Instruction for groups of users interactively controlling groups of images to make idiosyncratic, simulated, physical movements

A simulated training method in which groups of users interactively control user controllable images to make idiosyncratic, simulated physical movements. Preferred embodiments include user controllable images executing simulated physical movements in competition, opposition, coordination and sport activities. Means are provided to evaluate relative effectiveness of movements between groups of users.

BACKGROUND OF THE INVENTION
 (1) Field of the Invention
 The present invention relates to instruction, training, coaching,
 practicing, acquiring fundamental skills and entertainment in the sports
 of ice and roller hockey.
 (2) Description of the Prior Art
 Ice and roller hockey are fast and dynamic sports. Each player's on-ice
 position constantly changes. Team and individual play continually
 alternates from offense to defense and back again, usually in a matter of
 seconds or fractions of seconds.
 Hockey instruction usually begins with the demonstration or explanation of
 a skill, tactic, or maneuver by the instructor, followed by repetitious
 execution (practice) by players. Practice sessions typically include
 individual skill development and team preparation. Speed and power skating
 (explosive starts and stamina building) drills as well as stickhandling,
 passing, shooting, checking, and other individual aspects of the game are
 usually incorporated into practice sessions. Selected team plays are
 practiced as well; for example, plays which require constant repetition
 include those that originate in the face-off circles, those that develop
 while in offensive command of the puck, and/or those that occur while
 executing defensive maneuvers.
 It is generally recognized that the amount of time spent practicing on the
 ice bears a strong relationship to the attainment of skills. However, it
 is also generally recognized that within most geographical areas there is
 a shortage of available ice time. There is on-going competition for ice
 time and therefore blocks of time for instructing, training and coaching
 is limited for many players and teams. In the struggle and scramble for
 quantitative ice time, attention to the optimal qualitative use of that
 time has been subordinated.
 Currently, the objectives of ice hockey trainers, instructors and coaches
 are reached with few or no technological aids. For example,
 electromechanical devices for controlling on-ice playing variables and
 repeating specific conditions, so that individual skills and team play can
 be enhanced, is virtually nonexistent. Similarly, electronic measuring
 devices and computer assisted (or interactive computer "games") technology
 for training, coaching or entertainment are virtually nonexistent. Devices
 currently used for instruction/practice in ice hockey include:
 (1) nylon parachutes pulled by the skater(s) (used to increase drag, and
 therefore, the skater's leg strength by overcoming the drag),
 (2) surgical tubing attached to a harness on the skater's shoulders and, at
 the lowest point, to the skates causing the skater to bend at the knees
 and waist while skating (a preferred skating position for ice and roller
 hockey),
 (3) lengths of wooden boards (or hockey sticks) placed on the ice for
 practicing jumps and other skating maneuvers, and
 (4) orange plastic traffic cones, used as pathmarkers for skating drills.
 Devices (1) and (2) mentioned above are designed to increase players'
 strength and form but do not provide instruction/practice in the skills,
 moves and maneuvers which are particular to ice and roller hockey. Devices
 (3) and (4) described above can be used to practice skating maneuvers in
 hockey but suffer from their placement on the surface of the ice because
 the skater is forced to pay undue attention to the surface of the ice.
 It has been difficult to provide players with precise conditions that would
 allow them to emulate ideal maneuvers or to practice against an ideal
 opposing player or team. The problem is controlling the variables. In
 existing practice sessions a player usually practices opposite the
 instructor or other players. Since every "opposing" player or instructor
 is prone to human error or simply fatigue, maneuvers and skills cannot be
 repeated in a desired optimal fashion. This process inhibits players from
 practicing a desired maneuver until it is perfected: it lengthens the
 learning process and "loses" many players except for the truly motivated.
 Players may learn "bad habits" while playing opposite a less than
 carefully structured opponent or by emulating a less than proficient
 example. Instructors, trainers and coaches face a daunting challenge,
 which is to control, in a time-effective manner, the conditions
 (variables) on ice, so as to achieve enhanced individual skills and team
 play.
 In the field of computer or video games these products are for
 entertainment and diversion rather than for instruction, cogr.tion, and
 mental drill in how to acquire the skills to play the sport. The basic
 principles and skills necessary to train for and to play hockey are not
 taught by these video or computer games.
 In the computer or video games, the game player's skill is essentially to
 master the programmer's game. Accordingly, the game player needn't know
 anything about hockey other than the fact that goals are scored by pucks
 entering the goal net. Video game players learn little about how to
 execute any of the hundreds of skills essential to ice hockey, nor will
 they acquire practice in the realities of playing ice hockey, including
 individual or team positional and situational play for either offensive or
 defensive situations.
 None of the prior devices or methods noted above provide the student with
 cognitive information concerning principles, tactics, maneuvers, and
 skills used in playing ice hockey. In addition, these devices do not
 enable the player to receive quantitative feedback concerning his/her
 progress in mastering the cognitive aspects of the sport and/or
 biomechanical or physiological measures.
 SUMMARY OF THE INVENTION
 The need to use ice time qualitatively and time-effectively on a
 technologically enhanced ice rink is addressed by this application. One
 aspect of the invention comprises a rink of standard or other size
 including a playing or skating surface. Like any typical skating rink, the
 rink of the invention can also include markings typically employed in a
 hockey rink to enable the playing of hockey on the skating surface, goal
 nets on the skating surface, penalty boxes adjacent to the skating surface
 and seating for spectators. The invention further comprises means for
 enhanced instruction and/or entertainment in the sport of hockey including
 electronic and other sensing and monitoring devices for monitoring play on
 the skating surface and physical conditions of the players. The devices
 include, but are not limited to, a network of video cameras and magic eye
 recorders used to measure speed and accuracy and to obtain visual records
 of training sessions. These records may be used for performance feedback
 before, during and after instructive training or coaching sessions. The
 devices for monitoring play and practice and providing feedback can also
 include devices for monitoring players' physical condition including one
 or more sphygmomanometers for measuring blood pressure, pulsoximeters for
 measuring the percentage of oxygen saturation in blood and for measuring
 heart rate, thermometers for measuring body temperature and muscle
 activity, electrocardiograms to measure stress, heart rhythm and recovery
 rates, timing devices to measure pulse and respiration, myoglobin
 measurements to measure muscle breakdown, electroencephalograms to measure
 brain functions related to athletic games, training and practicing and
 other devices.
 The means for enhanced instruction can also include one or more mechanized
 electromechanical robots preferably in human form and, in one embodiment,
 suspended from an overhead support structure which includes one or more
 movable tracks. The robots are outfitted and designed to simulate hockey
 players and to move along the overhead tracks in a manner which simulates
 actual plays and maneuvers used in the sport of ice hockey. The robots are
 equipped with electronic sensors such as impact sensors that enable
 performance measurements to be obtained during training sessions with
 players.
 Data obtained by the sensors in the robots and by the other monitoring
 devices can be transmitted to receivers, a processor/computer and/or
 computer-based terminals in a training area. The training area can include
 one or more rooms adjacent to the skating surface with one or more
 transparent walls facing the skating surface.
 With regard to stickhandling, passing, shooting and positional play, the
 robots can be used to measure accuracy by recording the number of times
 the robots are hit by pucks or players during stickhandling, passing or
 shooting exercises. Such measurements provide an indication as to how much
 of an obstruction the robots are to the player. Using video tapes or other
 means of recording the action, an assessment as to how well a player is
 positioned relative to the location of one or more of the robots can be
 made. With regard to checking and contesting for control of the puck, the
 robots can measure impact and/or the force of contact.
 The invention is also directed to the one or more mechanized
 electromechanical robots in human form outfitted to resemble hockey
 players. Use of these robotic aides increases the players' on-ice skills
 and abilities. The robotic training devices are designed to simulate
 actual conditions and to provide increased levels of complexity and
 challenge in the skills, maneuvers and plays that must be practiced in
 order to play ice hockey. The computer in the training area is preferably
 coupled to the robots to control and monitor them to enable instructors
 and/or players to preselect formations, movements, elevation and speed.
 Precise and timely feedback on the results of individual and team
 performance can be provided to the computer and to hockey teachers and
 coaches.
 Each robot is designed to contain a series of sensors capable of
 transmitting information on each player's performance to the training
 computer. The training computer evaluates the data received from each
 robot and provides real-time feedback which can be used to evaluate
 individual and group performance. Feedback is obtained from the sensing
 devices within the robots. This data (or the absence thereof, e.g., the
 execution of a drill without touching the robot) is transmitted to the
 computer and can be used in conjunction with images obtained by video
 recorder or other recording and/or monitoring device.
