U.S. patent application number 13/104754 was filed with the patent office on 2012-05-10 for basketball training systems and methods.
Invention is credited to Richard F. Chipperfield.
Application Number | 20120115651 13/104754 |
Document ID | / |
Family ID | 34738615 |
Filed Date | 2012-05-10 |
United States Patent
Application |
20120115651 |
Kind Code |
A1 |
Chipperfield; Richard F. |
May 10, 2012 |
Basketball Training Systems and Methods
Abstract
Basketball training systems and methods are disclosed herein. In
one embodiment, a basketball training apparatus includes a first
rim and a second rim. The first rim has a center and the second rim
has a center. The first rim rotates about its center and the second
rim revolves about the center of the first rim.
Inventors: |
Chipperfield; Richard F.;
(Charlestown, RI) |
Family ID: |
34738615 |
Appl. No.: |
13/104754 |
Filed: |
May 10, 2011 |
Related U.S. Patent Documents
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Application
Number |
Filing Date |
Patent Number |
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10583531 |
Jun 16, 2008 |
7938746 |
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PCT/US2004/042866 |
Dec 18, 2004 |
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13104754 |
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60530946 |
Dec 19, 2003 |
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Current U.S.
Class: |
473/447 ;
473/422 |
Current CPC
Class: |
A63B 47/002 20130101;
A63B 63/083 20130101; A63B 2243/0037 20130101; A63B 24/0021
20130101; A63B 63/00 20130101; A63B 2024/0037 20130101; A63B
69/0071 20130101; A63B 71/06 20130101; A63B 69/40 20130101; A63B
2063/001 20130101 |
Class at
Publication: |
473/447 ;
473/422 |
International
Class: |
A63B 69/00 20060101
A63B069/00 |
Claims
1. A basketball training apparatus comprising: a first rim having a
center; and, a second rim, wherein the first rim rotates about its
center and the second rim revolves about the center of the first
rim.
2. The apparatus of claim 1, wherein the first rim has a first
diameter and the second rim has a second diameter, and wherein the
first diameter is different from the second diameter.
3. The apparatus of claim 1, wherein the first rim is at a first
height and the second rim is at a second height, wherein the second
height is greater than the first height.
4. The apparatus of claim 3, further including a gear associated
with the second rim to elevate the second rim relative to the first
rim.
5. The apparatus of claim 1, wherein the first rim has a flange
having a first length and the second rim has a flange having a
second length.
6. The apparatus of claim 5, wherein the first length is different
from the second length.
7. The apparatus of claim 1, wherein the first rim and the second
rim may be interposed.
8. The apparatus of claim 1, wherein the second rim rotates about
its center and the first rim revolves about the center of the
second rim after the first rim and the second rim have been
interposed.
9. A basketball training method comprising the steps of: providing
a first rim having a center; providing a second rim having a
center; and, rotating the first rim about its center while the
center of the second rim revolves about the center of the first
rim.
10. The method of claim 9, wherein the first rim has a first
diameter and the second rim has a second diameter, and wherein the
first diameter is different from the second diameter.
11. The method of claim 9, wherein the first rim is at a first
height and the second rim is at a second height, wherein the second
height is greater than the first height.
12. The method of claim 9, further including the step of: elevating
the second rim relative to the first rim.
13. The method of claim 9, wherein the first rim has a flange
having a first length and the second rim has a flange having a
second length.
14. The method of claim 13, wherein the first length is different
from the second length.
15. The method of claim 9, including the step of: interposing the
first rim and the second rim.
16. The method of claim 15, including the step of: rotating the
second rim about its center while the center of the first rim
revolves about the center of the second rim.
Description
CROSS-REFERENCE TO RELATED APPLICATIONS
[0001] This is a continuation of U.S. patent application Ser. No.
10/583,531 (now U.S. Pat. No. 7,938,746) having a .sctn.371(c) date
of Jun. 16, 2008, which is the National Stage of International
Application No. PCT/US2004/042866, filed Dec. 18, 2004, which
claims the benefit of U.S. Provisional Application No. 60/530,946,
filed Dec. 19, 2003. All of the above-referenced applications are
incorporated herein by reference.
FIELD OF THE INVENTION
[0002] The present invention relates generally to athletic training
systems and methods. More particularly, the present invention
relates to basketball training systems and methods.
BACKGROUND OF THE INVENTION
[0003] In order to become proficient shooters, serious basketball
players take hundreds or even thousands of shots per day. In a
common scenario, one player shoots a number of shots, while one or
more other players (or ball shaggers) retrieve made or missed
shots, and pass balls back to the player that is shooting. In
addition to the task of retrieving balls being exhausting (and, in
some cases boring, as compared to shooting), the player (or
players) retrieving basketballs must wait his (their) turn to
receive an opportunity to shoot, which is an inefficient use of his
(their) time.
[0004] Furthermore, due to a variety of time-constraints, the
number of shots that a player may be able to take may be quite
limited. For example, during the off-season (i.e., the summer
months in North America), professional basketball players may shoot
one thousand shots per day in an effort to improve their shot.
