U.S. patent application number 14/091722 was filed with the patent office on 2014-05-29 for hand guard for striking targets.
This patent application is currently assigned to Moo Shim Enterprises, LLC. The applicant listed for this patent is Moo Shim Enterprises, LLC. Invention is credited to Gerardo Orlando.
Application Number | 20140148313 14/091722 |
Document ID | / |
Family ID | 50773785 |
Filed Date | 2014-05-29 |
United States Patent
Application |
20140148313 |
Kind Code |
A1 |
Orlando; Gerardo |
May 29, 2014 |
Hand Guard for Striking Targets
Abstract
Devices which facilitate safe martial arts target striking are
disclosed. In an aspect, a hand guard device comprising a blocking
surface, a grip, and a stabilizer is disclosed. The hand guard
device may assist a holder in holding a striking target, such as a
board, while protecting a holder hand from wild blows from an
individual attempting to strike the striking target. The hand guard
device provides a rigid protective barrier for all portions of the
holder hand which would normally be exposed, including the
thumb.
Inventors: |
Orlando; Gerardo; (Palm
Harbor, FL) |
|
Applicant: |
Name |
City |
State |
Country |
Type |
Moo Shim Enterprises, LLC |
Palm Harbor |
FL |
US |
|
|
Assignee: |
Moo Shim Enterprises, LLC
Palm Harbor
FL
|
Family ID: |
50773785 |
Appl. No.: |
14/091722 |
Filed: |
November 27, 2013 |
Related U.S. Patent Documents
|
|
|
|
|
|
Application
Number |
Filing Date |
Patent Number |
|
|
61730094 |
Nov 27, 2012 |
|
|
|
Current U.S.
Class: |
482/83 |
Current CPC
Class: |
A63B 69/004 20130101;
A63B 71/14 20130101; A63B 2069/0042 20130101 |
Class at
Publication: |
482/83 |
International
Class: |
A63B 69/00 20060101
A63B069/00 |
Claims
1. A hand guard device for protecting exposed portions of a holder
hand from strikes during martial arts exercises when a striking
target is held, the hand guard device comprising: a rigid blocking
surface configured to protect exposed portions of a holder hand
positioned at a front striking target surface of a striking target
when the holder hand grips the striking target, the blocking
surface comprising: a left side extension portion, extending
laterally in a left direction, configured to protect a holder left
thumb; a right side extension portion, extending laterally in a
right direction, configured to protect a holder right thumb; and a
top extension portion, extending vertically for protection in a
vertical direction; a grip configured to receive at least a portion
of the holder hand; and a stabilizer configured to contact the
striking target.
2. The hand guard device of claim 1, wherein the stabilizer is an
L-shaped member configured to contact the front striking target
surface and a side striking target surface.
3. The hand guard device of claim 1, wherein the blocking surface
is constructed of at least one of: ABS plastic, metal, and
wood.
4. The hand guard device of claim 1, wherein the hand guard device
is constructed of at least one of: ABS plastic, metal, and
wood.
5. The hand guard device of claim 1, wherein the blocking surface
is curved
6. The hand guard device of claim 5, wherein a bottom blocking
surface portion positioned opposite the top extension portion is
configured to contact the front striking surface of the striking
target.
7. The hand guard device of claim 1, wherein the grip is a cavity
configured to receive fingers of the holder hand.
8. The hand guard device of claim 1, wherein the top extension
portion is configured to protect fingers of the holder hand.
9. The hand guard device of claim 1, wherein the hand guard device
is configured to facilitate gripping the striking target between
the stabilizer and a holder hand heel.
10. The hand guard of claim 1, the stabilizer further comprising at
least one retaining lip configured to retain the striking
target.
11. A hand guard device for protecting exposed portions of a holder
hand from strikes during martial arts exercises when a striking
target is held, the hand guard device comprising: a rigid, curved
blocking surface configured to protect exposed portions of a holder
hand positioned at a front striking target surface of a striking
target when the holder hand grips the striking target, the blocking
surface comprising: a left side extension portion, extending
laterally in a left direction, configured to protect a holder left
thumb; a right side extension portion, extending laterally in a
right direction, configured to protect a holder right thumb; a top
extension portion, extending vertically for protection in a
vertical direction, configured to protect fingers of the holder
hand; and a bottom blocking surface portion positioned opposite the
top extension portion is configured to contact the front striking
surface of the striking target; a grip configured to receive at
least a portion of the holder hand; and a stabilizer configured to
contact the striking target; wherein the stabilizer is an L-shaped
member configured to contact the front striking target surface and
a side striking target surface.
