U.S. patent application number 14/216437 was filed with the patent office on 2014-09-25 for trampoline assembly and related methods.
The applicant listed for this patent is Drum-A-Dance. Invention is credited to Kim Hall.
Application Number | 20140287879 14/216437 |
Document ID | / |
Family ID | 51569548 |
Filed Date | 2014-09-25 |
United States Patent
Application |
20140287879 |
Kind Code |
A1 |
Hall; Kim |
September 25, 2014 |
TRAMPOLINE ASSEMBLY AND RELATED METHODS
Abstract
A system includes a mini trampoline assembly for use in
conjunction with an active learning session(s) system. The assembly
includes a frame with one or more segments, a stretchable platform,
and optionally a dress skirt for the trampoline.
Inventors: |
Hall; Kim; (South Milwaukee,
WI) |
|
Applicant: |
Name |
City |
State |
Country |
Type |
Drum-A-Dance |
South Milwaukee |
WI |
US |
|
|
Family ID: |
51569548 |
Appl. No.: |
14/216437 |
Filed: |
March 17, 2014 |
Related U.S. Patent Documents
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Application
Number |
Filing Date |
Patent Number |
|
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PCT/US2012/055610 |
Sep 14, 2012 |
|
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14216437 |
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Current U.S.
Class: |
482/27 |
Current CPC
Class: |
A63B 2210/50 20130101;
A63B 2209/10 20130101; G09B 19/00 20130101; A63B 2209/08 20130101;
G09B 19/0038 20130101; A63B 2208/12 20130101; A63B 2209/14
20130101; A63B 5/11 20130101 |
Class at
Publication: |
482/27 |
International
Class: |
A63B 5/11 20060101
A63B005/11 |
Claims
1. A trampoline comprising: a frame including one or more discrete
segments forming an upper round, the two or more discrete segments
removably coupled with each other, the frame including two or more
legs extending therefrom; an elastomeric member associated with the
frame; a stretchable platform coupled with the upper round of the
frame; cords coupled with the stretchable platform and the upper
round of the frame; and an energy collection device coupled with at
least one of the stretchable platform or the cords.
2. The trampoline as recited in claim 1, further comprising a dress
skirt disposed over the frame.
3. The trampoline as recited in claim 2, wherein the dress skirt
includes one or more education pockets including one or more
cavities therein.
4. The system as recited in claim 1, wherein the stretchable
platform is coupled with the frame with stretchable cords.
5. The trampoline as recited in claim 1, wherein the stretchable
platform is coupled with the frame with one or more springs.
6. The trampoline as recited in claim 1, wherein the stretchable
platform includes the energy collection device.
7. The trampoline as recited in claim 1, further comprising an
active learning session(s) system for use with the trampoline, the
system includes one or more of math, science, music/movement, art,
history, nature/nutrition, or writing.
8. The trampoline as recited in claim 1, wherein the elastomeric
member is threaded through a central opening of the segment.
9. The trampoline as recited in claim 1, wherein the frame has
shape memory material.
10. The trampoline as recited in claim 1, wherein the elastomeric
member includes shape memory material.
11. A method comprising: assembling a trampoline assembly including
a frame and a stretchable platform, the frame having two or more
segments with an elastomeric member associated therewith, the frame
including two or more legs; and assembling the trampoline assembly
includes coupling the segments together to form a round portion of
the frame.
12. The method as recited in claim 11, wherein assembling the
trampoline assembly includes weaving stretchable cords with the
stretchable platform and the frame, thereby coupling the
stretchable platform with the frame.
13. The method as recited in claim 11, wherein assembling the
trampoline assembly includes coupling springs with the stretchable
platform and the frame, thereby coupling the stretchable platform
with the frame.
14. The method as recited in claim 11, wherein assembling the
trampoline assembly includes disposing a movement instrument dress
skirt over the trampoline assembly.