Using ball shaggers, it may take a professional basketball player
about three hours to shoot one thousand shots. During the regular
season, when players are traveling and when players often are
sharing a basket with their teammates, professional basketball
players have rare opportunities to shoot one thousand shots in a
day using a ball shagger.
[0005] It is also important for coaches to understand the shooting
strengths and shooting weaknesses of each of their players. Because
professional basketball coaches are unable to be present at each of
their players' shooting sessions and because viewing a limited
number of shots does not provide a sufficient sample-size to make a
proper assessment, coaches often do not understand the shooting
strengths and weaknesses of their players. Even if coaches could
attend their players' shooting sessions, it is extremely tedious to
record, by hand, the location of each shot and whether it was made
or missed. It is also somewhat tedious to have to compute a
player's shooting percentage at each location. In view of the
above, coaches cannot easily design shooting drills that are
tailored for each of their players to help their players improve
their shooting ability.
[0006] The aforementioned problems are exacerbated at the college
level where coaches are limited to approximately nineteen hours of
supervised coaching time according to NCAA regulations. During the
off-season, with little exception, college coaches are unable to
practice with their teams at all. Furthermore, in contrast to the
professional level, coaching resources are more limited and players
generally have more shooting weaknesses. In addition, due to the
demands associated with their schooling, it is important that
college basketball players make efficient use of their time in
developing their shooting proficiency.
[0007] Recreational basketball players, as well as relatively
younger basketball players, may have an even more difficult time
determining their shooting strengths and weaknesses because, among
other things, they are sharing resources with many other
individuals. In many areas, gymnasiums are over-crowded and,
therefore, it is extremely difficult to shoot a large number of
shots at a variety of locations on a basketball court.
Additionally, because players' shots may interfere with one another
(e.g., due to two or more players' shots arriving at the rim at the
same time), it is difficult to properly record the results to
determine shooting proficiency at such locations.
[0008] In view of the above, it would be desirable to develop a
system and/or method which allows multiple players to shoot a
basketball at a basket and which automatically retrieves and passes
basketballs to multiple players shooting at the basket, thereby
making efficient use of the basketball players' time. Furthermore,
it would be desirable to develop a system and/or method which also
allows players to shoot at the basket at various angles and
distances, while the players maintain a somewhat fixed position
relative to the floor (or ground). Even further, it would be
desirable to develop a system and/or method such that the various
angles and distances simulate nearly all meaningful shooting
locations (other than lay-ups, for example) on a basketball court.
Yet further, it would be desirable a system and/or method which
assesses a player's shooting strengths and weaknesses at nearly all
meaningful shooting locations (except lay-ups). Yet even further,
it would be desirable to develop a system and/or method which
reduces the likelihood of two or more players' shots interfering
with one another due to balls reaching the rim at the same
time.
[0009] In addition, in game situations, when basketball players are
under pressure, they often shoot "short" shots. That is, due to
nervousness or defensive pressure, a shooter may become tense and,
therefore, not exert sufficient energy on the basketball to permit
it to pass through the rim. Rarely do players shoot "long" shots
when they are under pressure. Accordingly, it would be desirable to
develop a system and/or method which will train basketball players
(e.g., by muscle memory) to shoot shots that are capable of passing
through the rim, whether or not they are under pressure.
SUMMARY OF THE INVENTION
[0010] The present invention is designed to meet at least one or
more of the aforementioned needs. The invention is directed to
basketball training systems and methods.
[0011] In one embodiment, a system and/or method is provided which
allows multiple players to shoot a basketball at a basket and which
automatically retrieves and passes basketballs to multiple players
shooting at the basket. In another embodiment, a system and/or
method is provided which also allows players to shoot at the basket
at various angles and distances, while the players maintain a
somewhat fixed position relative to the floor (or ground). In yet
another embodiment, a system and/or method is provided such that
the various angles and distances simulate nearly all meaningful
shooting locations (other than lay-ups, for example) on a
basketball court. In a further embodiment, a system and/or method
is provided which assesses a player's shooting strengths and
weaknesses at nearly all meaningful shooting locations (except
lay-ups) on a basketball court. In yet a further embodiment, a
system and/or method is provided which reduces the likelihood of
two or more players' shots interfering with one another due to
balls reaching the rim at the same time. In yet another embodiment,
a system and/or method is provided which trains basketball players
(e.g., by muscle memory) to shoot shots toward the back half of the
rim, so that shots can be made whether or not the basketball
players are under pressure.
[0012] Other embodiments, objects, features and advantages of the
invention will be apparent from the following specification taken
in conjunction with the following drawings.