Description
CROSS-REFERENCE TO RELATED APPLICATION
[0001] This application claims the benefit of U.S. Provisional
Patent Application No. 61/730,094, filed Nov. 27, 2012, and
entitled "Hand Guard For Striking Targets", the entire contents of
which is incorporated herein by reference.
FIELD OF THE DISCLOSURE
[0002] The present disclosure generally relates to martial arts
equipment and more particularly to devices for facilitating martial
arts training and testing.
BACKGROUND
[0003] Millions of people a year participate in martial arts and
experience the thrill and discipline of the sport, including board
breaking. According to a 2011 Sports & Fitness Industry
Association report, more than 5 million Americans participated in
the martial arts. These individuals received their training at one
of the more than 30,000 schools in the United States. Like many
sports, children ages 4 to 14 make up the majority of martial arts
participants. In fact, martial arts is the fourth most popular
activity among 6-12 year olds. Martial arts is an attractive sport
for both children and their parents because it provides a fun,
challenging way to exercise while learning discipline and focus.
Many children continue to participate in martial arts throughout
childhood and into adulthood.
[0004] For several reasons, martial arts participants and the
schools which instruct them purchase a large amount of equipment.
First, because martial arts is a contact sport, safety equipment,
training dummies, and the like wear out after repeated use (e.g.,
blows, strikes, and the like). Second, new participants must
purchase at least the basic equipment necessary for training, such
as attire and safety gear. Third, as individuals progress in the
martial arts, they often purchase additional equipment for use both
at home and at their martial arts school and upgraded equipment.
Finally, instructors must purchase new equipment as groups of
children wear out a school's equipment or as new equipment becomes
available. In 2010, these factors resulted in wholesale revenues of
$394 million, up twelve percent from the previous year.
[0005] Wooden boards for breaking are among the equipment routinely
replaced by martial arts instructors.
[0006] A martial arts student breaking a wooden board with their
bare foot or hand for the first time is one of the most exciting
moments in their training. This first break is very satisfying to a
student because board breaking is closely associated with martial
arts prowess in popular culture. In fact, novice students must
often pass board breaking tests as they progress to the first rank
and beyond.
[0007] While such tests are exciting for the student, they pose an
injury threat to instructors. One or more martial arts instructors
typically hold the target board for the student to strike. The
instructor's fingers exposed to potential strikes from the student
if the student misses the targeted portion of the board (i.e., the
center). Often, due to student excitement, poor aim, lack of skill,
or lack of concentration, the student's strike will land on the
instructor's hands, rather than the targeted portion of the board.
Because the student is striking with great force in order to break
the board, these wild strikes may break or otherwise injure an
instructor's unprotected fingers.
[0008] Holding such boards while a student attempts to break them
creates a risk of injury for the holder's fingers, yet there are
few equipment options available to protect the holder during board
breaking exercises.
[0009] One approach is for the holder to wear padded training
gloves. This approach fails to protect the holder fully because the
padding is not rigid. Instead, the padding absorbs only a portion
of the force from a wild strike landing on the holder's gloved
hand. Additionally, many padded gloves are designed to reduce
impacts during sparring and provide padding for only the upper
portion of the fist. This leaves the holder's fingers unprotected
when the fingers are the most likely to be injured during board
breaking exercises because they are the closest to the area of the
board the student is aiming at.
[0010] Another approach is to use a mechanical device to hold the
board. This approach enables a student to perform board breaking
exercises without the aid of a holder. Such devices may mount on a
wall or be held by one or more individuals.
[0011] One such device comprises a U-shaped frame having channels
on opposing sides of the U-shaped frame. The channels are
configured to hold a board of some thickness. One or more
individuals may hold the board by grasping the bottom portion of
the U-shaped frame. While these devices allow the holder to
position their hands behind the board or a distance away from the
board, thereby avoiding poorly aimed strikes, the frame of the
device presents an additional danger to the student. If the
student, for example, kicks through the board the force of their
kick may cause the student's foot to impact the frame of the
device, causing injury. This situation does not arise with an
individual holding the board because the holder may simply move out
of the way if the student's kick continues a significant distance
after breaking the board. Even if such a kick lands on the
individual holding the board, injury to the student's foot is
unlikely.
[0012] Such devices may initially hold the board in place via set
screws, clamps, or another friction-based holding device. While
effective in maintaining a steady target for the student to strike,
holding the board in place in this manner may present a danger to
the student. After the student breaks the board, their foot often
passes well beyond the plane of the board. Because the device is
rigidly holding the board in a static position initially, it may
continue to hold pieces of the now broken board in place after
being broken. Such pieces often have newly exposed sharp,
splintered edges. Where the student kicks through the board, these
edges may scrape, cut or splinter the student's foot and leg as
they remove their leg from the device because the device continues
to hold the board pieces in place. This situation does not arise
when a person holds the board without the aid of such a device.
