carrying the mounted student, to
move across the surface of the water.
12. The method of claim 11, further comprising instructing or
observing the student in the practice of at least one of surfing
balance, paddling, wave-catching, takeoff, pop-up, weight-shifting,
or maneuvering on the motorized surfboard as the propulsion system
moves the motorized surfboard across the surface of the water.
13. The method of claim 11, where the water is too calm for
unmotorized surfing.
14. The method of claim 13, further comprising at least one of:
operating the propulsion system at variable speeds according to the
student's skill level, operating the propulsion system in a pulsed
or otherwise variable mode to simulate the changing forces of waves
and currents, and directing the propulsion system to work against
the student's paddling to build strength for paddling against
incoming waves.
15. The method of claim 11, further comprising recording at least
one of the instructions given to the student, the student's
comments, and the student's performance.
16. The method of claim 11, further comprising at least one of
monitoring information from a board-data transmitter, and recording
information from the board-data transmitter to review with or
without the student at a later time.
17. The method of claim 11, further comprising: providing a rider's
wireless transmitter to the student, and teaching the student to
control the propulsion system using the rider's wireless
transmitter while riding the motorized surfboard.
18. The method of claim 17, further comprising communicating with
the student over a wireless link between the instructor's wireless
transmitter and the rider's wireless transmitter while the student
is on or near the motorized surfboard.
19. The method of claim 17, further comprising taking control of
the motorized surfboard from the student by activating an override
switch on the instructor's wireless transmitter.
20. The method of claim 11, where the water has waves of a suitable
size for unmotorized surfing, and further comprising at least one
of: using the propulsion system to propel the motorized surfboard
against breaking waves to reach a zone of sloping swells, using the
propulsion system to reach a necessary speed for catching a wave,
and controlling the propulsion system to help the student evade
hazards in the water.
Description
RELATED APPLICATIONS
[0001] This application claims priority to provisional U.S.
61/325,274, filed 16 Apr. 2010. Another related application is U.S.
Ser. No. 13/026317, "Electric Powered Surfboard Propulsion and
Control Systems," filed 14 Feb. 2011 and concurrently filed as
PCT/US11/24700.
FEDERALLY SPONSORED RESEARCH AND DEVELOPMENT
[0002] None
APPENDICES
[0003] None
BACKGROUND
[0004] Related fields include specialized systems and devices for
teaching athletic activities, education and demonstration of wave
motion, and physical education for developing and testing
coordination. The particular focus is instruction in surfing
(balancing on a floating board while it moves across a water
surface) using remote control of a self-contained propulsion system
integrated in the board.
[0005] Many forms of surfing have developed since the mid-20th
century. Body surfing, body board surfing, kayak surfing, standup
paddle surfing, windsurfing, and kite-surfing are a few examples.
The ancestor and best-known of all these surfing variations, and
what is customarily meant by the unmodified term "surfing," is the
riding, typically in a standing position, of a wave as it crests
and breaks. This practice--variously viewed as a ritual, an art, a
pastime, and a competitive sport--developed in Polynesia, and
possibly independently on the western coast of South America,
before European contact.
[0006] The traditional surfing "longboard" is 2.4 m or longer,
rounded at the nose, tapered or rounded at the tail, and may have
one or more skegs (perpendicular fins) on the bottom.
"Shortboards," developed in the 1960's are typically 1.5-2.1 m,
with pointed noses and 2-5 skegs. While shortboards can be highly
maneuverable by a skilled surfer on the right kind of board,
longboards are more stable in the water and thus typically
preferred for teaching beginners.