 In one embodiment, the robots are suspended above the skating surface of
 the rink by a support structure having at least one track assembly. Each
 robot is coupled to the track assembly by a motorized car which runs
 inside the track of the track assembly. The computer transmits commands to
 the robot and/or the motorized car to control movement of the robots along
 any of a variety of courses designed to simulate path patterns followed
 during hockey games. The robot and/or motorized car can include a
 processor and associated circuitry which receives and decodes the commands
 from the computer to move the robots along the commanded path.
 The invention also includes an interactive system and method used by
 instructors, coaches, rink management personnel and/or players to control
 and monitor the activities in the rink. The processing system includes a
 database capability for storing data regarding players, teams, rink
 maintenance and use schedules, etc. The system also allows the user to
 control activities taking place on the rink and the monitoring thereof.
 The user can use the processing system to select desired feedback data
 from particular sensors.
 The processing system can also be used to control use of the mechanized
 robots in practice or play exercises. The user can interact with the
 system to plan a particular exercise and then to control its execution.
 While the exercise is being executed, the user can further interact with
 the system to control the monitoring of the exercise by selecting
 particular sensor data items for display, recording and/or other
 processing.
 Interaction with the processing system by the user can be accomplished by a
 variety of different means. These can include user input via keyboard,
 mouse or other input device and output via a computer system display or
 printer. In addition, feedback to the user can be in the form of virtual
 reality output from the computer. In this embodiment, the user can wear a
 virtual reality helmet to receive sensor feedback from the sensors and
 other sensors. In addition, input can be provided to the system by the
 user wearing a virtual reality glove and by the virtual reality helmet.
 During execution of an exercise, the processing system transmits commands
 to the robots. In the case in which the robots are supported by the
 overhead track assembly, a signal and control bus is connected from the
 processing system along the tracks to the robots. The signal and control
 bus can also be connected to the motorized cars that control movement of
 the robots. The bus can be a bi-directional communication bus such as an
 ethernet or other serial or parallel communication system. Sensor data
 indications gathered by the robots are transmitted from the robots to the
 processing system either over the serial bus or by separate signal lines.
 The motorized car and/or the robot include a processor and associated
 circuitry which receive the commands for movement from the processing
 system executing the exercise. In the case where the robots receive the
 commands, the commands are typically received and decoded by the processor
 internal to the robot and then reformatted and transmitted to the
 motorized car to command movement. The communication link between the
 robot and the motorized car in this case can also be a standard serial or
 parallel communication link. In this case, the processor in the car
 receives and decodes the commands and moves the car accordingly along the
 track assembly to move the robot. Alternatively, the command signals to
 move the car can come directly from the robot itself based on the decoded
 command from the processing syste.. Alternatively, movement commands can
 be transmitted along the bus from the computer processing system directly
 to the motorized car.
 The motion commands from the processing system typically command the robot
 to move to a different location along the skating surface or command a
 portion of the robot, such as an arm or a leg, to move or a combination of
 both movements. The robot contains all the electronic circuitry such as
 electrical motors, solenoids, relays, etc., required for movement of arms,
 legs, head, etc. The processor internal to the robot decodes commands for
 movement of a portion of the robot and sends the appropriate signals to
 the appropriate circuits to implement the commanded movement. Movement
 along the surface of the ice involves commands sent to the motorized car
 from either the processing system or the associated robot. The motors
 drive the wheels of the car in response to the commands. Speed and/or
 position sensors in each of the cars provide feedback used by the
 processing system or robot processor to control execution of the movement.
 Commands from the processing system control movement of both the car and
 the track assembly itself such that movement of a robot from one position
 to another can be precisely controlled and monitored.
 In one embodiment, power is also supplied to the robots and motorized car
 via the track assembly. A separate power source such as the power company
 service drop to the rink or a separate generator is connected to the robot
 and motorized car by a power distribution network. In another embodiment,
 robot and car power are provided by a battery inside the robot.
 In an alternative embodiment, the robots are not supported by an overhead
 support assembly. Instead, the robots move along the skating surface on
 sets of wheels or wheeled tracks. In this embodiment, each robot can
 preferably contain its own power source in the form of a battery.
 Propulsion can be provided to the robot by the battery in conjunction with
 electric motors and/or by an internal combustion engine inside the robots.
 The processing system can preferably transmit commands to the robots by
 RF, infrared or other link. Each robot includes a compatible receiver and
 processor which receive and decode the commands to control movement of the
 robot. Alternatively, a memory inside each robot can store a series of
 preset commands used by the internal processor to control execution of a
 preselected routine.
 The invention enables players to learn and to practice in realistic
 conditions and to repeat moves and drills needed to master the maneuvers,
 tactics and plays essential to ice hockey. Players can also develop skills
 in the main physical/athletic components of ice hockey, including (1)
 agility, (2) balance, (3) form, (4) impact, (5) speed, (6) strength, and
 (7) timing.
 The present invention also provides a computer-based system for tutorial
 and interactive instruction in the sport of ice (or roller) hockey
 including, but not limited to, the principal activities of skating,
 stickhandling, shooting, checking and offensive and defensive play. Means
 are also provided for participation in simulated hockey situational plays
 and games. The system of the present invention is particularly well suited
 for use as a self-study or directed study aide and as a primer for
 performing the maneuvers, skills, and tactics used in offensive and
 defensive play. The system is also particularly well suited for use by
 instructors, trainers, and coaches at any level of expertise and for
 entertainment purposes.
 Playing ice hockey (or roller hockey) can be hazardous. As with other
 hazardous endeavors, the practice of simulated action or the emulation of
 ideal action before actual execution is advisable. The use of computer
 assisted technology to enhance the amount of practice and simulation time
 should be distinctly advantageous to the user's (the player/student's)
 knowledge base. Unlike video and arcade games, which do not enable the
 game player to initiate or react to the real dynamics of the game, the
 present invention requires the player/student to cause the movement of an
 adopted image in the form of a hockey player. The present invention
 relates to real time interaction rather than mediated interaction. Whereas
 video, arcade, and computer games are characterized by constrictive
 learning, the present invention is the opposite, permitting constructive
 learning through individual control and relevant feedback. Feedback
 enhances the player/student's interest in the game and increases his/her
 zone of learning and assimilation.
 In the present invention the player/student is involved with hands-on,
 head-in activity, making decisions and causing actual change. This type of
 control and initiative and the relevancy and accuracy of the feedback will
 lead to a richer (robust) learning experience. Accordingly, the present
 invention will also relate to a variety of sub-components of the basic
 principles of ice and roller hockey including, but not limited to,
 agility, balance, impact/contact, timing, and "read-and-react" skills.
 The computer software system of the present invention enables the
 player/student to see and hear on a computer display screen or other
 device how a particular skating, stickhandling, checking or other skill
 should be performed (the "ideal" pattern) by the player/student by
 observing an ideal or "master" image of the skill being performed. The
 player/student may then interact with the system by actually causing an
 on-screen adopted player to perform the skill while viewing his/her
 individual performance in comparison to the ideal pattern (visible as a
 real time feedback guide). The player/student will most likely be an
 active or prospective ice hockey player however, since feedback will occur
 in real time and since proficiency scores will be posted on screen at the
 end of each drill, the tutorial or interactive game may be played by
 anyone. It will also be obvious to anyone skilled in the art that feedback
 can be delayed and/or printed out in hard copy.
 For each skill or tactic, the computer software system of the present
 invention provides an animated or digitized image of a player (or players)
 who performs the "ideal" execution of the skill or tactic. The ideal
 performance can be accompanied by written and/or auditory tutorials and it
 can be played in slow motion, at regular speed or at faster than human
 speed. For some purposes the lesson can end at that point. For most
 purposes an interactive instruction follows.
 The interactive session calls upon the player/student to cause his/her
 adopted animated or digitized player to execute maneuvers under the
 direction of the player/student. The present invention can use the ideal
 skater as is or can transform an animated or digitized ideal skater into
 an anatomical outline and provide that the outline have superimposed upon
 it or set beside it an "adopted" silhouetted figure which moves at the
 direction of the player/student. This calls upon the player/student to
 understand the physical movements that are required by the maneuver and to
 strive to have his/her adopted player make those movements.
 The user interacts with the computer system via input/output devices which
 can include a mouse and/or keyboard with a display and/or printer. Also,
 virtual reality devices can be used to interact with the user. A virtual
 reality glove and helmet can be worn by the user to provide a complete
 user-interactive interface.