When the board is held by a person, that person typically moves the
board halves away from the student's foot and leg, thereby avoiding
contact between the newly splintered edges of the board on the
student's body.
[0013] Such devices may be combined with rebreakable boards.
Rebreakable boards are comprised of two interconnecting half
sections which interlock. When the rebreakable board is struck with
the force necessary to break a wooden breaking board, the two half
sections separate. Such sections may be joined back together and
the board breaking exercise may be repeated. When known board
holding devices are used in combination with a rebreakable board,
one or more individuals may practice board breaking exercises at
length without destroying any equipment.
[0014] Given the foregoing, devices are needed which protect an
individual holder's hand from wild strikes while the individual
holds a breaking board. In particular, such devices should fully
protect the holder's fingers, enable holding of several boards, and
be usable with boards of varying widths and thicknesses. Devices
are also needed with provide a rigid structure which protects the
holder's hand from wild strikes.
[0015] Additionally, devices are needed which protect an individual
holder's hand from wild strikes while the individual holds a
breaking board and ensure the safety of the individual attempting
to strike the breaking board. In particular, devices are needed
which do not present a danger to the individual attempting to
strike the board if their follow through carries their leg, arm, or
another portion of their body a significant distance past the
board. It is also desirable to provide devices which enable moving
board pieces away after the board has been broken in order to avoid
harming the individual who broke the board with broken board
pieces.
[0016] Finally, devices are needed which, when used in conjunction
with rebreakable boards, facilitate safe practice of board breaking
exercises at length.
SUMMARY
[0017] This Summary is provided to introduce a selection of
concepts. These concepts are further described below in the
Detailed Description section. This Summary is not intended to
identify key features or essential features of the disclosures
subject matter, nor is this Summary intended as an aid in
determining the scope of the disclosed subject matter.
[0018] Aspects of the present disclosure meet the above identified
needs by providing devices which facilitate safe target striking.
In particular, hand guard devices made in accordance with the
present disclosure facilitate safe target striking for both the
target holder and the striker without requiring moving parts (e.g.,
clamps). Such hand guard devices are compact and versatile. This
enables targets of varying thicknesses to be held, as well enabling
holding multiple targets simultaneously (e.g., holding several
breaking boards at once).
[0019] As described above, traditional martial arts board breaking
features a first individual, such as an instructor, gripping the
striking target (i.e. the breaking board) at both ends with their
hands. The instructor positions the striking target such that a
second individual, such as a student, may strike the striking
target with a portion of their body, such as their foot. Portions
of the instructor's hands face the student and may be injured by a
wild strike if the student fails to control their attempt to strike
the target.
[0020] In an aspect, a hand guard is provided which protects the
exposed portions of the instructor's hands from injury by a wild
strike during board breaking exercises. The hand guard comprises a
blocking surface, a grip, and a stabilizer. The hand guard is at
least partially constructed of a rigid material, such as ABS
plastic, a polymer, metal, or wood. The hand guard is configured to
absorb and channel impact forces around the instructor's fingers
and back of the hand such that wild strikes which land on the hand
guard do not injure the instructor's hand and fingers. The front of
the hand guard is comprised of the blocking surface, a rigid member
which protects the hand during use. In an aspect, the blocking
surface is curved, reducing risk of injury to the student if they
strike the hand guard compared to the square metal brackets of
previous solutions. The grip is rigidly connected to the back of
the blocking surface and comprises a cavity. The bottom portion of
the hand guard comprises a stabilizer. The stabilizer is a rigid
L-shaped member configured to be placed on a side portion of a
breaking board and to overlap a portion of the front side of it,
thereby enabling the instructor to securely grip the board by
pressing the heel of their hand into the back of the board. The
back portions of the grip and the stabilizer may be open, allowing
the instructor to hold several boards at the same time. This
enables the instructor to utilize the hand guard and remain
protected while, for example, a more advanced student attempts to
break several boards at once.
[0021] The instructor may use two hand guards to hold a target,
such as a breaking board, by placing the fingers of one of their
hands inside the grip cavity and squeezing an end portion of the
breaking board between the stabilizer portion of the hand guard and
the heel of the hand, thereby firmly gripping the board and
protecting the hand. The other end portion of the breaking board is
held in a similar fashion. When held in this configuration, the
instructor may position the board such that a student may attempt
to break the board with a front kick, side kick, front punch,
etc.