[0007] Even on the more stable longboard, surfing is a very
difficult skill to learn. The process of riding a wave involves:
[0008] 1. Paddling out to the sloping swells. A surfer needs to
catch a wave before its front face becomes vertical. This requires
wading in from the shore, mounting the board in a prone, kneeling
or sitting position, then paddling and "duck-diving" through
approaching broken and cresting waves ("whitewater surf") until
reaching the sloping-swell zone. Although moderate skill and
coordination is needed, this stage is very demanding of endurance
and strength. [0009] 2. Catching a wave. The surfer chooses a
promising swell and paddles the surfboard to reach the
ever-steepening wave at a time, position, and angle for the wave
face to properly accelerate the board. Typically the surfer lies
prone and paddles with great intensity ("takes off") to meet the
chosen wave. When the acceleration of the wave takes over, the
surfer need paddle no longer: he has "dropped in" the wave. This
stage requires a burst of strength and speed, combined with
excellent timing and agile maneuvering. [0010] 3. Popping up to a
standing position on the board. Once the surfer has dropped in, she
immediately executes the "pop-up:" Maintaining her balance on the
moving board, she quickly transitions from the prone position all
the way to standing. This stage requires agility, flexibility, and
dynamic balance as the slope and speed of the wave continue to
develop. [0011] 4. Maneuver and trim. Once standing, the surfer
must position the surfboard in the wave as it grows and crests. He
may move his center of gravity to the left or to the right to
execute turns, or back and forth to "trim" (flatten the plane of
the board to gain speed) or to slow down by raising the nose. This
stage requires coordination, timing, dynamic balance, and a keen
awareness of changing peripheral conditions.
[0012] As can be imagined, putting all these skills together
generally requires much practice, usually accompanied by guidance.
Although some individual steps--the pop-up motion, for
instance--may be practiced on land or in stationary water, almost
all prior surfing instruction depended on access to waves of
sufficient size and energy to catch and ride while standing.
Because beginners will initially fall off the board ("wipe out")
repeatedly, a sandy beach is much more appropriate than a rocky
coastline or concrete seawall) is highly desirable. Even in such
places, weather and tidal conditions vary the character of the
waves by the day or by the hour so that they are frequently either
too rough or too calm; Hawaiian kahuna priests even have
traditional prayers to summon good surfing waves.
[0013] Comparison with another aquatic adventure activity is
helpful here: SCUBA (Self-Contained Underwater Breathing Apparatus)
diving students almost always initially learn in the safe and
predictable environment of a swimming pool. Only after learning the
moves and getting familiar with the equipment does the student
venture into the uncontrolled setting of the ocean (or other large
body of water). With the exception of elaborate, high-maintenance
"wave pools" at a handful of expensive parks and resorts, a
similarly safe and predictable initial learning environment has not
been available for the beginning surfing student. Anecdotal
evidence from surf school owners is that approximately half of the
beginning students give up after only a few lessons because of the
difficulty of paddling very hard, feeling the surfboard drop-in to
the wave, and then immediately executing a popup and maneuvering
the board into trim.
[0014] Therefore, surf instructors and their students would benefit
from a system that provides an intermediate learning and practice
environment between dry land and uncontrolled natural waves.
Preferably, such a system would be affordable and capable of
sharing available resources rather than requiring extensive
dedicated construction and constant skilled maintenance.
SUMMARY
[0015] An apparatus for surfing instruction includes a motorized
surfboard (MSB) designed to look, feel, and behave like a
conventional unmotorized surfboard such as a longboard. The board's
motor responds to signals reaching an on-board wireless receiver
(OBWR). A rider's wireless transmitter (RWT) is controlled by
actuators that are easy to reach and identify without looking. The
RWT assembly is lightweight and does not interfere with a wearer's
balance, speed, or range of motion. An instructor's wireless
transmitter (IWT) is also easy to operate without looking but may
have a different configuration than the RWT. Both the RWT and the
IWT are configured to communicate with the OBWR, and in some
embodiments with each other.
[0016] Each wireless transmitter is a physically separate device,
not mechanically coupled to the MSB. Operator control signals, such
as "on/off" or "accelerate/decelerate," are received by the OBWR
and translated to corresponding control signals for the propulsion
motor. An RWT, an IWT, and one or more auxiliary transmitters may
be used individually or together for various purposes in the
teaching process.
[0017] In some embodiments, the IWT is identical to the RWT. In
other embodiments, the IWT may include additional control features,
longer signal range, or the capability to override the RWT
(analogous to a driving or aviation teacher's set of controls). The
IWT may differ from the RWT in size, shape, design or user
interface. For example, the instructor's wireless transmitter could
be a portable high-power "console" operated from a nearby pier
where the instructor could observe and assist the student, perhaps
also using a wireless voice link to the student on the board in the
water. The student's corresponding voice link could be incorporated
in the RWT, or in a separate waterproof wireless headset or
bone-conduction earpiece, or even in a waterproof amplified speaker
in the surfboard. Alternatively, an instructor's "console"
interface could consist of software running on a computer with the
IWT connected as a peripheral input/output device. Such a computer
(portable in most embodiments) could also be configured to capture,
store, and process data from, for example, a video camera recording
the lesson, an audio feed from the voice link, or MSB data from an
on-board transmitter. Audio, video, mechanical, environmental, and
propulsion-control data recorded by the software could be used
later for post-lesson analysis and archival of examples for future
classes.