BRIEF DESCRIPTION OF THE DRAWINGS
[0013] FIG. 1 is a simplified block diagram of a basketball
training system in accordance with one embodiment of the present
invention;
[0014] FIG. 2 is a simplified diagrammatic representation of a top
view of a dual-rim system that may be used in accordance with one
embodiment of the present invention;
[0015] FIG. 3 is a simplified diagrammatic representation of a top
view of a dual-rim system with a ball-catching net that may be used
in accordance with one embodiment of the present invention;
[0016] FIG. 4 is a simplified block diagram of a ball-passing
apparatus that may be used in accordance with one embodiment of the
present invention;
[0017] FIG. 5 is a simplified diagrammatic representation of a top
view of a dual-rim system (similar to FIG. 3) that may be used in
accordance with one embodiment of the present invention;
[0018] FIG. 6 is a simplified diagrammatic representation of a top
view of a standard basketball rim and a standard men's basketball
to illustrate features of one embodiment of the present
invention;
[0019] FIG. 7 is a simplified diagrammatic representation of a top
view of a dual-rim system (similar to FIG. 5) illustrating first
and second rims of different diameters which may be used in
accordance with one embodiment of the present invention;
[0020] FIG. 8 is a simplified diagrammatic representation of a top
view of a dual-rim system (similar to FIG. 7) illustrating a manner
of interposing the rims of FIG. 7 in accordance with one embodiment
of the present invention;
[0021] FIG. 9 is a simplified diagrammatic representation of a top
view of a dual-rim system that may be used in a standard
racquetball court in accordance with one embodiment of the present
invention;
[0022] FIG. 10 is a simplified plan view of a laser mounted under a
rim and on a backboard, wherein the laser used to count made shots
in accordance with one embodiment of the present invention;
[0023] FIG. 11 is a simplified block diagram of a basketball
training system that may be used on a pay-per-use basis in
accordance with one embodiment of the present invention;
[0024] FIG. 12 is a simplified side view of a ball-catching net
illustrating a mechanism to cause the bottom of the ball-catching
net to vibrate in accordance with one embodiment of the present
invention; and,
[0025] FIG. 13 is a simplified side view of a ball-catching net
illustrating shot attempt laser beams in accordance with one
embodiment of the present invention.
DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENT
[0026] While this invention is susceptible of embodiments in many
different forms, there are shown in the drawings and will herein be
described in detail, preferred embodiments of the invention with
the understanding that the present disclosure is to be considered
as an exemplification of the principles of the invention and is not
intended to limit the broad aspects of the invention to the
embodiments illustrated.
[0027] FIG. 1 is a simplified block diagram of a basketball
training system 100 according to one embodiment of the present
invention. The basketball training system 100 includes a rim
control system 110, a ball retrieval system 120 and a ball passing
system 130.
[0028] As will be understood by the description provided below,
each of the rim control system 110, ball retrieval system 120 and
the ball passing system 130 may be used independently of one
another and may be embodied in a variety of different forms.
Accordingly, the rim control system 110, ball retrieval system 120
and the ball passing system 130 may each contain features that are
independently patentable or that are patentable in various
combinations.
[0029] FIG. 2 is a simplified diagrammatic representation of a top
view of a dual-rim system 200 that may be controlled, for example,
by the rim control system 110 of FIG. 1. The dual-rim system 200
includes a first rim 210 and a second rim 220. The first rim 210
has a center 230 and the second rim 220 has a center 240.
[0030] Importantly, the first rim 210 rotates about its center 230,
while the center of the second rim 240 revolves (i.e., orbits)
about the center of the first rim 230 as shown by the dashed lines
in FIG. 2. Accordingly, from a single location 250 that is located
at fixed distance d.sub.1 from the center of the first rim 230, a
player is able to simulate shots from a variety of positions on a
basketball court at a first distance d.sub.1 because backboard 260
is presented at a variety of angles to the player. By providing a
second rim 220, a player is advantageously also able to simulate
shots from a variety of other positions on a basketball court,
while still being positioned at location 250. For example, when the
second rim 220 has revolved about the center of first rim 210 to a
position that is 180 degrees from the position shown in FIG. 2, a
player positioned at location 250 will shoot shots at a second
distance d.sub.2. It should also be noted, however, that a player
positioned at location 250 will shoot shots at a variety of other
distances when shooting at the second rim 220 as its center 240
revolves about center 230 of first rim 210.
[0031] U.S. Pat. No. 5,171,009 (which names the present inventor as
an inventor) describes a basketball apparatus that includes a rim
that rotates about its center, so that a player is able to simulate
shots from a variety of positions on a basketball court. However,
from a fixed location from the center of the rim, a player is only
able to simulate shots from a variety of positions on a basketball
court at a single distance. U.S. Pat. No. 5,171,009 is incorporated
herein by reference.
[0032] The difference in distance between first distance d.sub.1
and the second distance d.sub.2 depends on a variety of factors
including, for example, the thickness t of the backboard 260, the
length of flange 270 of the first rim, the length of flange 280 of
the second rim, the diameter of the first rim 210, the diameter of
the second rim 220, the thickness of the first rim 210 and the
thickness of the second rim 220. Assuming the backboard has a
thickness of about three inches, the length of the first flange 270
and the length of the second flange 280 are both five inches (as
with standard men's basketball hoops in the U.S.), the diameter of
the first rim 210 and diameter of the second rim 220 are both
eighteen inches (also standard for men's basketball hoops in the
U.S.), and the thickness of the first rim 210 and the thickness of
the center of the second rim are both one inch (also standard), the
difference in distance between first distance d.sub.1 and second
distance d.sub.2 would be approximately thirty-three inches. Of
course, the dual-rim system 200 could be designed for different
distance differences. Methods of calculating other distances (e.g.,
at other positions of the second rim 220 as its center 240 revolves
about the center 230 of the first rim 210) and distance differences
will be understood by those skilled in the art.