[0022] When an instructor holds a breaking board during a breaking
board exercise in a traditional manner (i.e. with no hand
protection), the student is presented with three closely spaced
surfaces to potentially strike: the breaking board itself, the
instructor's right hand and the instructor's left hand. Striking
two out of three of these surfaces may result in significant injury
to the instructor. Using hand guards in the above described
configuration presents a different set of surfaces to strike: the
breaking board itself, the blocking surface of the hand guard held
in the instructor's left hand and the blocking surface held in the
instructor's right hand. In this configuration, no portions of the
instructor's hands are exposed to potential strikes from the
student.
[0023] Compared to previous solutions, hand guards in accordance
with the present disclosure reduce risk of injury to the student.
When an instructor holds a breaking board with hand guards in the
above described configuration, the instructor's hands are protected
from wild strikes but there is no frame supporting the breaking
board. Because there is no frame, the student is not in danger of
injuring himself if the follow through of their strike carries him
a significant distance past the front surface of the breaking
board. Additionally, after the student strikes the board and breaks
it, the instructor may move the board pieces away from the student,
thereby minimizing risk of injury to the student from impacting
sharp, newly broken edges of the board.
[0024] Aspects of the present disclosure may be used in combination
with rebreakable boards. When used in combination with rebreakable
boards, a pair of students may practice board breaking exercises
repeatedly while the student holding the rebreakable board is
protected by hand guards made in accordance with the present
disclosure.
[0025] Further features and advantages of the present disclosure,
as well as the structure and operation of various aspects of the
present disclosure, are described in detail below with reference to
the accompanying drawings.
BRIEF DESCRIPTION OF THE DRAWINGS
[0026] The features and advantages of the present disclosure will
become more apparent from the Detailed Description set forth below
when taken in conjunction with the drawings in which like reference
numbers indicate identical or functionally similar elements.
[0027] FIG. 1 is perspective view of an instructor using two hand
guards to hold a breaking board while a student attempts to strike
the breaking board, according to an aspect of the present
disclosure.
[0028] FIG. 2 is side view of a hand guard, according to an aspect
of the present disclosure.
[0029] FIG. 3 is a rear perspective view of a hand guard, according
to an aspect of the present disclosure.
[0030] FIG. 4 is a top view of a hand guard, providing a view of
when an instructor inserts their hand into the grip of the hand
guard, according to an aspect of the present disclosure.
[0031] FIG. 5 is a side view of two hand guards being used by an
instructor, according to an aspect of the present disclosure.
[0032] FIG. 6 is a side view of two hand guards in use, wherein the
breaking board being held by the instructor is in a horizontal
orientation, according to an aspect of the present disclosure.
[0033] FIG. 7 is a front view of four hand guards being used by two
instructors to hold a breaking board, according to an aspect of the
present disclosure.
[0034] FIG. 8 is a side view of two instructors utilizing four hand
guards to hold a breaking board, according to an aspect of the
present disclosure.
[0035] FIGS. 9A-9H are perspective views of alternative
configurations of a hand guard, according to aspects of the present
disclosure.
DETAILED DESCRIPTION
[0036] The present disclosure is directed to devices which
facilitate safe target striking. In particular, hand guards made in
accordance with the present disclosure facilitate safe target
striking for both the target holder and the striker without
requiring moving parts (e.g., clamps). Such hand guards are compact
and versatile. This enables targets of varying thicknesses to be
held, as well enabling holding multiple targets simultaneously
(e.g., holding several breaking boards at once).
[0037] Aspects of the present disclosure may be configured to
facilitate safe target striking in a martial arts environment. For
example, hand guards in accordance with the present disclosure
facilitate board breaking exercises while protecting the board
holder's hands from injury from wild strikes.
[0038] In an aspect, such hand guards protect the board holder's
hands while enabling the board holder to place the heel of their
hand against the back of the board in the same manner as the board
would be held without using such hand guards. In this manner, the
board holder may hold the board in a traditional manner and stance
and still be protected. In other words, board holders (e.g.,
instructors) do not have to learn new holding stances. Rather, the
learning curve of such hand guards is low, enabling the board
holder to quickly and intuitively begin using such hand guards.
[0039] For the purposes of the present disclosure, a "target" is an
object which an individual is attempting to strike. Targets
include, but are not limited to, wooden breaking boards, synthetic
breaking boards, rebreakable boards, padded striking targets,
breakable objects, and the like. As will be appreciated to those
skilled in the relevant art(s) after reading the description
herein, hand guards made in accordance with the present disclosure
may be utilized with other objects. For clarity of description of
various aspects of the present disclosure, the target may be
referred to as a "board" or "breaking board" however, the present
disclosure should not be limited by such particularized usage.
