Abstract:
A device for mastering skate board tricks and maneuvers comprises a frame. The frame has a top and the frame is adapted to rest on a support surface. A spring board is suspended from the frame by stretchable straps. A foot deck is rotationally secured to the spring board and is secured to the spring board to limit or eliminate relative vertical motion between the spring board and the foot board.

Description:
RELATED APPLICATIONS 
   This application claims the priority benefit under 35 U.S.C. §119(e) of U.S. Provisional Patent Application No. 60/441,711, filed on Jan. 23, 2003, which is hereby incorporated by reference in its entirety. 

   BACKGROUND OF THE INVENTION 
   1. Field of the Invention 
   The present invention generally relates to amusement devices. More particularly, the present invention relates to amusement devices where users may more easily learn, practice, and master skateboard maneuvers and tricks. 
   2. Description of the Related Art 
   New skateboard users desire to quickly learn and master skateboard tricks and maneuvers; however, using a skateboard poses many challenges to a first time user. For instance, the user must develop basic skills in order to competently control and articulate a rolling, tilting and turning skateboard deck. In addition, the user must then develop skills that will allow them to spring the board, which causes the board to lift off of the ground. Furthermore, the user must develop the coordination and balance skills required to pitch the board on one truck, which allows the user to rotate the skateboard in a controlled manner. Combining all of these complex movements of a skateboard simultaneously while a user is on the skateboard makes mastering skateboard tricks difficult. 
   As with many sports, practicing motions specific to the given sport provides a means to improve and master skills required in that sport. Given the complexities of the skills and maneuvers required for skateboarding, having a method to practice the motions in a simplified, stabilized or isolated way improves developing the fundamental skills to master maneuvers and tricks. 
   Various attempts have been made to design devices that might facilitate skateboard skill mastery. These devices suffer from design flaws that reduce the transferability of skills learned on the devices to actual skateboard use or that significantly reduce the number of skills that can be learned on the devices. 
   In one arrangement of a device a skateboard deck has been provided with a large coil spring attached to the center of the bottom of the foot deck. In this device, the spring provides a lifting force to the foot deck to allow a user to learn tricks and maneuvers. However, the device rests on the bottom of the coil spring and allows the device to tip and tilt in any direction. Such a configuration is adequate for more experienced skateboard users; however, beginning skateboard users would benefit from a device that provides a stable non-tilting platform. 
   SUMMARY OF THE INVENTION 
   Accordingly, a skateboard training device is desired that offers a skateboard deck. The skateboard deck preferably can rotate on a rotational bearing system at a center region of the foot deck. Moreover, the device preferably provides an upward force while the foot deck is grounded such that the force can lifts the foot deck when the user unloads their weight. Furthermore, the device preferably simulates a skateboard geometry to simulate the pitching motion of a skate board and allows learning of proper foot placements on the skateboard deck. In addition, the device preferably limits or eliminates the ability to induce side to side tilting motion of a skate board deck in order to facilitate learning of balance and coordination skills necessary for skateboard tricks and maneuvers. 
   One aspect of an embodiment of the present invention involves a device for mastering skate board tricks and maneuvers. The device comprises a frame. The frame comprises a top and the frame is adapted to rest on a support surface. At least three elastic cords are attached to the frame. The at least three elastic cords are connected to a spring board deck such that the spring board deck is suspended above the support surface and below the top of the frame. A rotational bearing system is secured to the spring board deck and a foot deck is secured to the the rotational bearing system such that the foot deck is capable of rotational movement relative to the spring board deck and the foot deck is secured against substantial vertical movement relative to the spring board deck. 
   Another aspect of an embodiment of the present invention involves a skateboard training device. The device comprises a frame. At least three resilient cables are secured to the frame. A spring board deck is secured to the at least three resilient cables. A foot deck is rotatably attached to the spring board deck. 

   
     BRIEF DESCRIPTION OF THE DRAWINGS 
     These and other features, aspects and advantages of the present invention will now be described with reference to the drawings of several preferred embodiments, which embodiments are intended to illustrate and not to limit the invention. The drawings consist of 16 figures. 
       FIG. 1  is a top perspective view of an embodiment of a training device having certain features, aspects and advantages of the present invention. 
       FIG. 2  is a top plan view of the device of FIG.  1 . 
       FIG. 3  is a side elevation view of the device of FIG.  1 . 
       FIG. 4  is a front elevation view of the device of FIG.  1 . 
       FIG. 5  is a perspective view of the device of  FIG. 1  in use. 
       FIG. 6  is a perspective view of a rotational bearing system used to mount a skateboard similar to the balance of the training device of FIG.  1 . 