[0033] FIGS. 3 and 4 illustrate portions of one embodiment of a
basketball training system that can exploit the advantages of the
dual-rim system 200. Specifically, FIG. 3 illustrates a first rim
210 having a center 230 and a second rim 220 having a center 240.
Like the dual-rim system of FIG. 2, the first rim 210 rotates about
its center 230, while the center of the second rim 240 revolves
about the center of the first rim 230. Unlike FIG. 2, however, the
basketball training system of FIGS. 3 and 4 includes a
ball-catching net 310 and a ball-passing apparatus 400 (see FIG.
4).
[0034] As shown in FIGS. 3 and 4, the ball-passing apparatus 400 is
designed to pass basketballs to a plurality of players located at
positions that are each at a first distance d.sub.3 from the center
of rim 230. For example, FIG. 3 shows fifteen player positions that
are located a first distance d3 from the center of rim 230.
[0035] When players are shooting at first rim 210, they are
shooting shots at a first distance d.sub.3. As the center of the
second rim 240 revolves about the center of the first rim 230,
players are presented with the second rim 220 and, therefore, shoot
shots at a variety of other distances. For example, when the center
240 of the second rim 220 has revolved about the center 230 of the
first rim 210 such that a player positioned at position 8 is
shooting perpendicularly to backboard 260, such player will be
shooting at a second distance d.sub.4. Accordingly, without
changing positions, a plurality of players can shoot shots at a
variety of angles relative to the backboard from many different
distances.
[0036] With reference to FIG. 4, in one embodiment, the
ball-passing apparatus 400 includes a hopper 410, a solenoid 420, a
turret 430 and an impeller 440. The hopper 410 receives balls
captured by ball-catching net 310. The turret 430 turns to
facilitate passing of balls to players at one of a plurality of
shooting stations (e.g., shooting stations 1-15). It should be
noted that, in at least one embodiment, the turret 430 can turn in
either direction. The solenoid 420 restricts delivery of
basketballs to the impeller 440 (which rotates with the turret 430)
until the turret 430 has turned to the proper location. Once the
turret 430 has rotated to the proper position, the solenoid 420
releases the ball to the impeller 440, which passes a basketball to
one of the players (e.g., to a basketball player located at one of
stations 1-15).
[0037] Once a ball is passed by the ball-passing apparatus 400, a
next ball is held by the solenoid 420 until the turret 430 has
rotated to a position associated with the next player. Then, the
solenoid 420 releases the next ball to the impeller 440, which
passes the next basketball to the next player.
[0038] In one embodiment, passes are made by the impeller 430
approximately every 0.2 seconds and each player receives a pass
approximately every 3.6 seconds. Accordingly, in only one hour, a
plurality of players (e.g., 15 players) can each shoot about 1000
shots (that is, a total of 15,000 shots are taken in an hour).
[0039] Instead of passing balls to shooting stations located at a
single fixed distance from the center of the first rim 230, the
ball-passing apparatus can pass balls to shooting stations located
at a plurality of fixed distances from the center of the rim 230,
as shown in FIG. 5. Specifically, Player 1 may have passes thrown
to him at position 1A, 1B, 1C or 1D, for example, based upon a
predetermined (or even a random) shooting sequence. From each of
these positions 1A-1D, Player 1 will shoot at different distances,
depending upon whether the player is shooting at the first rim 210
or the second rim 220 (and the amount of rotation of the second rim
220). Therefore, according to the embodiment depicted in FIG. 5, a
player will be able to simulate shots at nearly all meaningful
locations on a basketball court, while only moving back and forth
along a radial line that passes through the center of the front
rim.
[0040] It should be understood that the ball-passing apparatus 400
can take on many forms. Furthermore, the types of passes delivered
to each shooter may vary based upon the shooter's skill level.
[0041] In one embodiment, for example, bounce passes are delivered
at 40 mph to a location near an individual's mid-section.
Delivering passes at such a high rate of speed can increase a
player's dexterity. Furthermore, because a player would not want to
be struck in the mid-section, a player's concentration level will
be high when catching passes. Passes other than bounce passes, and
speeds greater than or less than 40 mph, may be used. It should
also be noted that passing speeds may be changed by providing a
brake (rheostat) on a motor associated with the impeller 440.
[0042] The interval at which passes are delivered to a shooter may
also be increased or decreased, as desired. For example, the
passing interval may be increased to an aerobic rate, so that a
pass is delivered to a shooter approximately every two seconds. In
such circumstances, a player will shoot approximately 1800 shots in
one hour.