[0018] The teaching method comprises a progressive set of practice
activities using the apparatus described above. The student or the
instructor uses a wireless transmitter to activate or deactivate or
throttle the MSB motor to provide episodes of forward thrust and
surfboard speed at specific points in the lesson. The motor's
propulsion may simulate the physical dynamics of specific
situations in wave surfing in a calm-water environment. When the
student progresses to a site with surfable waves, the motor may
help the student reach the swells without debilitating fatigue,
then take off at the necessary speed for drop-in.
[0019] The MSB controlled by the rider, a nearby teacher, or both
allows students to learn the essential moves of surfing not just
only in ocean surf, but also in any quiet body of water including
lakes, quiet rivers, and man made pools. They can also learn in the
ocean at places or times too calm for normal surfing. The
wirelessly controllable MSB not only decouples the wave-catching
practice from the conditioning necessary to prolonged strenuous
paddling; it is also fun to ride, even on flat water. After
mastering basic balancing, position changes, and weight-shifting
maneuvers while moving through water on the MSB, the student will
have a much easier time catching and riding that first wave at the
surfing destination.
BRIEF DESCRIPTION OF THE DRAWINGS
[0020] FIG. 1 shows an example of a calm-water surfing lesson using
an MSB, a wearable RWT, and a console-type IWT.
[0021] FIGS. 2A and 2B show an example of a motorized surfboard
with integrated wireless receiver.
[0022] FIG. 3 shows an example of a wearable wireless transmitter
assembly for controlling a motorized surfboard.
DETAILED DESCRIPTION
Teaching Apparatus
[0023] The teaching apparatus has the following properties: (1) The
MSB has the shape and feel of a traditional unmotorized surfboard;
for example, a longboard; (2) The MSB's integrated motor can propel
the board with rider at approximately 6-10 km/hr (this is not an
absolute speed requirement, but an optimal speed for teaching
purposes); (3) The motor can be controlled by a wireless receiver
providing at least "on" and "off" commands. (4) The receiver
communicates with a rider's wireless transmitter (RWT), an
instructor's wireless transmitter (IWT), and any designated
auxiliary transmitter. (5) The RWT can be operated while lying,
standing, kneeling, sitting or in any other position on the MSB in
water, where the MSB is providing floatation for the student.
[0024] FIG. 1 illustrates the overall concepts involved. Student
101 practices on MSB 102, gaining experience in balancing and
maneuvering a freely floating board that moves through water 100 of
its own accord. Water 100 is relatively calm--much less dangerous
for a beginning surfer than many surf locations. Nor is it crowded
with impatient veteran surfers, as many popular surf spots tend to
be. Student 101's experience is controllable to be relaxing or
challenging according to her goals and skill level. The motor and
wireless receiver for MSB 102 are inside the board under
streamlined hatch 103, giving MSB 102 the same size and type of
surface as an unmotorized board. MSB 102 has a wireless
communication link 105 to RWT 104, illustrated here as a wearable
controller on student 102's hand and forearm. Student 102 may use
RWT 104 to control the activation, deactivation, and speed of the
motor in MSB 102 while instructor 111 observes from nearby.
Alternatively, instructor 111 may control the motor in MSB 102 from
where he stands, using wireless communication link 115 from IWT
114. In some embodiments, RWT 104 also has a wireless communication
link 125 to IWT 114.
[0025] Here, IWT 114 is shown as a ruggedized console embodiment
with enhanced antenna 119, motor on-off button 112, and motor
throttle fader 113. Instructor-to-student link 125 may include a
voice link, usable on IWT 114 via microphone/speaker assembly 121.
RWT 105 may have a panic button that uses RWT-IWT channel 125 to
illuminate indicator 122 on IWT 114, or produce an audible
alert.