       FIG. 7  is a side elevation view of the rotational bearing system of  FIG. 6   
       FIG. 8  is a partial perspective view of an elastic cord clamp. 
       FIG. 9  is a front elevation view of the elastic cord clamp of FIG.  8 . 
       FIG. 10  is a perspective view of an embodiment of a frame used with a training device. 
       FIG. 11  is a top plan view of a frame leg of the frame shown in FIG.  10 . 
       FIG. 12  is a side elevation view of the frame leg of FIG.  11 . 
       FIG. 13  is a perspective view of a frame clamp used with the frame shown in FIG.  10 . 
       FIG. 14  is a top perspective view of another embodiment of a training device having certain features, aspects and advantages of the present invention. 
       FIG. 15  is a top perspective view of a further embodiment of a training device having certain features, aspects and advantages of the present invention. 
       FIG. 16  is a bottom perspective view of the training device of  FIG. 15  with an enlarged portion showing a platform mounting configuration. 
   

   DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENT 
   With reference initially to  FIG. 1 , a training device  98  having certain features, aspects and advantage of the present invention is illustrated in perspective view. The device  98  comprises a frame  100 . The illustrated frame  100  comprises a box frame of sturdy construction to support the user&#39;s weight and use of the device  98 . A collapsible frame is shown in  FIGS. 10 through 13  and is discussed in greater detail below. 
   With continued reference to  FIG. 1 , the frame  100  preferably rests on level ground  1 . In some arrangements, leveling feet (not shown) can be provided and can be attached to the frame  100  in any suitable manner. With reference to  FIG. 5 , for instance, the frame  100  can comprise a handlebar  150 . The handlebar can extend upward from a portion of the frame assembly. Preferably, the handlebar comprises handgrips that are positioned at a height that makes the handgrips easy to hold when using the device. Furthermore, in some embodiments, the handlebar height may be adjustable. In some embodiments, the handlebar  150  can substantially encircle a user  601  such that the handlebar  150  can be easily grasped regardless of the orientation of the user  601 . In one embodiment, the frame  100  extends upward a sufficient height that the frame  100  itself can define the handlebar  150 . Thus, the user can grasp the handlebar  150  for added stability. For instance, the user can grasp the handlebar  150  when learning to ride a skateboard using the training device  98  or when learning new movements using the training device. 
   A plurality of anchors  201 ,  202 ,  203 ,  204  are attached to the frame  100  and a plurality of elastic cords  501 ,  502 ,  503 ,  504  are connected to the respective anchors  201 ,  202 ,  203 ,  204  on the frame  100 . Preferably, four anchors are provided such that the elastic cords are connected to the frame in four locations. Four anchors provide enough connection points to sufficiently, but not unduly, restrict movement of the platform. In some embodiments, more than four anchors are used and, in other embodiments, less than four anchors are used. 
   The elastic cords  501 - 504  are attached to a spring board deck  300  in any suitable manner. In some arrangements having four anchors, two elastic cords can be used. Moreover, in some arrangements one or more than one elastic cord can be used. The elastic cords  501 - 504  preferably are of a length that allows the spring board deck  300  to be suspended above ground and below the top of the frame  100  when the elastic cords  501 - 504  are connected to both the frame  100  and the spring board deck  300 . Furthermore, the elastic cords  501 - 504  desirably are of a spring rate and length such that when a user is properly positioned on and supported by the device  98 , the spring board deck  300  can touch the ground  1  in a controlled manner. 
   With continued reference to  FIG. 1 , the spring board deck  300  can have any suitable configuration. In the illustrated embodiment, the spring board deck  300  is substantially hourglass-shaped in both a lateral and longitudinal direction. In some embodiments, the spring board deck can be generally rectangular, elliptical, ovular, or the like. 
   A foot deck  400  is mounted to the spring board deck  300 . The foot deck  400  preferably defines a skateboard similar. In other words, the foot deck  400  preferably is sized and shaped to mimic a conventional skateboard. Thus, the foot deck  400  is of the similar geometry as a skateboard deck. In the illustrated arrangement, the foot deck  400  is mounted to the spring board deck  300  with a rotational bearing system  350 . The rotational bearing system  350  advantageously allows the foot deck  400  to rotate in a clockwise and counterclockwise direction generally within a plane substantially parallel to the plane of the spring board deck  300 . 
   With reference to  FIGS. 6 and 7 , the rotational bearing system  350  comprises an adapter  352 . The adapter  352  facilitates connection of the foot deck  400  to the rotational bearing system  350 . Advantageously, the adapter can be bowed in some embodiments to accommodate the conventional curve of a bottom surface  401  of the foot deck  400  if a conventional skateboard deck is as the foot deck  400 . The curve of a conventional skateboard deck could result in asymmetric loads to the rotational bearing system  350  and the adapter  375  provides a more stable attachment of the foot deck  300  to the rotational bearing system  350  notwithstanding the asymmetric loading. The adapter preferably can be secured to a flat surface of the rotational bearing system  350 . 