[0043] With reference again to FIGS. 3 and 5, details regarding
some embodiments of the ball-catching net 310 will now be
discussed. In one embodiment, so that balls are properly be-netted,
the ball-catching net 310 is located at a distance of about nine
feet from the center of the first rim 230 and has a height of
approximately twelve feet (12') relative to the floor. Furthermore,
using a net that has a height of approximately twelve feet will
help players to develop a high arcing shooting style, which is
believed to be advantageous in many circumstances.
[0044] In one embodiment, the netting of the ball-catching net is
made of Spectra, which is sold by Ashaway Line and Twine of
Hopkintown, R.I. In addition, to being virtually invisible, Spectra
is a very strong material. For example, it has a tensile strength
that is twice that of steel. Furthermore, it is not subject to
stretching at as great a rate as Nylon, which prevents pouches from
being formed in the netting. Even further, it is extremely
lightweight.
[0045] In one embodiment, in order to reduce the likelihood that
shooters are distracted by the ball-catching net 310, the netting
is wax-coated, so that is absorbs artificial light. Even further,
the color of the wax-coating or the color of the netting may be
selected to match the color of the backboard.
[0046] As shown in FIG. 12, in one embodiment, the ball-catching
net 310 includes an upper support member 1202 and a lower support
member 1204. In this embodiment, the netting 1205 of the
ball-catching net 310 is attached to the upper support member 1202
and the lower support member 1204. In another embodiment, a bungee
cord is used to attach the netting 1205 of the ball-catching net
310 to either or both of the upper support member 1202 and the
lower support member 1204.
[0047] In one embodiment, shown in FIG. 12, ball-catching net 310
includes a mechanism to cause the lower support member 1204 to
vibrate, so that balls do not get jammed. For example, the
vibrating net can include an eccentric cam having a round plate
1210 with a shaft 1220 that is connected to a motor 1230.
[0048] Although the ball-catching net 310 is shown as having an
upper support member 1202 having an arcuate shape, it should be
understood that the upper support member 1202 may take a variety of
shapes. In one embodiment, the upper support member 1202 of the
ball-catching net has a polygonal shape.
[0049] Instead of using a single backboard 260 (see FIGS. 2 and 3),
some embodiments include a first backboard 562 and a second
backboard 564, both of which are made of an ultra-light epoxy (see
FIG. 5). Furthermore, to reduce energy transfer between the
backboards, the first backboard 562 and the second backboard 564
may have a honeycomb shock absorber 566 interposed
therebetween.
[0050] FIG. 6 is a diagrammatic representation of a top view of a
standard basketball rim 610, along with a top view of a standard
men's basketball 620. As is well-known, a standard basketball rim
has an inner diameter of about 18 inches, while a standard men's
basketball has an outer diameter of about 9 inches. Furthermore, a
standard basketball rim also has a thickness of 1 inch.
[0051] The inventor has observed that, when a shot is thrown
towards a rim, assuming the shot is (approximately) in-line with
the rim (that is, if an imaginary line 630 was drawn from the back
of the rim to the front of the rim and through the center 640 of
the rim, half of the ball would be on one side of the line 630 and
half of the ball would be on the other side of the line 630), there
are seven general categories of shots that are possible.
[0052] First, a shot can be thrown short. That is, either the shot
will not hit the rim at all or only the front hemisphere of the
ball 650 (i.e., a portion of the front 41/2 inches of the ball)
will hit the outside 660 of the front of the rim. A short shot is
incapable of passing through the rim.
[0053] Second, a shot can be thrown such that the ball's rear
hemisphere 670 (i.e., a portion of the rear 4 1/2 inches of the
ball) will hit the inside 665 of the front of the rim. Such a shot
is capable of passing through the rim.
[0054] Third, a shot can be thrown such that the ball's equator 680
hits the top of the front of the rim (i.e., a position between the
outside 660 of the front of the rim and the inside 665 of the front
of the rim). This type of shot is capable of passing through the
rim.
[0055] Fourth, a shot can be thrown such that the entirety of the
ball 620 passes through the rim without contacting the rim. This is
known a "swish" shot, due to the sound made by the net (not shown
in FIG. 6).
[0056] Fifth, a shot can be thrown such that the ball's front
hemisphere 650 hits the inside 690 of the back of the rim. Such a
shot is capable of passing through the rim.
[0057] Sixth, a shot can be thrown such that the ball's front
hemisphere 620 hits the outside 694 of the back of the rim 690.
Such a shot is capable of passing through the rim. For example,
because of its backspin, the ball may be drawn down into the
hoop.
[0058] Seventh, and finally, a shot can be thrown such that the
ball's equator 680 hits the top of the back of the rim (i.e., a
position between the inside 690 of the back of the rim and the
outside 694 of the back of the rim). Such a shot is capable of
passing through the rim, for example, by contacting the backboard
(not shown in FIG. 6). It should be noted that, due to the
backboard, only about a one and one-half inch area (one inch
thickness of the rim and 1/2 inch portion of the flange) can be
struck by the ball's equator 680.