 Since this interactive exercise is performed by pitting the adopted player
 against the "ideal" player's execution, the difference between
 player/student effort and ideal execution can be measured. Auditory and/or
 written prompts are given in real time as well as a score registered at
 the end of the exercise. For any given skating step, stride or maneuver,
 the player/student will have positive or negative feedback in both audio
 and visual form based on his/her ability to emulate the drill being
 displayed. Advancements to the next higher level or repetition for
 correction are integral parts of the invention.
 The applications of such instruction are numerous. Player/students using
 the invention learn at the computer what they will be called upon later to
 do on the ice. The opportunity for self-drill and repetition is excellent.
 Mental preparedness can be enhanced. Uniformity and economy.in coaching
 and instruction can be enhanced. A lesson can be designed in advance, as
 can game plans. Computer usage and literacy can be a learned by-product.
 Certain principles of geometry and physics can be learned in conjunction
 with understanding how efficient and effective execution of skills leads
 to enhanced results. For example, how tighter turns shorten the distance
 between present and desired positions on the ice or how good balance,
 timing and form lead to increased skating speed and strength.
 Benefits of the present invention include the opportunity to visualize an
 "ideal" image of specific skills and maneuvers used in ice hockey. The
 player/student can see how the skill or play should be executed as a
 dynamic whole (either in slow motion or actual speed) or to pick apart the
 skill or play by viewing images frame by frame. The latter method enables
 the student to see details of the ideal maneuver which might not be
 apparent in a moving image.
 Using the invention, the player/student is able to learn each skill at
 his/her own pace. Since images can be moved frame by frame and repeated as
 many times as desired, the player/student can perfect his/her
 understanding and performance of each skill. Repeating each maneuver
 improves recollection of what has been learned.
 Using the invention, feedback is received in real time by the
 player/student as he/she is able to see on the computer screen how closely
 the adopted image emulates the ideal image. In addition, the invention
 provides a means to numerically evaluate the player/student's ability to
 match the movements and maneuvers of the ideal image. The quantitative
 evaluation makes it possible for the student to monitor his/her progress
 in performing the skill, play or tactic each time it is practiced.
 Benefits to instructors include consistency and objectivity in the
 information given to each player/student. Each player/student receives the
 same information and is able to repeat the exercise until the skill is
 learned. Since player/students are able to use the present invention
 independently, staff time can be quantitatively and qualitatively
 enhanced. Instructors and students can select areas for more or less
 concentration and actual practice. Use of the present invention is also of
 benefit if access to ice hockey rinks is limited or, conversely, more can
 be made of abundant ice time.

DETAILED DESCRIPTION OF THE INVENTION
 Referring to FIG. 1, a preferred embodiment of the present invention
 comprises a hockey rink 10 including a skating surface 12 used for
 instruction, practice and play in the sport of ice hockey. The rink 10 may
 include markings 14 similar to those in a standard hockey rink. A
 plurality of rooms, three rooms 18, 20, 22 in one embodiment,
 approximately 45 feet by 45 feet in size, adjacent to the skating surface
 12, can be used for control and monitoring computers 16, video recorder
 and replay equipment 17, and game planning. The computer/processing system
 16 can be a personal computer or UNIX-based system or other processing
 system used to control operations and data storage for the rink facility
 10 and to receive reports from various sensing, monitoring and/or
 recording devices in the rink facility 10 and to present such indications
 in the form of display on the system.
 Interaction between the computer system 16 and the user is made by
 input/output devices 415. The input/output devices 415 can include a
 keyboard, a mouse or other input device for providing user input and a
 display and/or printer for providing output. Alternatively, interaction
 with the system 16 is provided by virtual reality devices. The devices 415
 can include a virtual reality glove and helmet worn by the user for
 providing input and virtual reality displays.
 Any of the adjacent rooms 18, 20, 22 can also contain other measuring
 devices which can be used to monitor and/or measure and feed back
 information on athletic, biomechanical and physiological functioning of
 one or more of the player/students. The other devices can include one or
 more of the following: 1) Sphygmomanometers 401 for measuring
 player/student blood pressure, 2) pulsoximeters 403 for measuring the
 percentage of oxygen saturation in blood and for measuring heart rate, 3)
 thermometers 405 for measuring body temperature and muscle activity, 4)
 electrocardiograms for measuring stress, heart rhythm and recovery rates,
 5) timing devices 409 for measuring pulse and respiration, 6) myoglobin
 measuring devices 411 for measuring muscle breakdown, and 7)
 electroencephalograms 413 to measure brain functions related to athletics.
 Each of these devices can be used to generate data indicative of the
 measurement it obtains. The data is either generated by the device itself
 and then forwarded over a bus to the computer 16, or it is obtained
 manually by a technician and then provided to the computer manually as
 data input via the input device 415 such as a keyboard or mouse. In FIG.
 1, the devices are shown located in different rooms and connected to the
 computer 16, which is located in a third separate room. It will be
 appreciated that tills configuration is not critical to the invention. All
 of the devices can be located in the same room as the computer, or any
 combination of rooms and equipment can be used.
 The rink 10 is also equipped with a plurality of video recording devices,
 "magic eye" detectors and sound recording equipment, collectively referred
 to by reference numeral 420. Although referred to together, they need not
 be installed as such. Any or all of the devices can preferably be mounted
 in a desired predetermined configuration to appropriately sense and record
 practice and training sessions. For example, video recorders can be placed
 at surface level, at the top of the hockey boards and overhead to provide
 a complete recorded visual image of a practice session. Magic eye
 recorders, which are preferably infrared detectors which indicate
 detections as players pass through their field of view, can also be
 located at varying heights and spaced apart at varying distances to allow
 accurate determination of player skating speed. Sound recording devices
 can also be placed at various positions around the rink 10.
 The devices 420 are all preferably connected to the computer 16 via cables
 421. The cables transfer signals from the devices 420 that are indicative
 of the measurements and detections they obtain. The computer receives all
 of the detections and processes the data, for example, by computing the
 speed of a skater using times of magic eye detections. The reported
 detections from all of the devices 401, 403, 405, 407, 409, 411, 413 and
 420 can then be presented individually or in any desired combination on
 the computer display 425.
 The format of training or practicing sessions is improved by practicing the
 invention in that the measuring devices can produce quantitative
 information for the benefit of players, coaches and instructors. Following
 data acquisition from the devices by the computer, analysis of data
 follows the establishment of standards set by medical professionals,
 trainers and others. The computer output of information in effect
 represents an interpretation of what the raw data input represents with
 respect to the pre-established standards or individual prior performance
 or ideal performance. Beneficial change, redirection or emphasis of
 athletic activity can be based on the computer information. The athletes'
 interaction with all such devices and data in the enhanced rink setting
 can lead to qualitative and time-effective improvements.
 Referring to FIGS. 2A and 2B, the invention further comprises facilities
 for instruction and/or entertainment in hockey including one or more
 mechanized electromechanical robots 21 preferably in human form and
 preferably outfitted to resemble hockey players. FIG. 2A is a front view
 and FIG. 2B shows a side view of one of the robots. For each of the
 athletic and physical abilities that should be mastered by an aspiring
 hockey player, the robots 21 serve as sensing, obstructing, resisting,
 measuring and recording devices.
 The robots 21 wear uniforms 23 designed to resemble those currently used in
 the sport or, alternatively, special colors to indicate particular
 formations or desired movements for instruction and practice purposes (for
 example, solid black for robots "playing" defense, solid yellow for robots
 "playing" offense). Human features can be added to the face, which is the
 only exposed area on the robots.
 The robots 21 can be built in any of several sizes. One larger size is
 approximately 72 inches high, from the top of the helmet 25 to the bottom
 of the skate 29, and 30 inches wide from shoulder to shoulder. A size for
 younger players can be 30% or 16.6% smaller or some other appropriate
 size.
 Each robot 21 holds a hockey stick 30, either right or left handed, which
 can be adjusted to any stationary vertical position or programmed to move
 vertically so that the blade 32 of the stick 30 at its lowest point is
 about 1/4 inch above the ice to 50 inches above the ice at its highest
 point. The robots 21 can also include a video recorder 430 which can be
 mounted in the helmet 25 to record practice sessions from the perspective
 of the robot 21.
 Each robot 21 is covered with high-impact padding fitted over an armature
 or frame made of a plastic, metal or carbon/graphite composition material.
 These materials are used for the armature in a preferred embodiment of the
 invention because of their strength, resilience, and impact resistance. In
 alternative forms of the invention the armature may be made of
 combinations of metal, metal alloys,.or a composite material similar to
 that currently used in some hockey sticks. The high-impact padding can be
 made of any number of commercially available materials such as urethane
 foams. This material is frequently used in athletic equipment to prevent
 injury and will retain its shape after impact. The robots 21 can also
 include a ballast material 427 such as water or sand to add weight to the
 robots 21 as desired for stability or impact resistance.