Rather, such terms may be used interchangeably with "target."
[0040] As will be appreciated to those skilled in the relevant
art(s) after reading the description herein, "holder" and
"instructor" may each interchangeably refer to the individual or
group of individuals holding the board. Similarly, "student" and
"striker" may interchangeably refer to the person attempting to
strike or break the board by striking the board with a portion of
their body (e.g., hand, elbow, foot, knee, forehead, and the like)
or with some device (e.g., a staff, nunchaku, and the like). The
striker need not be a student. Rather, the striker may be an
instructor. Similarly, the holder need not be an instructor.
Students may hold the board during board breaking exercises while
another individual attempts to strike the board.
[0041] Reference may be made to the front, back, left, right, top,
and bottom portions of the hand guard. For the purposes of the
present disclosure, the front portion of an item described (e.g., a
breaking board, a hand guard) is that portion of the item which
faces the student during a board breaking exercise, as depicted in
FIG. 1. The top portion of an item described is that portion of the
item which appears higher than other portions, from the perspective
of the student. The left side of an item described is that portion
of the item which appears on the left from the perspective of the
student. When reference is made to a portion of the hand guard
using such terms, such directions make reference to portions of the
hand guard when it is in the orientation depicted by hand guard
102a. It is understood that such terms may refer to other spatial
relationships when used in different contexts (e.g., the
instructor's right thumb). Additionally, it is understood that such
terms are used to clarify the present disclosure. The present
disclosure should not be limited by such usage.
[0042] As will be readily apparent to those skilled in the relevant
art(s), aspects of the present disclosure may possess right halves
and left halves that are substantially identical. That is, the hand
guard is symmetrical in that the right half of the hand guard
device is a mirror image of the left half thereof. Accordingly,
reference may be variously made to only the right side or the left
side of the device. It will be understood that the other side of
the device, while not specifically described, is constructed and
functions in a similar manner to the portions described.
[0043] Referring now to FIG. 1, a perspective view of an instructor
106 using two hand guards 102 (labeled as hand guards 102a,b in
FIG. 1) to hold a breaking board 104 while a student 108 attempts
to strike board 104, according to an aspect of the present
disclosure, is shown.
[0044] As shown in FIG. 1, during board breaking exercises, student
108 attempts to strike board 104 and break it with the force of
their strike. Student 108 may strike board 104 with a foot, as
shown. In other board breaking exercises, student 108 may attempt
to strike board 104 with another portion of their body or another
device. Often, due to student excitement, poor aim, or lack of
concentration, student 108 will miss board 104 and their strike
will land on the instructor's hand 110 (labeled, for clarity, only
as hand 110a in FIG. 1). In particular, student 108 may strike the
instructor's fingers 112 (labeled, for clarity, only as finger 112a
in FIG. 1) or thumbs 114 (labeled, for clarity, only as thumb 114a
in FIG. 1), causing injury. In an effort to minimize their
exposure, instructor 106 may use only their fingertips to hold the
front of board 104. While this position reduces the area of the
hand exposed to potential wild strikes from student 108, it may
position the instructor's knuckles in a more injury prone
position.
[0045] Hand guards 102 may be utilized as shown in FIG. 1 in order
to protect instructor fingers 112, thumbs 114, and other portions
of their hands 110. Hand guard 102 may be at least partially
constructed of a rigid material, such as ABS plastic, a polymer,
metal, or wood. Hand guard 102 is configured to absorb and channel
impact forces around the instructor's fingers 112 and such that
wild strikes which land on hand guard 102 do not injure instructor
106.
[0046] In order to utilize hand guard 102, instructor 106 inserts
at least a portion of hand 110 into hand guard 102 and then uses
hand guard to hold board 104. In an aspect, instructor 106 inserts
fingers 112 into hand guards 102 and grasps board 104 on the top
and bottom portions of board 104 in a manner similar to the
grasping configuration used when hand guards 102 are not utilized.
That is, instructor 106 holds board 104 by gripping board 104
between their hand guard-protected fingers 112 and the heel of
their hand 110. Thumb 114 is positioned along the top edge of board
104, behind the front face of hand guard 102, such that no portion
of hand 114 is exposed to potential strikes from student 108.
[0047] Referring now to FIG. 2, a side view of hand guard 102,
according to an aspect of the present disclosure, is shown.
[0048] Hand guard 102 is configured to both protect instructor 102
and facilitate holding of board 104. Hand guard 102 may be designed
to easily slip on and off hand 110, facilitating ease of use. In
some aspects, hand guard 102 is a single piece containing no moving
parts, thereby increasing durability and simplicity.