[0059] With the above-described categories of shots in mind (and
not including shots that are specifically directed at the
backboard, i.e., "bank" shots) and keeping in mind that basketball
players generally shoot the ball short when under pressure, the
inventor has recognized that it is not necessarily of greatest
benefit to train basketball players to shoot shots at the center
640 of the rim (although the present invention can be used to train
players to shoot at the center 640 of the rim). Instead, the
inventor has recognized that it may be more beneficial to train
basketball players to shoot shots at a "sweet spot" 695, which is
located 41/2 inches from the center 640 of the rim (e.g., towards
the back 690 of the rim along imaginary line 630 of FIG. 6).
[0060] If a basketball player is trained to shoot at the "sweet
spot" 695, a shot that hits the "sweet spot" will be a "swish" (or
nearly a "swish"). However, if a player shoots a shot "short" due
to pressure, for example, the shot still has an opportunity to pass
through the rim even when the shot is 131/2 inches short of the
"sweet spot" 695 (i.e., the center of the basketball is 131/2
inches from the "sweet spot" 695).
[0061] It should be understood that the invention is not limited to
training basketball players to shoot at a "sweet spot" 695 that is
41/2 inches from the center 640 of the rim in a direction towards
the back 690 of the rim. For example, a player may be trained to
shoot at a "sweet spot" which is less than or greater than 41/2
inches from the center 640 of the rim in a direction towards the
back 690 of the rim. In yet other embodiments, the basketball
training system and/or methods of the present invention may train
basketball players to shoot at the center 640 of the rim.
[0062] For example, when shooting shots from all distances except
when shooting free throws, a basketball player may be trained to
shoot at a "sweet spot" where the exact center of the ball enters
the rim at the exact center of the rim. (For convenience, this
location will be referred to as "center sweet spot.") And, when
shooting free throws, a basketball player may be trained to shoot
at a "sweet spot" which is at a point that is four inches from the
exact center of the rim (along a line passing through the center of
the rim and perpendicular to the backboard) in a direction towards
the backboard. (For convenience, this location will be referred to
as "free-throw sweet spot.")
[0063] The observations made by the inventor with respect to FIG.
6, along with the teachings associated with FIGS. 1-5, will be used
to describe a basketball training system which trains basketball
players to shoot at a "sweet spot."
[0064] FIG. 7 is a diagrammatic representation of a top view of a
basketball training system similar to that shown in FIG. 5. Instead
of first rim 210 and second rim 220 being of equal diameter, the
first rim 210 and the second rim 220 have different diameters. In
one embodiment, the diameter of the second rim 220 may be less than
that of a standard rim. For example, the diameter of the second rim
220 may range from 13 inches to just under 18 inches. (In other
embodiments, the diameter of the second rim 220 may be 18 inches or
larger. For example, when used with small children, the second rim
220 may have a diameter from 19 inches to 22 inches.)
[0065] Accordingly, when shooting at a rim having a smaller
diameter (with all other things remaining equal), the center of the
rim is located at a distance which is moved a little closer to the
backboard (when a shooter is shooting a shot in a direction which
is perpendicular to the front of the backboard), as compared to the
center of the rim for a standard rim. For example, if the diameter
was decreased by four inches to 14 inches, the center of the rim
will be two inches closer to the backboard, as compared to a
standard rim. Accordingly, using a rim having a smaller diameter
will train a basketball player to shoot closer to the "sweet spot"
of a standard rim by developing a shooter's muscle memory.
[0066] There are a variety of other techniques that can be made to
train a basketball player to shoot closer to the "sweet spot" of a
standard rim. These techniques may be used independently of one
another or in combination with one another. For example, in
addition to decreasing the diameter of one of the rims, the flange
length (see, flanges 270 and 280) may be decreased from a standard
length (i.e., five inches) to a smaller length. In one example, by
decreasing the flange length by 21/2 inches and by decreasing the
diameter by 4 inches, the center of the rim will be 41/2 inches
closer to backboard (when shooting a shot in a direction
perpendicular to the front of the backboard), as compared to a
standard rim. Accordingly, a basketball player will be trained to
shoot to closer to a "sweet spot" of a standard rim.
[0067] Other techniques of developing muscle memory to train a
basketball player to shoot closer to a "sweet spot" of a standard
rim include using a bigger ball and/or a heavier ball. For example,
the ball may have a diameter that is 1/4 inch to 1/2 inch larger
than a standard basketball and/or the ball may weigh 1-2 ounces
more than a standard basketball.
[0068] In yet another technique, one of the rims is raised relative
to a standard height. This may be accomplished, for example, by
providing a motor and a gear that will allow one of the backboards
(having a rim at a standard height) to be raised relative to the
other backboard (see FIG. 5, which shows two backboards 562, 564),
as will be understood by those skilled in the art. Without wishing
to be bound by any theory, it is believed that a change in rim
height of two inches corresponds to a shooter being trained to
shoot to a location that is approximately four inches closer to the
backboard relative to the center of the rim (when shooting a shot
in a direction perpendicular to the front of the backboard).
[0069] Exchanging a standard rim (which should not be confused with
interposing the rims, discussed below) for a rim with a diameter
smaller than a standard rim (or visa versa) is relatively simple.