 Each robot 21 preferably also includes a processor 35 and associated
 circuitry which are used to control the robot 21. Commands from the
 processing system 16 are communicated to the processor 35 in the robot 21
 via a communication link commonly used to permit communication among
 processors, such as a standard parallel or serial link, such as an
 Ethernet link. Commands received by the processor 35 are translated into
 control signals used to control motors, solenoids, relays and other
 electronic devices within the robot. The devices effect movement of
 portions of the robot, such as arms, legs, etc., as commanded by the
 processing system 16.
 Robots 21 are suspended approximately 1/4 inch above the surface of the
 skating surface 12 from 2-inch diameter stainless-steel suspension tubes
 34 attached to an overhead support structure 36 comprising one or more
 track assemblies 38 (see FIG. 3) which are in turn connected to the frame
 54 of the building that encloses the rink 10. Referring to FIG. 3, which
 is a schematic plan view of a track assembly 38, each track assembly 38 is
 supported by preferably four steel cables 52 connected between the track
 assembly 38 and four hoist motors 50 used to raise and lower the track
 assembly 38 as described below.
 Each overhead track assembly 38 of the support structure 36 is laid out in
 a series of connected circles 40 containing figure "S"s 42 that enable the
 robots 21 to move on.any number of different simulated skating paths or
 patterns typically followed during hockey play. The circles 40 can be
 manufactured so that they rotate within the track assembly 38 in response
 to commands from the processing system 16, thus enabling an increased
 number of paths which the robots 21 may follow. With the computer 16
 controlling rotation of the circles 40 simultaneous with movement of the
 robots 21 along the "S"s, a virtually infinite number of movement patterns
 can be realized. As described below in detail in connection with FIGS.
 9A-9F, the particular path followed by the robots 21 is controlled by a
 program running on the computer 16 that enables the instructor or player
 to plan specific drills, formations and plays for practice sessions.
 The size of the ice rink 10 determines the number of track assemblies 38
 which can be built into the facility. Each track assembly 38 is
 approximately 24 square feet and can contain from one to nine circles 40
 and, hence, mechanized robots 21. Larger rink facilities may contain more
 than one track assembly 38, each containing from one to nine robot
 players. This design enables rink facilities to be used by more than one
 team at a time, and thus increase ice time for ice hockey players. In
 addition, smaller facilities with fewer track assemblies 38 may be built
 where resources are limited or when it is advantageous to have fewer
 players on the ice.
 Referring to FIG. 4, the motoring device that moves the robots is
 preferably a direct current motor that powers a motorized car 46 which
 runs on a track 44 in the track assembly 38. A conductive material inside
 the tracks 44 can be made of copper or a copper alloy. The motor is
 encased in the wheeled car 46 which moves on wheels 48 inside the track
 44. The body of the car 46 can be cast or formed from a durable material
 such as iron. In one embodiment, two wheels of the car are designed to
 conduct electricity to provide power and control signals to the car. In
 the preferred embodiment of the invention, these wheels are made of copper
 rods. The remaining two wheels are rubberized.
 The power, control and data signals to and from the computer 16 and
 processor 35 are carried along the signal bus 51 in the bottom of the
 track 44 and are picked up by the conductive wheels. Alternatively, a
 brush contact can be made between the car 46 and the bus 51. Signals are
 carried to and from the robot 21 along a cable 72 inside the suspension
 tube 34.
 In one embodiment, the car 46 includes a processor 37 and associated
 circuitry used to provide communications via the bus 51 and cable 72 with
 both the computer 16 and processor 35 in the robot 21. Commands received
 from either the computer 16 or processor 35 to move the car 46, and hence
 the attached robot 21, are decoded and translated into motor control
 signals by the processor 37. A velocity sensor 39 in the car 46 detects
 the velocity of the car 46 relative to the track 44 and provides velocity
 feedback to the computer 16, processor 35 and/or processor 37 such that
 speed and position of the robot 21 can be precisely controlled.
 Alternatively, or additionally, a potentiometer can be used to control the
 speed at which the car 46 moves along the track 44. Increases and
 decreases in the voltage fed to the potentiometer allow the robots to
 increase or decrease speed during maneuvers.
 Each robot 21 is coupled to the motorized car 46 by the suspension tube 34.
 The suspension tube 34 runs from the helmet 25 of a robot 21 (see FIG.
 2A), through an opening 50 in the track 44 to the bottom of the motorized
 car 46. As the car is controlled to move along the track 44, the robot 21
 is moved in a pattern over the skating surface 12. The pattern and speed
 of movement are controlled by signals from the system computer.
 The formations and drills executed by the robots are selected by the
 instructor or coach from a computerized menu. The instructor can choose to
 repeat specific maneuvers or vary the drills executed in the practice
 session. In addition, since the robots perform according to preprogrammed
 patterns, they are able to precisely repeat plays and individual maneuvers
 (straightforward or difficult) each time they are activated. This assists
 players interacting with the robots to improve skills and to avoid bad
 habits as they progress in the sport.
 Referring to FIG. 5A, the steel suspension tubes 34 that suspend the robots
 21 from the track assembly are connected to the robots 21 by a multiple
 universal joint 70 that is controlled by electromagnetic force. The
 electrical cable 72 carrying electrical signals back and forth between the
 robot 21 and electronic and computer controlling and monitoring equipment
 16 in the training area is contained within and, hence, protected from
 damage within, the tube 34. FIG. SB shows a side view of the multiple
 universal joint 70. By increasing or decreasing the flow of electricity to
 the universal joint 70, and, thereby, the rigidity or flexibility of the
 joint 70, the instructor or trainer, via the computer processing system
 16, is able to vary the degree of resistance the robot 21 will offer upon
 contact by a player. Electric current also controls the sway of the robot
 21 during movement across the ice 12. By varying the amount of resistance
 and sway and allowing the player to avoid or intentionally make contact
 with a robot 21, agility, balance, impact, speed, strength, and timing can
 be measured.
 Referring to FIG. 6, performance measures describing each player's training
 session are communicated by sensors located inside the robots 21. Beneath
 the uniform 23, the robots 21 are covered with a flexible fabric
 containing a grid-like mesh 76 comprised of micro volt wiring 78
 connecting a series of silicon sensor chips 80 that measure touch and
 force and count the number of times the robot is contacted. The sensor
 mesh 76 enables contact between a player and a robot 21 to be detected and
 measured. Each sensor chip measures the force at which the player impacts
 or hits the robot 21. The amount of force is measured in terms of
 electrical voltage which is then digitized by an analog to digital
 converter into a digital value which is transmitted to and stored by the
 computer system 16 in the training area. The sensor data is preferably
 transferred to the computer 16 over the bus 51 (see FIG. 4). Connected
 chips measure the magnitude of the check over the area of contact. In the
 preferred embodiment of the invention, the sensor mesh 76 is powered by
 lithium batteries. Alternatively, the sensor mesh 76 can be powered by
 motive power drawn via the suspension tube cable 72.
 In another embodiment of the invention, each robot 21 is equipped with a
 small, shielded, battery-powered radio transmitter 82 which sends a
 frequency unique to that particular robot 21. When a player or puck
 contacts the robot 21, impact measurements from the sensor chips 80 are
 sent by microwave frequency to a receiver coupled to the processing system
 16 in the training area. Separate frequencies for each robot allow for the
 identification of each players' impact measurements.
 In a preferred embodiment of the invention, a unique identification code
 may be assigned to each robot 21. When data is transmitted by the robot
 21, the identification code is transmitted first, enabling the computer 16
 to uniquely identify each robot 21.
 The transmissions from the robots 21 may be received in a variety of ways
 by the computer 16. In one embodiment, the computer 16 receives
 transmissions from each robot 21 in a sequential order, allocating a
 certain period of time for the transmission from each robot 21. When
 transmissions have been received from each robot 21, the computer 16
 begins again with the first robot 21. Alternatively, the computer 16 can
 receive transmitted data only when a new reading, e.g., new impact data,
 has been measured by an individual robot 21.
 In the preferred embodiment of the invention, readings from each sensor
 chip 80 within an individual robot 21 can be transmitted sequentially to
 the computer 16. In an alternative embodiment of the invention, the
 computer reads each sensor chip within an individual robot 21
 simultaneously.
 The numerical measurements transmitted by each of the robots 21 used during
 the instructicn/practice session are received and stored by the computer
 16. This enables the measurements to be fed back from the computer 16 and
 displayed on the computer display for the instructors and players.