[0049] Hand guard 102 comprises a blocking surface 202, a grip 208,
and a stabilizer 210.
[0050] In an aspect, the outer edges of hand guard 102 are curved
in order to reduce the chance of injury to student 108 and
instructor 106 when a wild strike impacts hand guard 102.
[0051] Blocking surface 202 is located on the front of hand guard
102. When hand guard 102 is used, blocking surface 202 is the
surface exposed to potential strikes from student 108, rather than
hand 110. Blocking surface 202 comprises a rigid member, configured
to protect hand 110 from wild strikes without substantial
deformation (i.e. without the compression of the surfaces of padded
gloves). Avoiding substantial deformation of blocking surface 202
allows hand guard 102 to absorb and channel impact forces around
fingers 112 and thumb 114, thereby preventing injury.
[0052] Blocking surface 202 may be, for example, a plate, an
L-shaped surface, or a curved surface. Blocking surface 202 shown
in FIG. 2 is a curved surface. Such curvature may be preferred in
some aspects because a smoothly curving blocking surface 202 is
less likely to injure student 108 if, for example, their foot
strikes hand guard 102. In an aspect, blocking surface 202 is a
curved surface with an arc that follows the general curvature of
fingers 112 gripping board 104 (i.e. the curvature of the top
portion of fingers 112 when fingers 112 are curled inward in a
gripping position).
[0053] In the aspect depicted in FIG. 2, the front of hand guard
102 is blocking surface 202. Blocking surface 202 is a curved
surface having dimensions of five and a half inches wide and two
and three-quarters inches tall.
[0054] On a front portion, blocking surface 202 may further
comprise a padding layer (not depicted in FIG. 2). The padding
layer may be configured to further reduce impact forces imparted on
hand guard 102 by a wild strike. Additionally, padding layer may be
configured to reduce impact forces imparted on the student 108 from
a wild strike. Padding layer may cover the entire front surface of
hand guard 102 and comprise an air bladder, foam, rubber, vinyl
nitrile foam, thermoplastic urethane foam, or the like.
[0055] Blocking surface 202 may comprise side extensions 204 and
top extension 206.
[0056] Top extension 206 is configured to protect the back of hand
110 from wild strikes. Top extension 206 may be sufficiently tall
and wide to eliminate exposure of the back of hand 110 to student
108 when hand guard 102 is being used to hold board 104 as depicted
in FIG. 1. In an aspect, top portion may be approximately one and a
quarter inches tall and three and a half inches wide, thereby
providing sufficient surface area to protect the back of a typical
adult's hand.
[0057] Side extensions 204 may be configured to protect thumb 114
from wild strikes. Side extension 204 may be sufficiently tall and
wide to eliminate exposure of thumb 114 to student when hand guard
102 is being used to hold board 104 as depicted in FIG. 1. In an
aspect, the right side extension 204a is one and a half inches tall
and one inch wide, thereby providing sufficient surface area to
protect a typical adult's thumb.
[0058] Hand guards 102 may be symmetrical and comprise two side
extensions 204. Inclusion of two side extensions 204 enables hand
guard 102 to be used by either instructor's right hand or
instructor's left hand. In other words, such symmetry enables
ambidextrous use.
[0059] In another aspect, hand guard 102 comprises a single side
extension 204. Here, side extension 204 may be configured to
protect thumb 114 of either the right or the left hand. Such hand
guards 102 are not designed for ambidextrous use but, may have a
smaller profile.
[0060] Hand guard 102 is designed to facilitate holding board 104.
In an aspect, grip 208 enables instructor 106 to utilize hand guard
102. Grip 208 provides a surface, cavity, or other area where hand
110 may hold hand guard 102 in a manner that protects hand 110 from
wild strikes.
[0061] Stabilizer 210 assists board 104 holding. Stabilizer 210 may
contact a portion of board 104. Unlike the uneven, malleable
surface of the palm of the hand, stabilizer 210 may be configured
to provide an even, rigid surface to contact board 104. Such
uniformity enabling more secure holding of board 104. In an aspect,
stabilizer 210 is an L-shaped member configured to conform to a
portion of the front and top surfaces of board 108. In conjunction
with pressure applied by the heel of hand 110, stabilizer 210 holds
board 104 in place during board breaking exercises.
[0062] Stabilizer 210 may be three and a half inches long with legs
measuring half-inch and one inch. The one-inch leg may contact the
front surface of board 104 and the half-inch leg may contact the
top surface of board 104. This stabilizer 210 may be used with
boards of varying thicknesses, such as half-inch, one inch, or one
and a half inches. The dimensions of stabilizer 210 may be varied
in order to accommodate boards 104 of other configurations.