15. The method as recited in claim 14, further comprising coupling
a portion of the movement instrument dress skirt with the frame of
the trampoline assembly.
16. The method as recited in claim 15, wherein coupling the portion
of the movement instrument dress skirt with the frame includes
coupling with magnets.
17. The method as recited in claim 14, further comprising
assembling a totem with portions of the movement instrument dress
skirt.
18. The method as recited in claim 11, further comprising
interconnecting information from a first classroom with one or more
other classrooms.
19. The method as recited in claim 11, further comprising releasing
the trampoline assembly from a clutch to assemble the trampoline
assembly.
20. The method as recited in claim 11, further comprising moving
the stretchable platform and disassembling the trampoline assembly.
Description
RELATED APPLICATION
[0001] This application is a continuation and claims the benefit of
PCT application PCT/US2012/055610, filed on Sep. 14, 2012, having
attorney docket no. 06800.001WO1, which is hereby incorporated
herein by reference in it entirety.
TECHNICAL FIELD
[0002] The present disclosure relates to a trampoline assembly and
related methods.
BACKGROUND
[0003] The U.S. Centers for Disease Control and Prevention (CDC)
has ranked obesity as the number one health risk facing America.
Obesity results in hundreds of thousands of deaths a year in the
United States and costs the national economy billions of dollars
each year.
[0004] Childhood obesity affects more than 15 percent of the
population of people under 18. In children, obesity can lead to
lower self-esteem, depression, and significantly diminish quality
of life. Obesity also increases the child's risk for developing
serious obesity-related health conditions such as diabetes, heart
disease, and hypertension, among others. Weight gain and obesity
are caused by consuming more calories than the body needs--most
commonly by eating a diet high in fat and calories, and not burning
enough calories, such as living a sedentary lifestyle or lack of
exercise. Children typically need 60 minutes of cardio every
day.
SUMMARY
[0005] A system includes a movement instrument assembly for use in
conjunction with an active learning session(s) system, where the
movement instrument assembly includes two or more components. The
two or more components include at least a frame, a stretchable
platform, and a dress skirt, the movement instrument assembly for
forming a movement instrument, and the active learning session(s)
system includes a nature component.
[0006] Several options for the system are as follows. For instance,
in an option, the movement instrument is a drum, and the drum sized
to permit one human to jump thereupon, and others receive the
bounce. Optionally the drum has a frame, and the stretchable
platform is coupled with the frame. The stretchable platform is
coupled with the frame with stretchable cords, or one or more
springs. The system further optionally includes a movement
instrument dress skirt that is over and around the movement
instrument, where the movement instrument dress skirt includes one
or more education pockets including one or more cavities therein.
In another option, the movement instrument dress skirt is formed of
multiple components including a fabric disc-shaped material and a
fabric rectangular-shaped material. The disc-shaped material or the
rectangular shaped material is optionally coupled with the frame
with one or more magnets, hook and loop fastener, hooks, or a
combination.
[0007] The active learning session(s) system includes one or more
of a math, science, music/movement, art, history, nature/nutrition,
and writing where the children capture the lessons as it relates to
who they are further transforming them into a print that is
attached to the dress skirt.
[0008] In another embodiment, a method includes providing a
movement instrument assembly including two or more components,
providing a comprehensive active learning session(s), assembling
the components of the movement instrument assembly as part of the
curriculum to form a movement instrument, and jumping and receiving
the bounce on the device as part of the curriculum.
[0009] Several options for the methods are as follows. For
instance, assembling the movement instrument assembly includes
weaving stretchable cords with a stretchable platform and a frame,
thereby coupling the stretchable platform with the frame,
assembling the movement instrument assembly includes coupling
springs with a stretchable platform and a frame, thereby coupling
the stretchable platform with the frame, or assembling the movement
instrument assembly includes disposing a movement instrument dress
skirt over the movement instrument.