[0026] If the communications links 105 and. 115 to MSB 102 are
full-duplex, the MSB can be queried as well as commanded, or can
issue alerts on its own. It can., for example, report its speed,
temperature, and remaining fuel or electrical charge for Instructor
111 to monitor or record. Some enhanced embodiments may allow
instructor 111 to monitor the pitch 126 and roll 127 of MSB 102 in
the water, to more easily diagnose student 101's balance
problems.
[0027] FIGS. 2A and 2B are two different conceptual views--a top
view and an exploded cross-section along line A-A--of another MSB
design suitable for this teaching system. Longboard-type MSB 200
with typical fins 201 has an integrated electric jet-pump
propulsion unit 202 installed in its undersurface. Propulsion unit
202 is controlled by a motor controller, which in turn is
controlled by a wireless receiver. These parts and their associated
circuitry are incorporated in electronics control unit 203, shown
here as also recessed in the undersurface of MSB 200. Power is
supplied by a removable waterproof rechargeable electric power pack
204 in a receptacle in the top surface of MSB 200. In this example
all components are contained inside, or faired into the contours of
the MSB so as to substantially preserve the classic shape, feel and
performance of a traditional unmotorized longboard.
[0028] Those knowledgeable in the art are aware that a longboard
can have a range of lengths (typically 2.4-3.4 m) and a range of
widths (typically 56-66 cm) and can have a variety of fin
configurations (typically single, dual, tri fin and quad fin).
Alternatively, the MSB could be a motorized "short board" (<2.4
m length) for teaching advanced students who have already mastered
the more stable, but less maneuverable, longboard. The MSB can be
constructed from a variety of materials including, but not limited
to: (1) Polyurethane foam and polyester resin with fiberglass; (2)
extruded polystyrene and epoxy with fiberglass; or (3) polyethylene
foam with LDPE (low density polyethylene) HDPE (high density
polyethylene), or components and coatings comprising a combination
of the two. This last construction method results in the "soft
board" or "foamie." This board has a soft and forgiving surface,
which is particularly amenable to beginners who are likely to fall
frequently at first and may be reassured by the supportive feel of
a yielding top layer. Serious injuries are less likely when falling
on or from a foamie, compared to a waxed wooden or hard-shelled
board, and the surface of a foamie need not be slippery under the
rider's feet. If collisions happen, foamies are less likely to
cause serious injuries than hard boards.
[0029] In various alternative embodiments of the MSB, the energy
source for propulsion can be a battery, an array of batteries, a
fuel cell, a capacitor or capacitor array, compressed gas in a
tank, combustible liquid fuel, or any other device or means of
storing energy. The propulsion source can be any means of
propelling the MSB forward (for example, an enclosed water jet pump
with electric motor power; one or more rear-mounted propellers
driven by a small internal-combustion engine; a
compressed-air-operated impeller). Circuitry and software
associated with, or intermediary to, the wireless receiver and
motor controller may implement additional features such as a "soft"
automatic throttle-down providing a smooth (rather than abrupt) end
to each episode of forward thrust (helping Student to preserve
balance during the change-of-state associated with motor
power-down).
[0030] Some embodiments of the IWT and RWT can receive and
interpret information from a wireless board-data transmitter
integrated in the MSB. Various versions output the interpreted
information in real time (for instance, warning the rider or
instructor when the battery charge or fuel level is low), store the
information in a storage element for later review, or both. The
output may be visual, audible, or tactile using suitable indicator
lights, displays, speakers, or haptic interfaces. A
microprocessor-and-display-equipped wireless phone or
wireless-enabled tablet computer may be connected to the IWT to
process, store, and display the information, or alternatively may
be the IWT with appropriate application software and short-range
wireless pairing to the board data transmitter and, optionally, the
RWT.
[0031] FIG. 3 illustrates a wearable, hand-operated embodiment of a
wireless transmitter assembly for remote control of the MSB
propulsion system. Variants of this embodiment may be configured as
RWTs or IWTs. Waterproof trigger switch unit 303 responds to one or
more actuators, such as buttons 305 and 308. Buttons such as 305,
very near user's thumb 307, may correspond to frequent activities
such as throttle control or motor activation and deactivation.