[0063] In some aspects, a gripping layer is applied to the
stabilizer surface in order to assist holding board 104. Gripping
surface may be a ridged or ribbed surface. Gripping surface may
also be an adhesive layer. In yet another aspect, gripping surface
may be grip tape as used on pole vaulting poles, hockey sticks, and
the like. As will be appreciated to those skilled in the relevant
art(s) after reading the description herein, gripping surface may
be another material or configuration.
[0064] In another aspect, stabilizer 210 is a device which holds
board 104 in place without the assistance of hand 110. Such
stabilizers 104 may be a vice grip, a clamp, or a rigid slot
configured such that board 104 may be inserted into the slot and
retained by friction.
[0065] Referring now to FIG. 3, a rear perspective view of hand
guard 102, according to an aspect of the present disclosure, is
shown.
[0066] Grip 208 comprises a cavity defined by sidewalls 304, a grip
ceiling 302, and a grip floor 306. The cavity may be additionally
defined by a grip bottom (not shown). In the aspect depicted in
FIG. 3, no grip bottom exists because grip ceiling 302 curves with
the profile of blocking surface 202 and intersects the L-shaped
grip floor. Similarly, grip floor 306 has an L-shaped profile
similar to the bottom shape of stabilizer 210. The surfaces with
define the cavity of grip 208 may be rigid surfaces. The cavity may
be of sufficient width to accommodate four curled fingers of an
average adult hand. The cavity may be approximately three and a
half inches wide.
[0067] Fingers 112 are inserted into the cavity and contact at
least one of the surfaces that define the cavity. In an aspect,
fingers 112 do not contact grip ceiling 302 during hand guard use
in order to maximize the absorption and channeling of impact forces
around fingers 112.
[0068] In an aspect, one or more inner surfaces of the cavity are
at least partially covered by a shock absorbing material. For
example, grip ceiling 302 may additionally comprise a shock
absorbing foam covering its entire interior surface in order to
further absorb impact forces from wild strikes. The shock absorbing
material may be an air bladder, foam, rubber, vinyl nitrile foam,
thermoplastic urethane foam, or the like. Similarly, the back
surface of side extension 204 may further comprise a shock
absorbing material.
[0069] In another aspect, one or more inner surfaces of the cavity
are at least partially configured to increase gripping power. Such
surfaces may be ridged or ribbed. In another aspect, such surfaces
comprise grip tape, as used on pole vaulting poles, hockey sticks,
and the like. As will be appreciated to those skilled in the
relevant art(s) after reading the description herein, surface may
be configured in another manner or comprise additional materials in
order to increase gripping power.
[0070] Referring now to FIG. 4, a top view of hand guard 102,
providing a view of where instructor 106 inserts hand 110 into grip
208, according to an aspect of the present disclosure, is
shown.
[0071] Grip 208 provides an open back which enables instructors 106
with a variety of hand sizes to use hand guard 102. Additionally,
it enables instructor 106 to use hand guard 102 while wearing
additional equipment, such as a padded glove.
[0072] In another aspect, grip 208 may be a different configuration
such as a pistol grip, a T-grip, or the like.
[0073] In yet another aspect, hand guard 102 may comprise top
extension 206 which is configured to curve around the top of hand
110, providing additional protection.
[0074] Referring now to FIG. 5, a side view of two hand guards 102
being used by instructor 106, according to an aspect of the present
disclosure, is shown.
[0075] FIG. 5 depicts instructor 106 holding board 104 in a fashion
similar to FIG. 1. That is, instructor 106 holds board 104 by
gripping board 104 between their hand guard-protected fingers 112
(not labeled, for clarity, in FIG. 5) and the heel of their hand
110 (not labeled, for clarity, in FIG. 5). Thumb 114 (labeled, for
clarity, only as thumb 114a in FIG. 5) is positioned along the top
edge of board 104, behind side extension 204 (not labeled, for
clarity, in FIG. 5), such that no portion of hand 114 is exposed to
potential strikes from student 108.
[0076] Thumb 114 may additionally grip the outer portion of
sidewall 304 (labeled, for clarity, only as sidewall 304a in FIG.
5). This may provide additional gripping power and stability when
using hand guard 102 to hold board 104.
[0077] Outer portion of sidewall 304 may be further configured to
increase gripping power. It may be ridged or ribbed. In another
aspect, the outer portion of sidewall may comprise grip tape, as
used on pole vaulting poles, hockey sticks, and the like. As will
be appreciated to those skilled in the relevant art(s) after
reading the description herein, the outer portions of sidewall 304
may be configured in another manner or comprise additional
materials in order to increase gripping power.