[0010] The method further optionally includes coupling a portion of
the movement instrument dress skirt with a frame of the movement
instrument, where coupling the portion of the movement instrument
dress skirt with the frame includes coupling with magnets, hook and
loop fastener, hooks, or a combination. In a further embodiment,
the method further includes assembling a totem with portions of the
movement instrument dress skirt, or other materials such as, but
not limited to recycled materials including corrugated board.
[0011] These and other embodiments, aspects, advantages, and
features of the present invention will be set forth in part in the
description which follows, and in part will become apparent to
those skilled in the art by reference to the following description
of the invention and referenced drawings or by practice of the
invention. The aspects, advantages, and features of the invention
are realized and attained by means of the instrumentalities,
procedures, and combinations particularly pointed out in the
appended claims and their equivalents.
BRIEF DESCRIPTION OF THE DRAWINGS
[0012] FIG. 1 is a top view of a movement instrument as constructed
in accordance with at least one embodiment.
[0013] FIG. 2 is a side view of a dress skirt as constructed in
accordance with at least one embodiment.
[0014] FIG. 3 is a perspective view of a movement instrument and
dress skirt as constructed in accordance with at least one
embodiment.
[0015] FIG. 4 is a block diagram of a totem as constructed in
accordance with at least one embodiment.
[0016] FIG. 5 is an active learning wheel as constructed in
accordance with at least one embodiment.
[0017] FIG. 6 is a portion of a system in as constructed in
accordance with at least one embodiment.
[0018] FIG. 7 is a system in accordance with at least one
embodiment.
[0019] FIG. 8 is a frame of a system in accordance with at least
one embodiment.
[0020] FIG. 9 is a stretched platform of a system in accordance
with at least one embodiment.
[0021] FIG. 10 is an elastic cord for weaving the platform to the
frame of a system in accordance with at least one embodiment.
[0022] FIG. 11 is a portion of a drum dress skirt of a system in
accordance with at least one embodiment.
[0023] FIG. 12 illustrates a portion of a frame constructed in
accordance with at least one embodiment.
[0024] FIG. 13 illustrates a portion of a frame constructed in
accordance with at least one embodiment.
[0025] FIG. 14A illustrates a portion of a frame constructed in
accordance with at least one embodiment.
[0026] FIG. 14B illustrates a portion of a frame constructed in
accordance with at least one embodiment.
[0027] FIG. 15 illustrates a stretchable platform constructed in
accordance with at least one embodiment.
[0028] FIG. 16 illustrates a portion of a frame constructed in
accordance with at least one embodiment.
[0029] FIG. 17 illustrates a portion of collapsed assembly
constructed in accordance with at least one embodiment.
[0030] FIG. 18 illustrates a container for the portion of a frame
constructed in accordance with at least one embodiment.
DESCRIPTION OF THE EMBODIMENTS
[0031] In the following detailed description, reference is made to
the accompanying drawings which form a part hereof, and in which is
shown by way of illustration specific embodiments in which the
invention may be practiced. These embodiments are described in
sufficient detail to enable those skilled in the art to practice
the invention, and it is to be understood that other embodiments
may be utilized and that structural changes may be made without
departing from the scope of the present invention. Therefore, the
following detailed description is not to be taken in a limiting
sense, and the scope is defined by the appended claims and their
equivalents.
[0032] A system creates an active integrated learning atmosphere
with an exciting active learning session(s) that provides a
movement instrument inside the classroom for daily movement. The
system will provide a source to help reverse childhood obesity, let
children's imaginations thrive and inspire peace in the classrooms.
The system assists in reversing childhood obesity, helps children's
imagination thrive and helps them find their inner peace via daily
movement in the classroom. The integrated active learning sessions
help the children understand who they are by building their self
esteem and connect them with others in the classroom. An active
learning program builds progressively each year to increase their
understanding and elevate their learning.
[0033] In an embodiment, the movement instrument 120 is a drum,
such as, but not limited to, a jumping drum, a rebounder,
trampoline, or a mini-trampoline. The movement instrument includes
a frame 121 that supports the overall structure of the movement
instrument 120.
