Abstract:
Methods and devices for use in shuttle drills. The exercise device includes a base having a plate and a central vertical member configured to receive blocks retrieved during a shuttle drill, and several blocks configured to be placed at varying distances from the base and to be picked up by a participant and stacked on the base. The method includes placing blocks of varying colors at varying distances from a base that has a plate and a central vertical member. A participant is instructed to run to the block closest to the base, pick up the block closest to the base, run back with the block to the base and stack the block around the central vertical member, and to repeat the running, picking up, and running back steps until there are no more blocks to be picked up and all blocks are stacked around the central vertical member.

Description:
BACKGROUND 
       [0001]    The present invention relates to exercise devices, and more specifically, to methods and devices to be used in running exercises, such as so-called “shuttle drills” or similar exercises. 
         [0002]    A shuttle drill, which is also often referred to as a “suicide drill,” is a well-known type of exercise for building cardiovascular strength, speed and agility. Typically they work as follows: 
         [0003]    A number of cones (e.g. four cones) are placed a certain distance (e.g., 10 yards) apart from one another. A runner begins from a starting line and sprints to the first cone, plants and without stopping turns and sprints back to the starting line. Once the runner reaches the starting line again, she turns and now sprints to the second cone, again changing direction quickly once she reaches the cone and returning to the starting line. Now she turns from the starting line and sprints to the third cone before turning back around and returning to the starting line. This pattern is repeated until the last cone is reached. Of course, this can be accomplished without cones too, for example, by using various lines (such as painted lines on a gym floor) or other types of distance markers. 
         [0004]    This type of drill is being run every day across America and beyond, in training exercises, boot camps, sports teams, gym classes, and so on. However, a problem with this exercise is that there is no tool or device that can keep the user accountable for actually running all the way to each cone and back to the starting line. Without being constantly watched by another person or monitored by some type of camera, a tired or unmotivated user may choose to run less than the full distance, and thus not gain the full benefit of the exercise. 
         [0005]    Further, there are also competitions in which several participants compete against each other simultaneously with the goal of finishing a shuttle drill in the shortest amount of time. In such a situation, it is important to know who is in the lead, when the lead changes, and at what point during the competition a participant gains or loses time (e.g., beginning, middle or end). The traditional shuttle drill typically makes this process very difficult as there is no indication of where each participant is on the course, who is leading or who is finished. 
         [0006]    Lastly, when a spectator is watching a shuttle drill competition, it is imperative for the spectator to know who is in the lead. It is also helpful to know which stage each participant is on and how many more stages there are to go. This is typically also very hard for a spectator to identify. Thus, for at least these reasons, there is a need for improved methods and devices for monitoring shuttle drills and for ensuring the accountability of the participants. 
       SUMMARY 
       [0007]    In one aspect, an exercise device is provided for use in shuttle drills. The exercise device includes a base having a plate and a central vertical member configured to receive blocks retrieved during a shuttle drill, and several blocks configured to be placed at varying distances from the base and to be picked up by a participant in the shuttle drill and stacked on the base. 
         [0008]    In another aspect, a method is provided for organizing a shuttle drill. Blocks of varying colors are placed at varying distances from a base that has a plate and a central vertical member. A participant is instructed to run to the block closest to the base. The participant is instructed to pick up the block closest to the base. The participant is instructed to run back with the block to the base and stacking the block around the central vertical member. The participant is instructed to repeat the running, picking up, and running back steps until there are no more blocks to be picked up and all blocks are stacked around the central vertical member. 
         [0009]    Various embodiments can include one or more of the following features. The exercise device can include a handle configured to be attached to the base for carrying the device and for securing the blocks to the base when the exercise device is not in use. The handle can be a kettle bell. Each block can have a polygonal cross section and has a central hole for accommodating the central vertical member. Each block can have a unique color. The outside diameter of a block can be approximately 13 cm. The thickness of a block can be approximately 4 cm. The weight of a block can be approximately 140 g. The blocks can be made of polypropylene. 