 Feedback can occur in real-time and/or results can be played back in
 review sessions with the students or printed out in hard copy.
 Video cameras placed above the skating surface 12 record training sessions
 to enable the instructor to obtain a visual record of players'
 performances. This record combined with the data obtained from the robots
 can be used to evaluate the player's total performance and serve as the
 basis of guidance and instruction tc the player. The video recording of
 each maneuver or check can be overlaid on the computer display with data
 transmitted from the robots 21 indicating the speed, force of impact, or
 timing of each play. A synchronization switch ensures that the video
 recordings and the data measured by the robots 21 are coordinated in time.
 Feedback sessions provide visual and numerically measurable information
 concerning the player's performance during the training session. This
 facilitates discussion between the instructors and players regarding the
 player's level of achievement. The feedback session also suggest which
 program should be activated for the robots 21 during the next training
 session.
 Each check (physical impact), pass, play, shot or other maneuver recorded
 by the video cameras can be displayed along with data describing force,
 location of impact, speed, and avoidance of contact (zero (0) contact
 being the highest avoidance score; indicating that the player has used
 acceptable speed during the drill). A grid template of the robot can be
 layered over the video image to show the location (or absence) of impact
 as a measure of the successful execution of a drill. The grid is
 colorcoded in a similar manner to a weather map to indicate the degree or
 force of impact in different locations on the robot 21.
 In a preferred embodiment of the invention, overlay viewing of the data
 during video replay of practice sessions includes a computer display of
 practice results. For example, the display for unit number 6 (robot number
 6) indicates that some number N of checks were received at "Y" magnitude
 of force. The display can also include "Z", the location of impact in
 numbers as well as a display of the area of contact on the template grid
 overlay. The information displayed enables the instructor and student to
 view and to interpret the interaction between the student and the robot
 for each check (i.e. the difference between a glancing impact or a solid
 check) based on visual as well as measured ability.
 The impact data can be used by the computer 16 to calculate speed and force
 using simple formulas, F=MA, V=AT. The letter "M" represents mass which
 can be specified/measured for each student. Measurements can also be made
 of the student's post-check "recovery".
 The measurement of impact force, impact speed, agility, balance, play set
 up strategy, and play react strategy are combined to form an overall
 review and learning matrix that allows for enhanced training and therefore
 a quicker, more efficient grasp of the skills required of aspiring hockey
 players.
 The format of training sessions can be predetermined and precisely
 controlled by instructors and trainers. Training sessions can adopt the
 following or similar format:
 (1) coach, instructor or trainer selects on-ice program from computer menu,
 (2) players are informed of on-ice program and shown a computer print-out
 diagram of the on-ice activity, alternatively a VCR film or interactive
 computer exercise serves as the pre-practice, on-ice, information vehicle,
 (3) robots 21 are positioned according to the program,
 (4) robots 21 are activated to execute the selected program,
 (5) on-ice session begins and continues,
 (6) player/robot interactive on-ice program ends,
 (7) information is transmitted to training area,
 (8) feedback session conducted with players.
 In addition to varying the number of robots 21 on the ice during a training
 session, individual arrays or patterns of movement and speed of the robots
 21 can be controlled by a computer program. The instructor or player makes
 selections from a menu that consists of pre-programmed patterns or
 scenarios for specific skating formations which will be executed by
 individual robots 21 or teams of robots. These programmed formations can
 be changed and varied during training or remain fixed throughout the
 practice session. This allows for programmed drills as well as a more
 freestyle training mode for developing play set-up and play react
 training. In addition, robots 21 may be used in a relatively fixed
 position as shown in FIG. 7 as checking targets where lateral impact force
 may be applied against the robots 21. These robots 21 are positioned in
 various stances so that they can be checked, i.e. physically "contacted"
 by skaters.
 An alternative embodiment of the robots of the invention is an automated
 surface robot 121 similarly designed to resemble a hockey player but able
 to move independently of an overhead track. FIG. 8 is a schematic
 pictorial view of one of the automated surface robots 121 partially cut
 away to show internal components of the robot 121 in schematic block
 diagram form. Referring to FIG. 8 the robots 121 are powered by internal
 batteries 133 and/or other self-propelling power source which can be an
 internal combination engine 130 within the robot 121. The robot 121 is
 preferably controlled by short wave radio or microwave signals or other
 remote control or, alternatively, by an internal control system or device.
 In the remote control configuration, the helmet 123 includes a band which
 includes an antenna 132 attached thereto for receiving the appropriate
 signals. The robot 121 preferably includes an internal processor 136 and
 associated circuitry such as PAM, ROM, I/O control, etc., to direct
 locomotion. In the remote control configuration, the processor 136 decodes
 received signals to generate control signals for motors, solenoids, relays
 and other internal components which control movement of the robots 121.
 Where local (internal) control is used, the ROM inside the robot stores a
 series movement commands used to control the robots 121 to move in a
 preset routine. The automated surface robots 121 move on plural,
 preferably six, miniature, rubber tires or, alternately, on rubber tracks
 134 or on any other suitable surface movement apparatus.
 In a fashion similar to the suspended robots 21, the automated surface
 robots 121 simulate plays and maneuvers typical to the sport of ice or
 roller hockey. The instructor, coach or player makes a selection from a
 computer menu that contains pre-programmed patterns or scenarios of
 skating pathways or formations, which are to be executed by individual
 robots 121 or teams or robots. Information controlling the movements of
 robots 121 is transmitted by computer and radio or microwave or other
 system to receivers inside each robot. Alternatively, the robots 121 can
 be used in a fixed location as practice devices. In all cases, hockey
 sticks can be raised, lowered, held in one position or caused to move as
 desired.
 Beneath their uniforms, the automated surface robots are covered with the
 same sensor mesh 76 previously described for the suspended robots 21.
 Contact between the robots 121 and players is detected and measured by the
 sensor mesh 76. Sensor data is transmitted to the control computer 16 ant
 stored within the system. Feedback and record-keeping are conducted in a
 manner similar to that conducted for the suspended robots 21.
 Regarding the above description, it is important to observe that ice hockey
 is a dynamic sport. Controlled, preprogrammed robots enhance training and
 instruction in ice hockey because robots can be made to repeatedly and
 precisely perform moves and maneuvers encountered during actual play.
 Robots can therefore supply simulated dynamism without the drawbacks,
 delays, mis-executions, and other drawbacks that often accompany having
 other skaters (or, for example, orange traffic cones) serve as objects for
 practice purposes.
 Robots can repeat the opponents' "ideal" plays and maneuvers (even those
 that are rarely encountered or are known to be used by particular
 opponents) so that the performance of students/skaters can be perfected.
 In existing practice sessions a player usually practices opposite the
 instructor or another players. Since a player or instructor is prone to
 human error or simply fatigue, maneuvers and skills cannot be repeated in
 a desired optimal fashion. Players may learn bad habits while playing
 opposite a less than ideal opponent or by emulating a less than ideal
 example. Use of this invention enables players to practice and to repeat
 skills and plays against an opposing robot or team of robots that can
 perform in a consistent manner every time. For ice hockey instructors,
 trainers, coaches, and players the development of skills is enhanced by
 the use of robots (as adjuncts to live play, i.e. to supplement not
 supplant live play) for improving fundamentals as well as for learning
 more complex plays and maneuvers.
 As mentioned above, the formation and drills executed by the robots during
 a training or entertainment session are selected by the instructor, coach
 or player from a menu. The menu is presented to the use on the display of
 the computer system 16 in the training area. The computer system 16
 performs functions such as (1) maintaining databases of players and teams,
 (2) controlling and monitoring use of the rink, (3) scheduling maintenance
 and use of the rink, (4) programming, executing and monitoring activities
 on the rink which use the sensing and monitoring devices and/or the
 mechanized robots, (5) background computer processing functions, and other
 computer processing system functions.
 FIGS. 9A-9F contain flowcharts which illustrate the logical flow of the
 computer system 16 of the invention in performing the above and other
 tasks. FIG. 9A is a toplevel flow diagram which shows the logical flow
 from the main menu presented to the user. In step 500, the system 16
 inputs a password from the user and identifies it as being valid to permit
 access to the system. A loop is entered in which the system awaits an
 input from the user. If the user elects to plan an exercise (step 502),
 then the plan function is performed in step 504. If the user selects a
 play function (step 506), then the play function is performed in step 508.