[0034] The mini trampoline is light, portable and operable, and is
adapted for and configured to easily transforming between a
collapsed configuration (i.e. FIG. 17) and an assembled
configuration (i.e. FIG. 16). For example, the trampoline has
structure including discrete components that are threaded on a
member, such as an elastomeric member. In a collapsed
configuration, the mini trampoline can be carried over the
shoulder, in an embodiment. In one or more embodiments, the mini
trampoline is assembled by releasing the frame 121 and allowing it
to unfold. In one or more embodiments, the mini trampoline is
assembled by coupling two or more segments together, which are at
least partially held together by an elastomeric member disposed
through the segments, for example through a central portion of the
segments.
[0035] In one or more embodiments, the mini trampoline includes a
frame formed of a flexible material including a shape memory
material. In an example, the frame has shape memory material. In an
example, the mini trampoline is coiled into a small footprint as
shown in FIG. 14A. The frame can be secured using a clutch, or a
container to retain the frame in the small coiled position. To
assemble the frame, the clutch is released, and/or the frame is
removed from the container. The shape memory material returns to
the circular shape, as shown in FIG. 14B once removed from the
clutch and/or container. The clutch can be further used to retain
the frame in the circular shape for additional stability.
[0036] In one or more embodiments, the frame 121 is formed of two
or more segments 119 coupled together via an elastomeric member
117, as shown in FIG. 12. For instance, in one or more embodiments,
the frame 121 is segmented into two or more discrete and separate
segments 119 that can be coupled together to form the overall
frame, and the two or more segments are movable relative to one
another. For example, in at least one embodiment, supporting legs
123 of the frame are separate from an upper round of the frame 121,
and the legs 123 are hingedly coupled with the upper round of the
frame 121, allowing for the movement instrument 120 to be collapsed
to a lower profile overall footprint. This allows for ease in
carrying the instrument 120, and storage of the instrument 120.
[0037] In one or more embodiments, the upper round of the frame 121
includes one or more segments 119 associatively coupled with one
another. For example, the segments can be strung together with an
elastic component allowing for the segments to be temporarily
de-coupled and folded to a collapsed position. In one or more
embodiments, the segments of the upper round 125 can be hingedly
coupled with one another, allowing for the instrument to be
collapsed to a smaller overall footprint.
[0038] In one or more embodiments, the segments 119 have a hollow
cross-section allowing for the elastomeric member 117 to be
threaded through a central opening. The segments 119 can be
assembled into a circular shape, held together in part by the
elastomeric member, as shown in FIG. 13. In one or more
embodiments, the segments 119 further include coupling members
along the end portions, allowing for the segments 119 to be
securely coupled to one another. For example, the coupling can have
male/female coupling members, or interlocking members. In another
embodiment, the elastomeric member 117 includes shape memory
material. The segments 119, when removed from a clutch or a
container, or deployed by a deployment mechanism, are pulled into
alignment by the shape memory elastomeric member 117 that is
threaded therethrough. In another option, the elastomeric member
can be disposed alongside an outer portion of the frame segments
119.
[0039] In yet another embodiment, the frame is assembled by
pressing and/or pulling on the inner stretchable platform.
Referring to FIGS. 15-18, in a further embodiment, the stretchable
platform 124 includes three of more tension members 210
therethrough. The tension members 210, in an embodiment, crisscross
and overlap in the center portion of the platform 124. The tension
members 210 are held under tension during use, for example as the
trampoline is being used by the user. The tension members are held
in tension when the trampoline is in the assembled configuration,
for example, using the frame.
[0040] A clutch on the frame can be released to release the tension
members 210 such that the stretchable platform 124 can be pulled,
for example, with a hook member 220. In an embodiment, the tension
members 210 would be at a top portion of the hook member 220 in
assembled configuration, and at a bottom portion of the hook member
220 when released.