         [0010]    The shuttle drill can be timed. The shuttle drill can be performed simultaneously by individual users in a competition. The blocks can be stacked onto the central vertical member in order to visually indicate how far along the shuttle drill a participant has reached. The blocks can be placed at equal distances from one another. The blocks can be placed on the ground. The blocks can be placed on an indoor or an outdoor course. 
         [0011]    Various embodiments can include one or more of the following advantages. By using the methods and devices described herein, it is very easy to verify whether a participant in a shuttle drill has reached each turning point or not, since either the participant has picked up the block and placed it on the base or not. 
         [0012]    Also, when a participant is completing a shuttle drill, it is easy to know who is in the lead, when the lead changes and when a participant gains or loses time (beginning, middle or end), by having the blocks serve as a visual indication of where each participant is on the course, who is leading, or who is finished. 
         [0013]    Further, it is easy for the participants, coaches and spectators to know, for example, that the participant holding (or already having stacked), say, the yellow number three block is in the lead if none of the other participants are holding an orange (or subsequent) block. This allows for a spectator to arrive late to the competition, or a spectator who maybe happens to miss some of the unfolding action, to still be able to clearly identify who has a good chance of winning so they can cheer on that participant or cheer on another participant that may be slightly behind in the race. 
         [0014]    Lastly, in a training session, the various methods and devices described herein can help identify training needs and where someone excels. For example, if a participant is generally behind during the first two or three sections of a shuttle run and then makes up time with blocks five or six, this indicates that her endurance or aerobic system is more proficient than another participant, depending on the length and grade or pitch (i.e. “verticalness”) of the course. Similarly, if a participant generally leads the race or drill during the first half of the race, it is an indication that they either have a higher VO2 maximum (i.e., a maximum rate of oxygen consumption), have more or more enhanced fast twitch muscles, or a more proficient anaerobic capacity. This will assist a coach or athlete in recognizing where more work needs to be done and where an athlete should spend their time training. It will also help a coach developing a race strategy with the athlete on when they should attack or push the pace and when they should hold back and wait for a good opportunity to accelerate. 
         [0015]    Thus, the devices and methods described herein can help a coach or athlete determine where their competency lies, either anaerobic or aerobic, and where an athlete should spend more time training. Runners, athletes, teammates or students can compete against each other to identify areas of deficiency and become stronger, more agile and faster. 
         [0016]    The details of one or more embodiments of the invention are set forth in the accompanying drawings and the description below. Other features and advantages of the invention will be apparent from the description and drawings, and from the claims. 
     
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         [0017]      FIG. 1  shows a schematic view of an empty base  102  of the exercise device  100 , in accordance with one embodiment. 
           [0018]      FIG. 2  shows a schematic view of the base  102  of  FIG. 1 , in which a couple of blocks  104 ,  106  have been stacked on the base  102 , in accordance with one embodiment. 
           [0019]      FIG. 3  shows a schematic view of the base  102  of  FIG. 1 , fully stacked with six blocks  104 - 114 , and a kettle bell handle  116  on top, in accordance with one embodiment. 
           [0020]      FIG. 4  shows a schematic birds eye view of an exercise course  400 , in accordance with one embodiment. 
           [0021]      FIG. 5  shows a flowchart for an exercise method using the exercise device  100 , in accordance with one embodiment. 
           [0022]      FIGS. 6A-6C  show a side view, a top view, and a perspective view, respectively, of a hexagonal block, in accordance with one embodiment. 
       
    
    
       [0023]    Like reference symbols in the various drawings indicate like elements. 