Buttons such as 308, reachable by thumb 307 by a larger, more
necessarily intentional motion, may correspond to emergency
functions such as a student panic button or wider-band distress
signal. Switch unit 303 and its actuators are integrated in
handstrap 301. Handstrap 301 securely, removably attaches to user's
hand near the thumb 307. Alternate embodiments include, for
example, an elastic band attached at both ends to a plastic
mounting surface or an open-ended fabric band incorporating patches
of commercially available hook-and-loop fastening material (for
example, Velcro.TM.) positioned to facilitate band-length
adjustment for various hand sizes. Trigger switch unit 303 sends
signals from actuators 305 and 308 through ruggedized waterproof
power leads 306 to a wireless transmitter (or transceiver, for
full-duplex communication) inside ruggedized waterproof transmitter
case 302. Transmitter case 302, which may also house a compact
lightweight power supply, is secured to a wearable armband 304.
Armband 304 as shown here positions transmitter case 302 near the
outer side of user's elbow, but alternate embodiments of armband
304 may be worn on the wrist, upper arm, or shoulder. Armband 304
may be made of elastic material (for example, neoprene wet-suit
material) or any other suitably rugged, waterproof, adjustable or
sized design. Along with a pocket or attachment for waterproof case
302, armband 304 preferably includes strain-relief for power leads
306.
[0032] When a user operates button 305 by moving thumb 307, the
wireless transmitter inside case 302 signals the wireless receiver
in the MSB: for example, to activate the propulsion system to move
the MSB through the water. In one embodiment, propulsion continues
as long as button 305 is held down. When button 305 is released,
the wireless transmitter in transmitter case 302 sends a
"deactivate" command to the MSB. Deactivation, in some embodiments,
includes a "soft" incremental power-down lasting approximately 1-3
seconds, to avoid destabilizing the surfer with a sudden power-off.
Advantageously, this convenient thumb-operated one-handed wireless
transmitter allows the surfer to control the jet-pump propulsion
system without making any limb movements (e.g. reaching for
controls with feet or hands) that would inevitably disrupt surfer's
precise dynamic balance on the surfboard. This can be critically
important for safety and control.
[0033] The wireless transmitter may use technology similar to that
used to lock and unlock cars (a wireless FOB and receiver unit
operating at a frequency of approximately 300 MHz). The actuators
can be configured for either left-hand or right-hand operation.
[0034] In another embodiment, as previously discussed above, the
instructor may operate an enhanced or fuller-featured wireless
transmitter assembly or console, incorporating for example the
ability to transmit override signals to override student's wireless
propulsion control in an emergency situation.
[0035] In another embodiment, the wireless
transmitter/receiver/motor-controller system may also incorporate
"throttle control" functionality so that propulsion power level
and/or surfboard speed may be selected and adjusted by the
operator(s). Motor controller electronics and associated circuitry
and software in the motorized surfboard may also incorporate
automatic acceleration/deceleration control functionality to
provide "smooth", rather than sudden, starts and stops when the
propulsion is activated and deactivated.
Teaching Methodology
[0036] Conventional surfing instruction usually begins with
introductory "dry land" practice of surfing movements and
techniques. The system described here may be used either instead of
or along with conventional dry-land exercises.
[0037] The MSB, incorporating a wireless receiver controlling the
surfboard's propulsion motor in response to signals from a wireless
transmitter operated by a student or an instructor facilitates a
range of teaching methods, including: [0038] 1. Water entry and
board mounting: Student enters the water with the MSB and practices
climbing onto the upper surface of the floating MSB. When Student
can easily climb onto the board from chest-deep calm water,
Instructor may use the IWT to pulse the motor, simulating choppy or
chaotic water moving the board around while Student climbs on.