[0041] In another embodiment, the platform 124 can be pushed to
release the tension members 210. When released and optionally
pulled or pushed, the platform 124 is collapsed, the segments 119
of the frame are disassembled, and the legs 123 are collapsed
together as shown in FIG. 17, allowing the assembly to be placed in
an elongate container 230, an example of which is shown in FIG. 18.
In an example, the container 230 can be carried over the
shoulder.
[0042] In one or more embodiments, the tension members are adapted
to collect energy, for example vibration energy. The energy can be
collected and stored in an energy collection device 135, and used
at a later time. In one or more embodiments, an energy collection
device is coupled with the tension members, or the stretchable pad,
or is included with the stretchable pad. The energy collections
device converts and/or stores mechanical energy from the tension
members. In an example, the mechanical energy is converted to
electricity and stored. The stored energy is used to provide energy
to light and/or sound producing components.
[0043] The drum 122, as shown in FIG. 1, is used with an active
learning session(s), such as an active learning integrated program
that combines math, science, music/movement, art history,
nutrition, and writing. The active learning sessions can be
implemented using a drum dress skirt and learning materials, such
as an active learning wheel 130, as shown in FIG. 5. The active
learning wheel 130 can be formed of circular materials and openings
to emphasize a circular theme within the program. The active
learning wheel 130 is rotated to expose information, or answers to
questions written along an outer portion of the wheel.
[0044] The fun begins when the children transform the rebounder
into a movement instrument that replicates a drum, which is why it
is a jumping drum, whereby the children take part in creating the
drum dress skirt that reflects and expresses who they are and
connects their talents with their classmates.
[0045] As part of the active learning session(s), the children
participate in five or more active learning sessions guided by
their classroom teacher whom too is part of the session. Each
session can integrate one or more of math, science, music/movement,
art, history, nature/nutrition, and writing, which are all
optionally in tune with their local community partners and their
environment. Each session further optionally includes time for the
children to journal about their experience and what it means to
them. Their experience is portrayed on prints that connect a circle
around the drum dress skirt which they create. These prints then
have the ability to be connected virtually across the nation to
connect all children creating a display of our nation's upcoming
talents and gifts. The movement instrument now complete with all of
the children's prints becomes a movement instrument inside the
class room that they can use for classroom studying and active
learning throughout the remaining school year.
[0046] The movement instrument such as the drum or mini trampoline
acts as an instrument in the classroom to help kids stay active,
healthy, aware of each other and who they are and respectful of one
another. Children can work together via a buddy program where one
bounces another or others while practicing and studying math
equations, tracking heart rate, reading, spelling and much more.
Jumping and bouncing help the students stay focused inside the
classroom.
[0047] Jumping and/or dancing on the movement instrument stimulate
every cell of the body including every cell of the brain and
neuromuscular system which accelerates learning and enhances memory
retention. Jumping and/or dancing on the movement instrument
stimulates the circulation of the thirty cerebral spinal fluid
chemicals, slows the brain waves to alpha level, integrates the
senses, stimulates improved balance and coordination, enhances
hormone production, improves cellular communication and more.
Learning takes place at the bottom of the bounce, repetition
increases the G-force as one bounces affects the cells of the brain
as well as the rest of the body chemically, electrically,
neurologically and mechanically.
[0048] Repetition of an impression to be learned records the
learning in the cells, this is why children repeating
multiplication tables while rebounding can lock them into memory
efficiently and sprouts motion can be learned more quickly when
repeated over and over on the rebounder. All can be accomplished
standing or sitting. The overall active learning integrated
sessions is grounded in the seven directions:
1. North, 2. South, 3. East, 4. West, 5. Sky, 6. Earth, 7.
Inner--Child.