       DETAILED DESCRIPTION 
       [0024]    The various embodiments of the invention pertain to methods and devices for performing interval exercises, such as shuttle drills. As can be seen in  FIGS. 1-3 , in one embodiment, the exercise device  100  includes a base  102 , a number of blocks  104 - 114 , and a kettle bell  116 . The blocks  104 - 114  are stackable on the base  102 , and the kettle bell  116  can be attached to the top of the base  102 , for example by screwing the kettle bell  116  onto the base  102 , and serve as a handle for carrying the exercise device  100 .  FIG. 1  shows a schematic view of an empty base  102 ,  FIG. 2  shows a schematic view of a base  102  with two blocks  104 ,  106  placed on the base  102 , and  FIG. 3  shows a fully assembled exercise device  100 , including base  102 , blocks  104 - 114  and kettle bell  116 . 
         [0025]    The base  102  is used to stack the blocks  104 - 114  as each block is returned to the base  102  during a shuttle drill, as will be explained in further detail below. The base  102  is also used to secure the blocks  104 - 114  when carrying and storing the exercise device  100 . 
         [0026]    In one embodiment, there are six blocks  104 - 114 . It should be noted that while they are referred to as “blocks” throughout this specification, they may have any shape, e.g., circular, oval, polygonal, etc. The only common features of the blocks is that they have a hole in the center so they can be stacked on the base  102 . In one embodiment, the blocks  104 - 114  are hexagonal, which ensures that they are easy to pick up and stack on the base  102 . Having a polygonal shape may also be beneficial in situations when a block  104 - 114  is placed on its side, which may be the case, for example, in varied terrain and to ensure that the block  104 - 114  does not move once placed on the ground.  FIGS. 6A-6C  show a side view, a top view, and a perspective view, respectively, of a hexagonal block, in accordance with one embodiment. 
         [0027]    It should also be noted that the number of blocks can be variable, for example, in some embodiments there may be only four blocks, and in others there can be a larger number of blocks, depending on the height of the base  102  and the type of exercise to be performed. For example, a longer exercise may require more blocks  104 - 114  than a shorter exercise. 
         [0028]    In one embodiment, the blocks  104 - 114  are created such that they are easily handled and carried by the human hand, that is, not too heavy and not too light, not too big and not too small, which could make it difficult to stack the blocks  104 - 114  onto the base  102 . In one embodiment, the outside diameter of the blocks  104 - 114  is approximately 13 cm, the inside diameter of the blocks  104 - 114  is approximately 6 cm and the thickness is approximately 4 cm. However, as the skilled person realizes, these dimensions can vary. Also, the blocks  104 - 114  do not necessarily need to be the same size and shape. Different sizes and shapes can be used as long as they are stackable onto the base  102 . 
         [0029]    Another consideration is that the blocks  104 - 114  should preferably be heavy enough to remain in position while placed on the ground, even if they are used outside and it is windy, or if they are used on an incline. At the same time, the blocks  104 - 114  should preferably remain light enough that a grade school child could carry them with ease. In one embodiment, the weight of each block is approximately 0.3 lbs (or approximately 140 g). The base  102  should preferably also be heavy enough to support the blocks  104 - 114  in an upright position as they are returned to the base  102 . In one embodiment, the weight of the base  102  is approximately 0.7 lbs (or approximately 300 g). In one embodiment, the blocks  104 - 114  are made out of polypropylene. However, as the skilled person realizes, many other materials can also be used, such as wood, stone, aggregate, metal (e.g., aluminum, steel, titanium), plexiglass, plastics, carbon fiber, cloth or natural fiber, glass, and rubber, just to mention a few examples. 
         [0030]    The blocks  104 - 114  form the basis for the accountability, and visible indicators, of the shuttle drill. Before the exercise starts, each block is laid down at a certain distance from the starting line, where the base  102  is placed, and during the shuttle drill, the athletes retrieve the blocks  104 - 114  and return them to the base  102 . This will be explained in further detail below with respect to  FIGS. 4 and 5 . 
         [0031]    In one embodiment, each block  104 - 114  has a unique color. This improves the visual indicators, such that it is easier for a spectator/trainer to determine how far along the course a competitor has reached. However, it should be realized that the blocks  104 - 114  can also have a single color and the same determination can be made, although perhaps not as easily, by looking at the height of the stacked blocks  104 - 114  on the base  102  during the competition. 