 If the user selects a monitor function (step 510), then the monitor
 function is performed in step 512. If a maintenance function is selected
 in step 514, then the maintenance function is performed in step 516. If
 the user elects to end a session in step 518, then the activity is
 terminated in step 520. FIG. 9B illustrates a detailed flowchart of the
 plan function 504; FIG. 9C is a detailed flowchart of the play function;
 FIG. 9D is a detailed flowchart of the monitor function; and FIGS. 9E and
 9F contain detailed flowcharts of the maintenance function.
 The details of the plan function, in which the user can plan an exercise
 for execution, are shown in FIG. 9B. The exercises are preferably chosen
 by a top-down logical approach in which a category is first chosen, then a
 skill within a category is chosen, and finally an exercise within a skill
 is chosen. More levels of detail are possible depending upon a particular
 system implementation. For example, in the sport of hockey, possible
 categories can include speed building, strength building, agility,
 team/individual play and reaction time. Within each category, several
 skills are possible. For example, within the speed building category,
 skills can include a forward dash, a crossover, skating circles and
 stickhandling. Finally, within each of the skills, several exercises can
 be executed. For example, one exercise can be executing a particular skill
 around cones. Another can involve shooting a puck at a moving target or
 passing a puck to a moving wing man or passing between opposing players.
 In executing the plan function, the user first chooses a category in step
 522, then chooses a skill in step 524 and then chooses an exercise in step
 526. Finally, the user can edit the control file that stores the selected
 exercise in step 528. This involves varying certain parameters such as the
 speed at which the exercise is executed, or how close together opposing
 robots are. It can also involve selecting or editing default parameters to
 be used for the exercise.
 At each selection step 522, 524, 526, the user can define a new category,
 skill or exercise, respectively, if desired. At step 530, the category
 input is checked to determine if it is a new category; at step 534, the
 skill selection is checked to determine if the selected skill is new; and
 at step 538, the exercise input is checked to determine if it is new. If a
 new category is entered, a new category creation function is executed in
 step 532, then a new skill creation function is executed in step 536 and a
 new exercise creation function is executed in step 540. If a new skill is
 selected in step 524, then the new skill creation function is executed in
 step 536 and the new exercise creation function is executed in step 540.
 If a new exercise is selected in step 526, then only the new exercise
 creation function is executed in step 540. Hence, the system of the
 invention provides the user with added flexibility to enable him/her to
 plan exercises as desired. Alternatively, preprogrammed canned exercises
 can be stored on storage medium such as optical or magnetic disk and input
 to the system as desired.
 Referring back to FIG. 9A, if the user selects the play function in step
 506, the play function of the system is performed in step 508, the logical
 flow of which is diagrammed in FIG. 9C. Referring to FIG. 9C, to execute
 the play of an exercise, the user can once again choose a category in step
 542, a skill in step 544 and an exercise in step 546. Alternatively, the
 user can select a preplanned exercise by mnemonic name or number stored
 with the exercise during the plan function. Again, the parameters can be
 adjusted in step 548. Next, the play is executed in step 550. This
 involves the processing system 16 commanding the robots and/or sensors to
 perform and/or monitor the exercise. At the same time, players interact
 with the robots and/or sensors during the play of the exercise as
 practice, training or entertainment.
 Referring back to FIG. 9A, if the user selects the monitor function in step
 510, the monitor function is performed in step 512. A logical flow of the
 monitor function is shown in the flowchart of FIG. 9D. In executing the
 monitor function 512, the user selects for display the outputs of one or
 more sensors during execution of an exercise. The sensor can be one or
 more of the sensors on one or more of the robots, one or more magic eye
 sensors used to detect speed, the video generated by one or more of the
 video recorders, etc., or any combination thereof. Where a video output is
 combined with some other output, the two can be superimposed on the
 display.
 In step 552, the user chooses a sensor for display. The output of the
 sensor is routed to the display and the user can observe the output on the
 display in step 554. The system will also prompt the user for an input
 regarding the adjustment of any of the playing parameters in step 556. If
 the user desires, the parameters can be adjusted in step 558, and the
 results can be observed on the display in step 554. Adjustment of
 parameters during the play and monitor functions allows the user to modify
 the exercise in real-time and have immediate feedback as to the results of
 the modification. The user can exit the monitor function through step 560
 or can return to the top of the function where another sensor can be
 selected in 552. This process can continue, adding as many sensors as are
 practical.
 Referring again to FIG. 9A, if the user selects the maintenance function in
 step 514, it is executed in step 516. The details of the maintenance
 function are shown in FIG. 9E. The maintenance function is used to perform
 database management for the player/team databases, to perform rink-related
 computer functions and to perform ordinary computer background functions
 such as memory backups.
 Upon entering the maintenance function, the user is presented with a series
 of options. If the user chooses to backup the system in step 562, system
 backup is performed in step 564. If the user elects to update the plays
 stored in the system in step 566, new plays or exercises are installed in
 step 568. This can involve loading a set of prestored canned plays from a
 storage medium such as optical or magnetic disk. The plays can be
 purchased from an outside manufacturer or may have been previously created
 and stored on the storage medium by the player or other user. In step 570,
 the user can elect to update data stored for individual players or teams
 of players. The player database update function is executed in step 572.
 The detailed logical flow of the player database update function 572 is
 shown in the flowchart of FIG. 9F.
 In step 574, the user can elect to generate a system report, which is done
 in step 576. The system report can be presented on the system display or
 it can be printed out in hardcopy. The information it contains can be
 customized by the user and can include such information as player
 performance results, team performance results and rink conditions such as
 the temperature of the rink at the surface of the ice, the number of hours
 of ice use which have occurred since the last resurfacing, the energy
 consumption of the rink, etc.
 The system of the invention can also be used to schedule. rink usage and
 maintenance time. The schedule operation can be selected by the user in
 step 578 and is executed in step 580. In step 582, the user can elect to
 customize the system in step 584 according to local conditions. The
 conditions include local time and date, English or metric units, currency
 format, etc. In step 586, the user can opt to calibrate any or all of the
 sensors in step 588. The user can exit the maintenance function in step
 590 and return to the main menu.
 As mentioned above, FIG. 9F illustrates the logical flow of the player
 database updating function 572. The player database can include an
 extensive collection of player, team and/or rink information. For players,
 the database typically includes players' ages, skill levels, height,
 weight, attendance, names of parents, telephone number, team name, etc. It
 can also include data relating to the players' performance on practice
 exercises. For teams, the database can include the name of the team, the
 team roster, schedule of games for a particular season, performance of the
 team in exercises, an aggregate of the team's players' performances in
 exercises, etc.
 Significantly, the database is customizable by the user, coach or
 instructor. Therefore, the instructor can decide the types of data that
 are important to him or her and can ensure that they are stored for review
 in the future.
 The flowchart in FIG. 9F contains a representative list of functions which
 can be performed within the database updating function 572. Many other
 optional functions can be performed since the database is completely
 customizable to the user's needs. The user can select in step 592 to
 update a player/team roster in step 594. In step 596, the user can elect
 to update the playing and/or practicing schedule of a player and/or a team
 in step 598. In step 600, the user can opt to generate a report in step
 602 for a player and/or a team. The report can include data related to
 player and/or team performance on a variety of selected exercise drills or
 games. The database also includes a searching function 606 which can be
 selected by the user in step 604. By inputting the name of a player or
 team, the data for that player or team can be located for display,
 printout or further searching. The user can select in step 608 to add a
 new player or team to the database in step 610. The user can also select
 in step 612 a function in step 614 which allows the user to edit a player
 and/or team entry in the database. The user can choose in step 616 to exit
 the database function and return to the main menu.
 Referring now to FIG. 10, when not in use, the support structure 36 with
 track assemblies 38 and robots 21 can be raised to a position above the
 ice 12 where they will not interfere with other activities on the surface
 12. Each track assembly 38 is suspended by four steel cables 52, each
 cable approximately one inch thick. The cables 52 are suspended from the
 steel superstructure 54 of the building frame. Each track assembly 38
 moves between a raised position 56 (approximately 32 feet above the
 surface of the ice) and a lower position 58 via four hoist motors 50
 located above the building frame 54. In the lowered position 58, the
 robots 21 are approximately 1/4 inch above the surface of the ice 12.
 FIG. 11A shows a perspective view of the robots 21 in the lowered position
 58 as they are used during a training session. FIG. 11B shows the robots
 21 raised above the surface of the ice 12. When the robots 21 are in the
 raised position 56, the ice rink 10 may be used for hockey games, practice
 sessions, or other skating functions.
 FIG. 12 is a side view of a suspension cable 52 connected to a track
 assembly 38. Each cable 52 is attached to the track assembly 38 by a steel
 eyebolt 60.