[0049] In an option, the movement instrument includes multiple
support elements such as legs 123. In an option, the legs 123 are
telescoping legs 123, and/or allow for stacking of the movement
instrument. In addition, the legs 123 can telescope or collapse
into the frame itself. The legs 123 can be coupled on one or both
sides of the device, allowing for the device to be used in other
manners, such as a handle for another type of exercise, or buddy
exercising. In another option, the movement instrument has six legs
123. The six legs 123 of the movement instrument represent the
first six directions while the seventh direction is represented by
the child in the center of the movement instrument. The child
creates a rhythm of movement where their legs 123 become the drum
sticks on the drum. The movement instrument is designed to reflect
the colors and attributes of these directions.
[0050] In an option, the above directions of the children are
grounded in the Kingdom hierarchy of life: 1. Mineral Kingdom, 2.
Plant Kingdom, 3. Animal Kingdom, 4. Human Kingdom.
[0051] The materials used to create the drum and its dress skirt
reflect these kingdoms so the children can experience all of them.
For instance, the components can be created with United States
manufactured products that have the ability to be reused,
re/upcycled or biodegraded, all with the intent to leave zero
footprint for the good of the next seven or more generations. For
example, the platform can be re-used as a garden cover in a
gardening activity at school. The stretchable cords can be used to
weave drum dresses together for the totem or a quilt.
[0052] The connection of the seven directions integrated with the
four kingdoms provide a web of an experience for each grade level
to experience as they learn each piece applying to the greater
circle of the outer world and what each learning connects to who
they are. As an example when the child learns about minerals in all
the seven directions they will come to learn in the 7th direction
what mineral is represented by their birthdate, its meaning and its
story.
[0053] The drum dresses at the end of the year are then connected
to the other classrooms to create a blanket or quilt for the
schools for fundraisers. A new school year begins with new drum
dress creations for each class room. The physical structure acts as
a consistent frame 121 work for the new classroom. The beginning of
the school year starts with the beginning of the circular theme,
where the circular theme is continued by the children sitting in
circles during instruction, circular shaped writing materials, and
circular shaped computer images. At the end of the school year, the
activities come full circle, and the materials are recycled.
[0054] Example dimensions for the drum dress skirt include the
following: 40'' outside diameter of the frame 121, 38'' inside
diameter of the frame 121, 32'' diameter of jump mat, 6''
difference between frame 121 and mat. Ina further option, the
materials includes a 1/2'' fudge factor for cleats times 2, and 5''
remaining difference between cleats and frame 121 divided by 2
would give 21/2 inches for the bungee band material. This allows
for ease in children to stretch and work the bungee band around the
frame 121. The shorter bungee would also make the bounce more
reliable/stable.
[0055] In another embodiment, the devices can be created with a
circular computer pad that has a central hub inside the class room,
similar to multi desk technology. The computers also would have the
ability to capture the children's voice/vibration from the drum so
they can create their song and share it virtually within the
classroom or with other students.
[0056] When the print is created and the student adds their
individuality to it the printer will create a copy of it on a
flexible paper or fabric so the child can further create the art on
the footprint and attach it to the outside of the rebounder via a
hook and loop fastener or a heat bond type product. Virtually the
kids across the nation will be able to experience the footprints
and voices of other children in the United States or in other
nations.
[0057] In a further embodiment, the materials can be used to create
a totem 150 that represents who the children stand for as a
classroom as a group of children. An example of the totem 150 is
illustrated in FIG. 4. The totem 150 can be formed of portions of
the dress skirt and/or recycled materials such as corrugated board
and attached with a structure, such as a pole. The totem 150 can
include circular features to continue with the circular theme.
Through the active learning sessions, the children will to learn
about the mineral, plant and animal kingdom the areas can transform
into a classroom totem which can also be shared virtually. The
active learning sessions(s) help the children understand who they
are individually within the kingdom, and the role they play within
the worldly kingdom.
[0058] In another embodiment, a system includes a movement
instrument assembly for use in conjunction with an active learning
session(s) system, where the movement instrument assembly includes
two or more components. The two or more components include at least
a frame 121, a stretchable platform, and a dress skirt, the
movement instrument assembly for forming a movement instrument, and
the active learning session(s) system includes a nature
component.