[0078] When using hand guards 102 in the manner depicted in FIG. 5,
instructor 106 may quickly move broken pieces of board 104 away
from student 108 after student 108 has broken board 104. This
eliminates the risk of cutting, scratching, or otherwise harming
student 108 with such broken pieces. Additionally, as shown in FIG.
5, there is no frame supporting board 104. Thus, student 108 is not
in danger of injuring himself if the follow through of their strike
carries him a significant distance past the front surface of board
104.
[0079] Referring now to FIG. 6, a side view of two hand guards 102
in use, wherein board 104 being held by instructor 106 is in a
horizontal orientation, according to an aspect of the present
disclosure, is shown.
[0080] As shown in FIGS. 5 and 6, hand guards 102 (labeled, for
clarity, only as hand guard 102b in FIG. 6) may be used while
holding board 104 in a variety of orientations and angles because
hand guard 102 is low profile and does not limit the angles board
104 may be positioned in. Hand guard 102 enables the instructor's
arms to absorb impact forces from both successful and wild strikes
at board 104 in the same manner as such forces would be absorbed in
the absence of hand guards 102. That is, the heel of hand 110 (not
labeled, for clarity, in FIG. 6) is pressed firmly against board
104 and absorbs impact forces from board 104.
[0081] Hand guards 102 may be used in combination with rebreakable
boards. When used in combination with rebreakable boards, a pair of
students may practice board breaking exercises repeatedly. One
student may hold the rebreakable board with hand guards 102, while
the other student practices board breaking exercises. The student
holding the rebreakable board is protected by hand guards 102.
[0082] Referring now to FIG. 7, a front view of four hand guards
102 being used by two instructors 106 to hold board 104, according
to an aspect of the present disclosure, is shown.
[0083] For larger boards 104, or boards 104 which are more
difficult to break, it may be desirable for more than one
instructor 106 to hold board 104. Because hand guard 102 is low
profile and versatile, two or more instructors 104 may hold board
104 while utilizing hand guards 104. Positionability and
orientation of board 104 is maintained in such a configuration.
[0084] Referring now to FIG. 8, a side view of two instructors 106
utilizing four hand guards 102 to hold board 104, according to an
aspect of the present disclosure, is shown.
[0085] As shown in FIG. 8, instructor 108 hand position when two
instructors are utilizing hand guards 102 to hold board 104 is not
significantly different compared to a single instructor 106 holding
board 104 or when two instructors 106 hold board 104 without the
aid of hand guards 102.
[0086] Referring now to FIGS. 9A through 9H, perspective views of
alternative configurations of hand guard 102, according to aspects
of the present disclosure, are shown.
[0087] Top extension 206 may be extended in some aspects. Such
configurations may provide additional protection for portions of
hand 110. The cavity portion of grip 208 may be similarly enlarged
in order to accommodate hand 110.
[0088] Stabilizer 210 may further comprise retaining lip 902.
Retaining lip 902 is positioned along the portion of stabilizer
which contacts the top edge of board 104. Retaining lip 902 is
configured to assist holding board 104 in place. Where stabilizer
210 is an L-shaped member retaining lip 902 may be positioned a
distance equal to the thickness of board 104 away from the front
leg of stabilizer 210. In another aspect, retaining lip 902 is
positioned an integer multiple of such a distance away from the
front leg of stabilizer 210.
[0089] While various aspects of the present disclosure have been
described above, it should be understood that they have been
presented by way of example and not limitation. It will be apparent
to persons skilled in the relevant art(s) that various changes in
form and detail can be made therein without departing from the
spirit and scope of the present disclosure. Thus, the present
disclosure should not be limited by any of the above described
exemplary aspects, but should be defined only in accordance with
the following claims and their equivalents.
[0090] In addition, it should be understood that the figures in the
attachments, which highlight the structure, methodology,
functionality and advantages of the present disclosure, are
presented for example purposes only. The present disclosure is
sufficiently flexible and configurable, such that it may be
implemented in ways other than that shown in the accompanying
figures. As will be appreciated by those skilled in the relevant
art(s) after reading the description herein, certain features from
different aspects of the present disclosure may be combined to form
yet new aspects of the present disclosure.
[0091] Further, the purpose of the foregoing Abstract is to enable
the U.S. Patent and Trademark Office and the public generally and
especially the scientists, engineers and practitioners in the
relevant art(s) who are not familiar with patent or legal terms or
phraseology, to determine quickly from a cursory inspection the
nature and essence of this technical disclosure. The Abstract is
not intended to be limiting as to the scope of the present
disclosure in any way.
* * * * *