   The rotational bearing system  350  preferably comprises an upper race  353  and a lower race  354  with bearing balls  355  or the like captured therebetween. In the illustrated arrangement, the upper race  353  is formed on an upper plate  356  while the lower race  354  is formed on a lower plate  357 . The upper plate  356  and the lower plate  357  are capable of rotational movement relative to each other. In the illustrated arrangement, the upper plate  356  comprises mounting apertures  358  and the lower plate also comprises mounting apertures  359 . The mounting apertures  358 ,  359  accept mounting hardware  360 . Any suitable mounting hardware  360  can be used, including but not limited to pins, nuts, bolts, washers, screws, rivets, other threaded members, other interlocking mechanical members or the like. Furthermore, the upper plate  356  can be integrated with the foot deck  400  and the lower plate can be integrated with the spring board deck  300 . In some arrangements, the rotational bearing system  350  can comprise slewing ring bearings or the like. 
   With reference to  FIG. 3 , a wheel/truck simulator  375  can be secured to a lower surface of the spring board deck  300 . The simulator  375  can be located beneath the spring board deck  400  in a position that generally corresponds to the placement of wheels and trucks on a skateboard. The wheel/truck simulator  375  need not comprise wheels or any rotating components. In some embodiments, the simulator  375  comprises a pair of monolithic structures that can be secured to the spring board deck  300 . In other embodiments, the simulator  375  is integrated into the spring board deck  300  such that the deck  300  and the simulator  375  are monolithically manufactured. The wheel/truck simulator  375  also can comprise a flattened surface such that the foot deck  300  will not tilt in a lateral direction (e.g., left and right or the short dimension of the foot deck  300 ) when a user is standing on the foot deck  300  with the simulator  375  contacting the ground. 
   With reference now to  FIGS. 8   9 , the elastic cords  501 - 504  can be connected to one or more elastic cord length adjustment clamps  525 - 528 . In the illustrated arrangement, each of the elastic cords  501 - 504  is connected to a corresponding adjustment clamp  525 - 528 . In some embodiments, less than all of the elastic cords  501 - 504  is provided with the adjustment clamp  525 - 528 . The adjustment clamps  525 - 528  allow the length of the cords  501 - 504  to be adjusted as needed or desired such that the training device can be reconfigured for different sizes of users. In other words, a lighter user may not weigh enough to fully lower the spring board deck  300  to the desired elevation while a heavy user may weight too much to fully benefit from use of the training device  98 . Accordingly, enabling adjustment of the lengths of the cords can allow a user to tune the device to their weight and skateboard riding ability. 
   The clamps can comprise any suitable configuration. In the illustrated arrangement, the clamps  525 - 528  comprise a pair of biased cord locks  530 . The locks  530  are partially captured within a housing  531 . The housing  531  comprises a pair of passageways  532  that extend radially through the housing  531 . Each lock  530  comprises a similarly sized passageway  533  that can be aligned with the housing passageways  532  by depressing the locks  530  until the passageways  532 ,  533  are properly aligned. The cord length then can be adjusted and, when the lock  530  is released, the locks return toward a biased position that causes the cord to be locked in position as the passageways misalign. In some embodiments, turnbuckles, turnouts, tie downs, cable locks, cord locks, cord stoppers or the like also can be used. 
   With reference to  FIG. 10 , a collapsible frame  100 ′ is illustrated. The frame  110 ′ preferably comprises at least 3 legs  110 ′. In the illustrated embodiment, the frame  110 ′ comprises four legs  110 ′. The legs  110 ′ can be secured with a frame lock clamp  175 ′. One possible configuration of the frame lock clamp is shown in FIG.  13 . 
   With reference to  FIGS. 11 and 12 , each leg  110 ′ preferably comprises a flange  111 ′ with at least two holes  112 ′. The flange  111 ′ of each leg  110 ′ is designed to be secured together with the other flanges in the illustrated arrangement with the frame lock clamp  175 ′. Accordingly, the illustrated frame lock clamp comprises a plurality of pin pairs  113 ′ that are accepted by the holes  112 ′ of the flanges  111 ′. The pin pairs  113 ′ can be mounted to one of an upper member  114 ′ and a lower member  115 ′. The upper and lower members  114 ′,  115 ′ can be joined with suitable hardware, such as but not limited to, pins, nuts, bolts, screws, other threaded members, other mechanically interlocking members or the like. 