For example, the rims may be manufactured and exchanged in
accordance with U.S. Pat. No. 5,308,059, which is incorporated
herein by reference.
[0070] In another embodiment, the rims may include telescoping and
retracting portions, which allow for the adjustment of rim diameter
manually or using a motor, among other things. In this embodiment,
the rims might not have a perfectly circular shape (although this
will not be readily discernable by the shooter).
[0071] FIG. 8 is a simplified diagrammatic representation of a top
view of another embodiment of a basketball training system. The
embodiment shown in FIG. 8 is more easily understood when viewed in
conjunction with FIG. 7.
[0072] Specifically, the basketball training system of FIG. 8 shows
first rim 210 has been interposed with the second rim 220 by
providing a pivot point 810. In one embodiment, the pivot point 810
is located a position that is equidistant from the center of first
rim 210 and the second rim 220.
[0073] For example, in one such embodiment, the pivot point 810 is
located halfway between the two backboards 562, 564. In this
embodiment, the length of the flange 280 associated with the rim
with a small diameter (i.e., the rim 220 in FIG. 8) has a length
that is greater than the flange 270 associated with the rim with a
standard diameter (i.e., the rim 210 in FIG. 8), so that the
distance from the center of the second rim 220 to second backboard
564 is equal to the distance from the center of the first rim 210
to the first backboard 562.
[0074] Once the rims have been interposed, the second rim 220
rotates about its center 240, while the center of the first rim 230
revolves about the center 240 of the second rim 220. In one
embodiment, players are able to shoot at a standard rim 210 having
a standard diameter from a distance relative to the center of the
standard rim 210 that is equal to the distance relative to a rim
220 having a diameter smaller than a standard diameter, once the
rim 220 has been interposed with the standard rim 210.
[0075] FIG. 9 is a simplified diagrammatic representation of a top
view of a basketball training system that is designed for use in a
racquetball court. Because racquetball was an extremely popular
sport in the 1980's and early 1990's, many health clubs that were
built during the 1980's and 1990's include racquetball courts. For
a variety of reasons, racquetball has lost its popularity.
Accordingly, health clubs throughout the U.S. are littered with
empty racquetball courts that are occupying valuable real
estate.
[0076] As shown in FIG. 9, a standard racquetball court is 20 feet
by 40 feet. One or more features of the embodiments of the present
invention, as described in connection with FIGS. 1-8, may be used
in a standard racquetball court.
[0077] Specifically, the basketball training system can be placed
in a racquetball court to allow at least 8 players to shoot shots
at a first rim at a distance that is approximately equal to a free
throw (i.e., 15 feet). Furthermore, the basketball training system
also allows at least 4 players (note that 7 player locations are
shown, i.e., 4A, 5A and 11A-15A) to shoot shots at a first rim at a
distance that is approximately equal to an international three
point shot (although, if desired, these players may also shoot from
closer distances and, in some cases, farther distances).
[0078] FIGS. 9 and 13 illustrate shot-attempt laser beams L1-L15
(only 3 beams are shown in FIG. 13) emanating from shot-attempt
lasers, while FIG. 10 illustrates a shot-made sensor 1010, which
are used in conjunction with one another to determine a shooter's
shooting accuracy. In one embodiment, the shot-attempt laser beams
L1-L15 are positioned along a radial line from the center of the
first rim 210 to their corresponding shooting positions, so that
the beams pass at a location just inside the upper support member
of the ball-catching net. The shot-attempt lasers each direct a
beam towards a ceiling at an angle of about 30 degrees relative to
the ceiling, such that corresponding beams and corresponding radial
lines associated with corresponding player positions lie in a plane
that is generally perpendicular to the ceiling. Each beam is
received by a beam detector (not shown). When a shot is attempted,
it breaks the beam (as detected by the detector) and, thus, an
attempted shot is counted.
[0079] FIG. 10 includes a shot-made sensor 1010 that is located
below the middle of the rim. The shot-made sensor 1010 directs an
invisible beam away from the backboard to approximately the center
of the rim. If a ball breaks the shot-made sensor's beam within a
predetermined time from breaking a shot-attempt laser beam (e.g.,
0.2 to 0.5 seconds), a made shot is recorded. If a ball does not
break the shot-made sensor's beam within the predetermined time,
the shot is counted as a missed shot.
[0080] By viewing a record of the number of shots made and missed
by a particular player at simulated positions on a basketball
court, a coach can determine a player's shooting strengths and
shooting weaknesses. A coach can then develop a specific training
program to address a player's shooting weaknesses.
[0081] FIG. 11 is a simplified diagrammatic representation of a
basketball training system that can be used on a pay-per-use
(pre-payment) basis and that has many features controlled by a
central computer. As will be understood by those skilled in the
art, a central computer 1110 can be used to control many of the
features of the embodiments described above.