[0039] 2. Paddling practice: Instructor teaches Student to
efficiently paddle while lying prone, kneeling, or sitting on the
MSB. Student may then practice alone. Resistance may be supplied by
mounting the board backwards (tail pointing forward) and activating
the motor at a low power setting to work against the paddling, as
practice for paddling against incoming waves to reach the zone of
sloping swells. [0040] 3. Wave catching, takeoff, and pop-up
practice in calm water with propulsion: In the water, Student can
paddle and then "pop up", using propulsion to simulate the
sensation of catching a wave and taking off. The propulsion can be
controlled Student, riding the board and simulating the "wave size"
and timing she feels ready for, or by Instructor who observes the
student and controls the propulsion first to make it easy for
Student to keep her balance, then to make it more challenging as
Student's proficiency and confidence increase. [0041] 4. Maneuver
and trim practice in calm water with propulsion: When Student has
mastered standing on the MSB with propulsion activated to move the
board through relatively calm water, Instructor can teach Student
to maneuver by shifting his weight on the board. Shifting weight
left or right causes the board to turn in the corresponding
directions. Shifting weight forward and back adjusts the trim for
faster or slower travel. Student can then practice alone, trying
various ways of weight-shifting under power and becoming accustomed
to the way the MSB responds. Student learns through practice how
far forward he may move on the board to increase speed before the
nose digs down into the water and the board "pearls" (the nose digs
down into the water, the board pitches sharply or may flip
completely over, and the surfer often falls off the board. Optimal
trim (minimizing drag for highest speed on a given wave) tends to
have the nose of the board 5-8 cm out of the water, but this is
difficult to judge from above, and looking directly down detracts
from balance in any case. A surfer typically learns to find the
right trim by feel after pearling repeatedly, which is much more
safely done in a lake or large swimming pool than in the ocean.
Those skilled in the art will be aware that weight shifting on the
board can be accomplished in a variety of ways including simple
leaning, shuffling, or "walking the board" (moving the feet one
over the other). These maneuvers are essentially the same for both
"regular foot" (left foot forward) and "goofy foot" (right foot
forward) surfers, the only difference being the direction the
surfer faces while standing on the board. [0042] 5. Wave catching,
takeoff, pop-up, maneuver and trim practice in surf with propulsion
assist: When Student has mastered the moves in calm water with
Instructor controlling propulsion via the IWT, the lessons can move
into a surf zone and the use of the MSB, RWT and IWT can continue
there. To reach the sloping-swell zone and drop in on a wave,
Student may paddle, use MSB propulsion, or do some of each. The
propulsion timing may be under Student's control, under
Instructor's control, or some combination thereof. The voice-link
and instructor-override embodiments are beneficial here for
Student's safety and comfort. With the propulsion assist to
repeatedly traverse the incoming breakers, Student can practice
dropping in, maneuvering, and trimming for longer than she could if
she were exhausted by prolonged paddling One or more auxiliary
wireless transmitters may be mounted on a buoy, boat, or pier near
the sloping-swell zone to alert the student that he has gone out
far enough, or is about to go out too far.
[0043] Learning how to ride a wave well enough for effective
recreation can often be done over the course of a one- or two-week
seaside vacation. Learning to paddle a surfboard efficiently
through incoming breakers to the sloping-swell zone, then paddle
rapidly to catch a wave--and conditioning the body to do so
repeatedly without tiring--can take several weeks or months.
Mastery of paddling is reportedly a major deterrent for beginning
students and a dominant cause of attrition from classes. Therefore,
decoupling the mastery of wave-riding from that of paddling, as
this system does, is likely to attract and retain a markedly
increased number of surfing students.
[0044] The recreational, tourism, and physical-education industries
stand to benefit from a system that facilitates surfing
instruction. More casual vacationers would be willing to pay for
surfing lessons if the process could be almost immediately
enjoyable. Once students master the moves in a safe and predictable
environment, they will master the ocean wave riding environment
with greater confidence and speed.
[0045] In addition, the surf instruction industry will be able to
teach students in situations where there are no suitable ocean
waves available suitable for teaching (for example, if the waves
are too small or too large to be suitable for instruction.) In
these cases the class can move to a quiet body of water. Students
who live inland can be taught the basic surfing moves on local
lakes, rivers, or even large swimming pools, to quickly become
"ocean-ready" after arriving at an ocean-surf travel
destination.
[0046] Currently preferred embodiments of a surfing instruction
system using wireless control of a motorized surfboard have been
described in this written description and the accompanying
drawings. This purely illustrative description is intended to
enable those with skill in the art to practice representative
embodiments without undue experimentation, either with the patent
owner's permission or after the invention passes to the public
domain. Only the appended claims and their unpatentable variations,
however, delineate the boundaries of patent protection.
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