[0059] Several options for the system are as follows. For instance,
in an option, the movement instrument 120 is a drum 122, and the
drum sized to permit one human to jump thereupon creating the
bounce for others to receive, and optionally the drum 122 has a
frame 121, and the stretchable platform 124 is coupled with the
frame 121. The stretchable platform 124 is coupled with the frame
121 with stretchable cords 126, or one or more springs. The system
further optionally includes a movement instrument dress skirt
disposed over the movement instrument, where the movement
instrument dress skirt includes one or more education pockets 129
including one or more cavities therein. The pockets 129 can be used
as part of a lesson, for example, to collect mineral items such as
rocks. The pockets 129 can be disposed on an inner portion of the
dress skirt 128 and/or an outer portion of the dress skirt 128.
[0060] Further options include incorporating an energy component.
For example, a rim of the movement device can light up, for
example, when a person bounces on the movement device. For
instance, LED can collect energy and light, for instance along a
border of the pad, and turning the movement into a game based on
energy. For instance, the lights are lit depending on energy
expelled, or different colors of lights could represent symbolic
directions as part of the instruction. In a further option, the
movement device including portions thereof can collect and/or
utilize energy from other sources such as, not limited to,
collecting solar energy or collecting and/or using energy from a
person's movement on the device. Engineering instruction can also
be incorporated as another learning opportunity in the classroom.
In one or more embodiments, the stretchable pad includes energy
collection materials to store energy created by jumping on the pad.
In an example, strands are woven into the pad and are electrically
coupled with outputs, such as a visual output (i.e. lighting),
audio output. In one or more embodiments, the pad is configured to
provide biofeedback to the user. For instance, the user would be
electrically coupled with the pad, the pad is electrically coupled
with electronics that would calculate user data, and can store
and/or provide feedback to the user about the health of the
body.
[0061] In another option, the movement instrument dress skirt 128
is formed of multiple components including a fabric disc-shaped
material and a fabric rectangular-shaped material. The disc-shaped
material or the rectangular shaped material is optionally coupled
with the frame 121 with one or more magnets, hook and loop
fastener, hooks, or a combination. Other types of coupling
mechanisms can be used, for example, if a non-metal frame is
used.
[0062] The active learning session(s) system includes one or more
of a math, science, music/movement, art, history, nature/nutrition,
and writing component.
[0063] In another embodiment, a method includes providing a
movement instrument assembly including two or more components,
providing a comprehensive active learning session(s), assembling
the components of the movement instrument assembly as part of the
curriculum to form a movement instrument, and jumping on the device
as part of the curriculum.
[0064] Several options for the methods are as follows. For
instance, assembling the movement instrument assembly includes
weaving stretchable cords with a stretchable platform and a frame
121, thereby coupling the stretchable platform with the frame 121,
assembling the movement instrument assembly includes coupling
springs with a stretchable platform and a frame 121, thereby
coupling the stretchable platform with the frame 121, or assembling
the movement instrument assembly includes disposing a movement
instrument dress skirt over the movement instrument.
[0065] The method further optionally includes coupling a portion of
the movement instrument dress skirt with a frame 121 of the
movement instrument, where coupling the portion of the movement
instrument dress skirt with the frame 121 includes coupling with
magnets, hook and loop fastener, hooks, or a combination. In a
further embodiment, the method further includes assembling a totem
150 with portions of the movement instrument dress skirt.
[0066] It is to be understood that the above description is
intended to be illustrative, and not restrictive. Many other
embodiments will be apparent to those of skill in the art upon
reading and understanding the above description. It should be noted
that embodiments discussed in different portions of the description
or referred to in different drawings can be combined to form
additional embodiments of the present application. The scope of the
invention should, therefore, be determined with reference to the
appended claims, along with the full scope of equivalents to which
such claims are entitled.
* * * * *