[0082] For example, the central computer 1110 can be used to
operate the rim control system 1120 to control the speed and amount
of rotation of the rims, along with monitoring the location of the
rims, among other things. The central computer 1110 can also be
used to operate the ball passing system 1130 to control the passing
interval, the passing speeds, the passing locations, the types of
passes, the passing length and the passing height, among other
things. The central computer 1110 can further be used to operate
the ball retrieval system 1140 to control the vibration rate of
bottom of the ball-catching net, among other things.
[0083] In order to use the basketball training system of FIG. 11 on
a pay-per-use basis, a patron approaches an automated payment
system 1150 or a desk clerk operating the payment system, who
collects payments at a predetermined rate. For example, a patron
might be charge 1 penny per shot (e.g., $10 for one hour of
continuous shooting when shooting 1 shot every 3.6 seconds).
[0084] After receipt of payment, the patron is provided with a
player activation system 1160, which may include a remote control
associated with a particular shooting position (e.g., one of
shooting positions 1-15). Preferably, both a remote payment data
collection system 1170 and the central computer 1110 are advised
that a payment was made by a patron and that the patron has
received a particular player activation system 1160.
[0085] When a patron is ready to begin shooting, the patron moves
to the shooting position associated with his player activation
system 1160 and presses an activation button (e.g., a green "go"
button) on the player activation system 1160, which notifies the
central computer 1110 that a player will be shooting from the
position associated with the player activation system 1160.
Accordingly, upon command from the central computer 1110, passes
are delivered to such shooting position by the ball passing system
1130. The player activation system 1160 may also include buttons
which allow a patron to select one of a plurality of ball-passing
speeds, one of a plurality of types of passes, one of a plurality
of ball-passing lengths and/or one or more of a plurality of
ball-passing heights. In the absence of a patron making a
selection, default settings (that are programmed into the central
computer or the player activation system) are used. Furthermore,
the player activation system 1160 may include a pause button (e.g.,
a red "stop" button) in case the patron becomes tired or needs to
stop the shooting session for some other reason. The central
computer 1110 will then by-pass the shooting position associated
with the paused player activation system.
[0086] The central computer 1110 can be used in conjunction with
the shot counting system 1180 to record various data. For example,
the central computer 1110 can be used with the shot counting system
1180 to record the number of shots taken, to record the number of
shots made, to record the position of the rim when each shot was
taken, to record the diameter of the rim when each shot was taken,
to record the height of the rim when each shot was taken, to record
the rim's flange length when each shot was taken, to record the
size of the ball when each shot was taken, to record the weight of
the ball when each shot was taken, to record the passing location
when each shot was taken, and/or to determine whether the patron
has exhausted his pre-paid shots, among other things.
[0087] As each shot is taken by a patron, the central computer 1110
can communicate with the payment data collection system 1170, the
payment system 1150 and/or the player activation system 1160. This
communication can be made using wired or a wireless communication
means (either now known or later developed), as will be understood
by those skilled in the art.
[0088] The central computer 1110 can also operate in conjunction
with a reporting system 1190. For example, upon completion of a
shooting session, a player (or coach) may receive a print-out
summarizing the various system variables and the player's shooting
performance. The print-out may be provided as part of the original
fee for using the basketball training system or for an additional
fee.
[0089] When a team has purchased or leased the basketball training
system, the payment system 1150 and payment data collection system
1170 are generally not used (at least, not in the manner described
in connection with FIG. 11, above). In such situations (or even in
other situations), a coach may develop a specific shooting program
to address a player's shooting weaknesses. As an alternative, a
report regarding a player's shooting proficiency may be provided to
outside consultants (i.e., shooting experts), who may analyze the
report and may devise a program for the player.
[0090] The present invention may include a plurality of motors. For
example, motors can be provided for: turning the impeller, rotating
the turret, vibrating the bottom of the ball-catching net,
interposing the rims, rotating the rims, raising one backboard
relative to the other backboard, and raising the entire unit up and
down on tracks, among other things.
[0091] Although embodiments of the present invention have been
described using two rims, it should be understood that more than
two rims may be used. In one embodiment, the first rim would rotate
about its center, while the center of the other rims would revolve
about the center of the first rim.
[0092] It should also be noted that the present invention can be
designed so that players can shoot from positions located 360
degrees around the machine, instead of 180 degrees as shown in the
figures. In one embodiment, the ball passing system includes two
ball passers, each of which is responsible for passing balls to
player locations over approximately a 180 degree range and two
ball-catching nets, each of which is responsible for be-netting
balls over approximately a 180 degree range.
[0093] As will be understood by those skilled in the art, many of
the embodiments described above can be used in combination with one
another. The present disclosure is intended to cover such
combinations.
[0094] It should also be understood that this disclosure is
intended to cover video games that embody the principles of the
present invention.
[0095] While an effort has been made to describe some alternatives
to the preferred embodiment, other alternatives will readily come
to mind to those skilled in the art. Therefore, it should be
understood that the invention may be embodied in other specific
forms without departing from the spirit or central characteristics
thereof. The present examples and embodiments, therefore, are to be
considered in all respects as illustrative and not restrictive, and
the invention is not intended to be limited to the details given
herein.
* * * * *