   In the illustrated arrangement, the flanges  111 ′ are sandwiched between the upper member  114 ′ and the lower member  115 ′ such that the legs  110 ′ are secured together by the frame lock clamp  175 ′. Furthermore, the frame lock clamp  175 ′ allows the legs  110 ′ to lock into position when the product is in use and to be unclamped for storage. Other suitable manners of connecting the legs  110 ′ also can be used. 
   With reference again to  FIG. 10 , as discussed above, the handle bar  150 ′ can be connected to the frame  100 ′. Furthermore, a grinding bar  180 ′ can be secured to the frame  100 ′ in any suitable manner. The grinding bar  180 ′ advantageously allows a user to practice mounting and dismounting a grinding rail. The grinding bar  180 ′ preferably is elevated above the ground surface  1 ′ at a height that requires some effort to raise the foot board  400  to a height to land on the grinding bar  180 ′. 
   With reference now to FIG.  14  and  FIGS. 15-16 , two alternative frame designs are illustrated therein. The frame designs can be configured from suitable tubular members. In some embodiments, the tubular members can comprise steel, aluminum or other suitable metal alloys. Furthermore, the tubular members can be formed of plastics, carbon fiber or any other suitable materials. The tubular members can be connected in the manners discussed above or any other suitable manner. 
   With reference now to  FIG. 14 , the frame  100 ″ comprises four elongated generally U-shaped legs  110 ″. The legs  110 ″ can be secured together with hardware, such as that described above. Furthermore, the legs  110 ″ of the illustrated frame can be linked together using a sleeve within a sleeve arrangement where one end of a frame member slides within an end of an adjacent frame member. Other suitable connecting techniques also can be used. 
   The cords  501 ″- 504 ″ can be connected to the frame  100 ″ in any suitable manner. The cords can be configured of any suitable material. In one embodiment, the cords  501 ″- 504 ″ can comprise a rubberized cover that is disposed over a small diameter bungee cord-like rope. Other types of elastic, resilient or stretchable cords also can be used. 
   The illustrated spring board deck  300 ″ can be formed in any suitable manner of any suitable material. In one embodiment, the deck  300 ″ is molded from a suitable resin based material. In another embodiment, the  300 ″ is made of a thin wood or metal material. In addition, the illustrated foot deck  400 ′ can be formed in any suitable manner of any suitable material. For instance, in one embodiment, the deck  400 ″ can be formed of a clear acrylic material. In another embodiment, the deck  400 ″ can be formed of a wood or metal material. 
   With reference now to  FIGS. 15 and 16 , the frame  100 ″′ can comprise a hammock-style support. Furthermore, the cords  501 ″′- 504 ″′ can be connected to the spring board deck  300 ″′ in any suitable manner. In the illustrated embodiment, caps  700 ″′ are used to lock the cords to a lower surface of the deck  300 ″′. 
   In operation of any of the above-described embodiments, the foot deck and the spring board deck assembly is suspended by the elastic cords above the ground and below the top of the frame. The user then steps onto the foot deck, and the user&#39;s weight stretches the elastic cords and the foot deck and spring board deck assembly preferably touches the ground. From this position, the user may practice and perform various tricks and maneuvers. The user may pitch the board like a skateboard and learn this motion and balance without having a tilting motion to the foot deck. The user may pivot the board on the rotational bearing system located at the center of the deck, to help the user learn balance skills while on the foot deck. The user may jump up to remove weight from the foot deck, and learn to articulate the foot deck as it is lifted off the ground by the spring force provided by the stretched elastic cords. The user may also learn to land on the foot deck and learn overall balance techniques in the process of landing and bringing the foot deck system back to the ground. The user may also jump up, allowing the elastic cord spring load to lift the foot deck, and articulate and rotate the foot deck, to land on the grinding bar and then balance the foot deck on the grinding bar. The user may also combine any one or all of these motions to learn more advanced skills to perform tricks and maneuvers. The user may also hold the handle bar for balance while using the device. The user may also unlock and collapse the frame into a compact storage configuration when the product is not in use. 
   Although the present invention has been described in terms of certain preferred embodiments, other embodiments apparent to those of ordinary skill in the art also are within the scope of this invention. Thus, various changes and modifications may be made without departing from the spirit and scope of the invention. For instance, various components may be repositioned as desired. Furthermore, aspects of one illustrated embodiment can be applied to other illustrated embodiments. For instance, the grind rail  180 ′ can be used with any of the disclosed frames. Moreover, not all of the features, aspects and advantages of any particular embodiment are necessarily required to practice the present invention. Accordingly, the scope of the present invention is intended to be defined only by the claims that follow.