 FIG. 13A contains an elevation view indicating how a suspension cable 52 is
 fed to a hoist motor 50. Each of the four suspension cables 52 for each
 track assembly 38 is controlled by its own motor 50. The four motors 50
 simultaneously raise and lower the track assembly 38. Each suspension
 cable 52 is guided by a pulley 64 which is connected to the frame 54 of
 the building by a structural steel pulley mount 66. The hoist motor 50 is
 positioned above the building frame 54 by a structural steel standoff
 bracket hoist motor mount 68.
 FIG. 13B contains a plan view of a hoist assembly. This diagram illustrates
 that each hoist assembly, containing a hoist motor 50, steel cable 52, and
 guide pulley 64, is preferably connected at an angle to the guilding frame
 54. The positions of the four hoist motors 50 and suspension cables 52 are
 also illustrated by FIG. 3.
 FIG. 14 contains a block diagram of one embodiment of the computer system
 200 for simulating skating and hockey maneuvers and for entertainment use
 according to the present invention. The system comprises a central
 processing unit (CPU) 202 which can be, but is not limited to, a
 microcomputer such as a personal computer operating with an Intel 80X86
 microprocessor, a Motorola 680X0 processor, or a Power PC processor. The
 CPU 202 is coupled to a display 204, such as a CRT screen, for displaying
 images and prompting the user for the input of information. The CPU 202 is
 also coupled to an input device 206 such as a keyboard, joystick, etc.,
 for the input of information from the user and a printer 208 for printing
 player/student accomplishment information in hard-copy format. Input and
 output with the user can also be accomplished with virtual reality devices
 207 such as a virtual reality glove and helmet worn by the user. A memory
 210 is provided, coupled to the CPU 202, for the storage of recorded
 images and other information.
 Several versions of computer programs are encompassed by the present
 invention. Each version varies in complexity as each is directed toward a
 player/student at a different level of expertise. Versions developed for
 home, rink, and arcade use are instructional as well as entertaining. More
 complex versions for use in structured training facilities are developed.
 For each version, the computer system stores a series of lessons and
 corresponding "ideal" images in a database.
 FIGS. 15A-15E contain a flowchart for the preparation and operation of the
 system of the present invention. FIG. 15A shows the procedure for scanning
 images into the computer system 200 and preparing them for display on the
 computer screen 204.
 Referring to blocks 212 and 214, images for a particular skill or maneuver
 are scanned into the computer system 200. Individual drawings are created
 and scanned to complete the sequence of the "master" or "ideal" hockey
 player performing the skill or maneuver as well as to encompass all
 possible movements that the player/student-controlled ("adopted") player
 may perform.
 After all the ideal images in a given sequence have been scanned, the
 images can be prepared for display on the computer screen. This can be
 accomplished with a number of commercially available computer packages,
 including Photoshop, Photofinish, NeoPaint, Paint, Graphics Designer, and
 Correlpaint. In blocks 216, 218, 220 and 222, the images can be scaled or
 rotated, as necessary. If any images contain unwanted elements, they can
 be cropped in blocks 224 and 226. In blocks 228 and 230, the images can be
 refined to remove unwanted lines or blotches or to add lines that have
 faded during scanning. In blocks 232 and 234, the images can be enhanced
 by adding elements such as background or motion lines. Each image is
 prepared in turn in the loop under control of blocks 236 and 238. After
 each image in the sequence has been prepared, they are aligned with each
 other on the computer screen in block 240. The preparation stage ensures
 that the images will be displayed as a smooth animation sequence when the
 program is run by the students.
 In an alternative embodiment of the invention, images recorded by video
 tape may be used instead of the hardcopy drawings described above. In this
 case, video recordings are made of a particular skill or maneuver. Each
 frame of the video tape is digitized so that it can be stored in computer
 files using a standard such as JPEG (Joint Photographic Expert Group),
 MPEG (Motion Picture Experts Group), FLI, FLC, etc. The sequence of images
 is refined in the manner described in connection with FIG. 15A. The result
 is a series of images in computer-readable form similar to those obtained
 from the hardcopy drawings described above.
 FIG. 15B contains a flowchart showing the process of compressing the
 computerized files containing each sequence of drawings to conserve
 storage space. The process involves comparing each drawing to the next one
 in the sequence and recording only those pixel elements which have changed
 from one drawing to the next. Other compression techniques also exist and
 may be used.
 In blocks 250 and 252, a sequence of images is selected, and the number of
 images in the sequence is determined. Beginning in block 254, with the
 initial image that would appear on the screen, each drawing is compared to
 the previous drawing in the sequence. In the case of the first drawing in
 the sequence, the comparison is made to a blank screen. Each pixel element
 which has changed from one drawing to the next is identified in block 256
 and the change data is compressed in block 258. The compressed data is
 then stored in a sequence file in block 260. This procedure is repeated
 for each drawing in the sequence in blocks 262 and 264.
 Referring to blocks 266 and 268, the relationship between each of the
 drawings is input in the form of a decision tree and recorded in a
 computer file. In the case of the sequence of the drawings representing
 the master or ideal image, the decision tree is defined as a linear
 relationship progressing directly from the first frame to the last. In the
 case of the player/student controlled image, each frame is connected to a
 series of other frames representing the different ways in which the
 student can move the animated figure. The relationship between each
 interconnected image must be defined and stored. To make the definition of
 the decision tree easier, each part of the body which moves (such as an
 arm or leg) may be defined as a separate series of images.
 FIGS. 15C through 15E illustrate the logical flow of the system of the
 present invention which is run by the player/student or "user". In block
 270 of FIG. 15C, the system displays an opening screen on the computer
 display which contains a title, logo, and welcome message. In block 272,
 the computer requests a user identification code (ID) and, in block 274,
 the player/student enters an ID into the computer via a keyboard, mouse or
 other user input device. In block 276, the system determines if the user
 has entered the system before. If the player/student has previously
 entered the system, information regarding his/her personal characteristics
 (e.g. name, identification code, weight, height, age, right or left
 handedness, level of expertise, team name, and coach/instructor's name) as
 well as his/her performance record will be retrieved from the database in
 block 278. If the player/student is new to the system, information
 regarding his/her personal characteristics will be recorded by the system
 in blocks 280 and 282. If the player/student has entered an invalid ID,
 the system will return to the input stage via block 284.
 Following the identification process, the player/student is presented with,
 in block 286, a menu of general categories which describe the skills used
 in the sport of hockey, e.g.,
 (1) skating,
 (2) checking,
 (3) stickhandling,
 (4) shooting,
 (5) offensive play, and
 (6) defensive play.
 In block 288, the player/student selects the number of the category he/she
 wishes to study and/or practice. If the player/student chooses to press
 &lt;ESC&gt;, he/she will exit the system in block 290.
 For each general category, the computer system stores a list or sub-menu of
 specific plays or maneuvers which will develop the player/student's skills
 in the area selected. For example, under the category of skating, he/she
 may choose from the following options:
 (1) dash-forward,
 (2) dash-backward,
 (3) start,
 (4) stop,
 (5) forward left crossover,
 (6) forward right crossover,
 (7) backward left crossover, and
 (8) backward right crossover.
 The sub-menu for the general category selected by the player/student is
 displayed in block 292, and the player/student selects the number of the
 maneuver he/she wishes to study and/or practice in block 294. If the user
 chooses to press &lt;ESC&gt;, he/she will return via block 296 to the category
 menu in block 286.
 If the player/student opts to study a specific skill, the system retrieves
 the appropriate image sequences from the database in block 298. An options
 menu will be displayed in block 300. For each skill selected, the
 player/student can view the images of the ideal execution of the maneuver
 and/or interactively practice the skill by manipulating via the user input
 device an adopted image of a hockey player which has been superimposed
 over or juxtaposed to the ideal image on the display. When practicing a
 skill, the player/student attempts to manipulate the adopted player image
 to match as closely as possible the execution of the skill by the ideal
 image. The player/student makes this selection from the options menu in
 block 302. If the player/student chooses in block 302 to press &lt;ESC&gt;,
 he/she will return to the skill menu in block 292 via block 304. If the
 player/student chooses, in block 306, to view the master or ideal
 execution of the skill or maneuver, control of the system will pass to
 FIG. 15D. If the player/student chooses in block 306 to practice the
 selected skill or maneuver, control passes from block 306 to FIG. 15E.
 Referring to FIG. 15D, if the player/student has chosen to view the master
 or ideal image, in blocks 308 and 310 the player/student begins with the
 first image in the sequence. If the player/student chooses in block 312 to
 press &lt;ESC&gt;, the system will return via block 314 to the options menu in
 block 300 (see FIG. 15C).
 If the player/student chooses in block 316 to view the previous frame in
 the sequence, the system checks in block 318 to insure that a previous
 image exits, i.e., that the player/student is not currently viewing the
 first image in the sequence. If a previous frame exists, the system
 selects and displays the appropriate image in blocks 320 and 322.
 If the player/student chooses in block 316 to view the next frame in the
 sequence, the system checks in block 324 to insure that a subsequent image
 exists, i.e., that the player/student is not currently viewing the last
 image in the sequence. If a subsequent frame exists, the system selects
 and displays the appropriate image in blocks 326 and 328.
 Referring back to FIG. 15C, as mentioned above, if the player/student
 chooses in block 306 to practice the selected skill or maneuver, control
 passes to FIG. 15E. Referring to FIG. 15E, in block 330, the decision tree
 which describes the relationships between the drawings in the
 player/student controlled image sequence is retrieved. In block 332, the
 first image which will be displayed on the computer screen is determined.
 In blocks 334 and 336, the first image in the master sequence, the first
 image in the player/student controlled sequence, the fixed image (or
 background), and the proficiency display graphics are combined and
 displayed.
 In block 338, the player/student may exit to the options menu via block 340
 or select a computer key (or other input device, e.g. mouse, joystick)
 which will move the controlled image. If the player/student selects an
 invalid key, the system will give the player/student the option of
 selecting another key via block 342.
 If the player/student selects a key to manipulate the controlled image, the
 next frame in the sequence will be selected in block 344. The controlled
 image will be updated in block 346 and proficiency measurements will be
 calculated in block 348. The system will then return to block 334 where
 the images will be combined and displayed.
 While practicing the skill or maneuver, the player/student receives visual
 feedback by studying on the computer screen (monitor) how closely the
 adopted image emulates the ideal image. In addition, proficiency
 measurements are calculated and displayed on the computer screen together
 with the master and controlled images. The proficiency measurements can be
 continuously updated as the player/student proceeds through the practice
 session.
 If the player/student chooses in block 340 to return to the options menu,
 the system will preferably calculate a numeric score or scores in block
 350 which will represent how close the player/student came to emulating
 the ideal image. If applicable, the system will compare current results to
 those retrieved from the player/student's records. This will enable
 him/her to monitor his/her progress in perfecting the particular skill
 being studied. This information will be displayed on the computer screen
 in block 352.
 If the player/student chooses in block 354 to count the practice session as
 a "warm-up", the current score will not be recorded in the
 player/student's Record. Otherwise, the player/student's current
 performance will be recorded in block 356 by the computer for future
 reference. Control of the system then returns to FIG. 15C.
 In a further embodiment of the invention, the player/student has the option
 of controlling the adopted image of one or more hockey players against an
 image of an opposing team in the context of a hockey game. The opposing
 team can include one to five ideal players (plus one goaltender) that are
 controlled by the computer system.
 The player/student can select the number of players (one to six including
 goaltender) on the opposing team from a menu screen. In addition, the
 player/student has the option of choosing whether the opposing team is in
 an offensive or defensive posture.
 The player/student can then choose from a list of attacking or defending
 formations for the opposing team. The list of formations varies with the
 number of players on the opposing team; a full team of six (5 skaters and
 one goalie) will offer the maximum number of formations.
 The simulated game can be played with the player/student causing the
 movement of the adopted player image(s) to "play" against the ideal team
 which is pre-controlled by the computer software. The rules of the game
 are those generally used in competitive hockey, i.e., by most American,
 Canadian, and international teams. Games usually last from 10 to 45
 minutes depending on the delivery system being used, e.g.,
 tutorial/interactive, coaching, arcade, home, etc.
 Additional embodiments of the invention enable the player/student to play
 against an opposing team when his/her adopted image is part of an adopted
 team. The team may include ideal computer controlled images or adopted
 images controlled by other player/students on additional terminals
 connected to the system. Each team can include one to five players (plus
 goalies), with fewer players for roller hockey.
 An additional embodiment of the invention enables officials (referees,
 linesmen, and other officials) in the sport of ice hockey or in other
 sports or activities to practice making decisions regarding infractions of
 the rules while watching and controlling digitized images on a computer
 screen. The digitized images include preselected plays or maneuvers
 executed by a single player against one or more opponents or by a player
 in combination with one or more of his/her teammates playing against an
 opposing team including one or more players.
 The officials view the execution of the play, while moving an "adopted"
 official, in digital form, to the best vantage point from which to see the
 plays, and decide whether the actions of the player or players or coaches
 are within the rules of the game or constitute an infraction for which a
 penalty must be served. The invention enables the officials to record
 their decisions in the computer system.
 The digitized images can be obtained from video tapes of live athletes
 playing ice hockey or from digitized representations of players.
 Appropriate sections of the video tape or digitized representation can be
 selected and converted to or maintained in digitized format. The selected
 images can be viewable on a computer screen. Officials are able to speed
 up or slow down the images as they appear on the screen. Alternatively,
 the speed of on-screen action can be controlled by persons responsible for
 assessing the officials' performance. Officials can be required to move
 their adopted on-screen official image so as to be in the best position to
 see the play and make a call when warranted. Reverse angle views of the
 digitized images can be available on demand to provide real time feedback
 on whether a play included a foul or was cleanly executed.
 After viewing each specific image sequence, the official can enter into the
 computer his/her decisions regarding the legitimacy of the plays
 previously observed. The results are compiled by the computer and fed back
 to the officials via the computer screen or by hardcopy printouts.
 The benefits of this embodiment include the opportunity for officials to
 practice decision making at their own pace in a relaxed environment. As
 with the previous embodiments of this invention, the images on the
 computer screen may be viewed frame by frame, or at any speed from slow
 motion to real time to super real time, and repeated as many times as
 desired. This will enable officials to study details which may be missed
 in the fast, high pressure setting of a hockey game or to test their
 skills in making calls at real time rates of speed or even faster (super)
 than actual playing speed. As the officials progress in their
 decision-making abilities, the images which are viewed at increasingly
 faster speeds, either real-time or faster, provide practice in quick
 orientation, observation and judgment and thereby sharpen officiating
 skills.
 After each image sequence has been viewed, the official can use means such
 as a computer keyboard, mouse, joystick or other input device to input
 his/her decision regarding the legitimacy of the observed plays into the
 computer system. The official is presented with a list of possible
 infractions and asked to select those infractions observed during the
 image sequence. The official gains points for correct judgments and lose
 points for incorrect judgments. At the end of the exercise, the computer
 can display a numeric score as well as a list of incorrect decisions. The
 score and list may also be printed in hardcopy format if desired.
 If the user does not achieve a certain level of proficiency, the official
 can be required to loop back and repeat testing on the image sequences
 previously viewed before advancing to a higher level. As with previous
 embodiments of the invention, the computer can keep a record of the
 proficiency scores for each official. Current scores may be compared to
 those attained previously. This will enable each user to monitor his/her
 progress in perfecting his/her decision-making skills.
 The purpose of this embodiment is to accelerate the experience and improve
 the judgment skills of officials in ice hockey by increasing the number of
 decisions made while observing actual hockey plays and maneuvers.
 Officials will obtain practice in orientation, observation and judgment.
 Consistency and objectivity will be increased. The rules of the game will
 be reenforced in the minds of the officials. In addition, use of this
 embodiment of the invention may also help students and players of ice
 hockey to learn the rules and regulations of the game.
 The foregoing describes the use of the system of the present invention for
 cognitive instruction, training and practice in the sport of ice hockey.
 However, as will be recognized by those of ordinary skill in the art, the
 system of the present invention may be utilized for other sports or
 athletic training, including, but not limited to, street hockey, roller
 hockey, field hockey, figure skating, soccer, football, baseball, etc., or
 instruction in other non-sport activities. For example, the system of the
 present invention may be utilized in an instructional program for soccer
 by storing images of ideal soccer plays and allowing the player/student to
 control an image of a soccer player in the manner described previously for
 ice hockey.
 It will also be apparent to those skilled in the art that the scope of the
 present invention need not be limited to the technology described above.
 For example, the method used by the player/student to manipu ate the
 "controlled" image may be changed to include a joystick, virtual reality
 glove or other technology and the "adopted" and "ideal" images may appear
 on a virtual reality headset or other virtual reality device(s). The
 method of obtaining, storing, and displaying the "controlled" and "ideal"
 images may also be changed to include video, multi-media, or animation
 methods.
 While this invention has been particularly shown and described with
 references to preferred embodiments thereof, it will be understood by
 those skilled in the art that various changes in form and details may be
 made therein without departing from the spirit and scope of the invention
 as defined by the appended claims.