         [0032]    The kette bell handle  116  is used to carry and store the exercise device  100  when not in use for shuttle drills. In one embodiment, the kettle bell handle  116 , twist locks onto the base  102  to secure the blocks  104 - 114  and prevent them from falling off the base  102  when the exercise device is being carried. In one embodiment, the weight of the kettle bell handle  116  is approximately 0.5 lbs (or approximately 200 g), and just like the blocks  104 - 114 , it can be made of polypropylene, or any other type of suitable material. Thus, in an embodiment that includes the base  102 , six blocks  104 - 114 , and the kettle bell handle  116 , the total weight of the exercise device  100  would be approximately 3 lbs (or approximately 1400 g). 
         [0033]    It should also be realized that the kettle bell handle  116  is not an integral piece to the exercise device  100 , and that there may be embodiments in which a different kind of top (e.g., a generic screw top) is used to secure the blocks  104 - 114  to the base  102 , or in which the blocks  104 - 114  are not secure but simply placed loosley on the base  102 . An example of an exercise method in accordance with one embodiment, will now be described with reference to  FIGS. 4 and 5 . 
         [0034]      FIG. 4  shows a schematic birds eye view of an exercise course  400 , in accordance with one embodiment. While the exercise course  400  in this embodiment is illustrated as an indoor gym, it should be noted that the exercise device  100  could also equally well be used in any type of course, such as a soccer field, ice rink, football field or basketball court or similar type area or field. 
         [0035]    Before the exercise starts, the blocks  104 - 114  are placed at different sizes from the base  102 , for example, at 20 feet intervals. While similar distances between the blocks  104 - 114  are shown in  FIG. 4 , it should be realized that variable distances could also be used. Similarly, while the number of blocks in  FIG. 4  are six, fewer or more blocks  104 - 114  could be used. 
         [0036]    The blocks  104 - 114  typically have different colors, e.g., red, orange, yellow, green, blue and gold. When the course  400  is set, the closest block  104  to the base  102  will be the red block and the furthest block  114  will be the gold block. The participant then walks back to the base  102 . The object is to run to each colored block  104 - 114 , pick up the block  104 - 114  and return it to the base  102 , while being timed. This exercise is described with respect to the flow chart  500  of  FIG. 5 . 
         [0037]    As can be seen in  FIG. 5 , the shuttle drill  500  starts by the athlete  402  running to the first block  104  (red) and picks it up in step  502 . The athlete  402  then runs back with first block  104  and places it on the base  102  in step  504 . Next the athlete  402  runs to the second block  106  (orange) and picks it up in step  506 . The athlete then runs back with the second block  106  and places it on the base  102  in step  508 . Next the athlete  402  runs to the third block  108  (yellow) and picks it up in step  510 . The athlete then runs back with the third block  108  and places it on the base  102  in step  512 . Next the athlete  402  runs to the fourth block  110  (green) and picks it up in step  514 . The athlete then runs back with the fourth block  110  and places it on the base  102  in step  516 . Next the athlete  402  runs to the fifth block  112  (blue) and picks it up in step  518 . The athlete then runs back with the fifth block  112  and places it on the base  102  in step  520 . Next the athlete  402  runs to the sixth block  114  (gold) and picks it up in step  522 . Finally, the athlete runs back with the sixth block  114  and places it on the base  102  in step  524 , which concludes the shuttle run. 
         [0038]    As can be seen from the above explanation, the exercise device  100  and methods described herein can be used for several reasons, such as drill, coaching, training, competition or race. The exercise device  100  and methods described above provide motivation and fun to what might otherwise often be a bland concept of running a hill or touching lines. 
         [0039]    In a competition, the course can be set up similarly to the cardiovascular exercise as described above, but each participant has their own exercise device  100 . The first person to successfully stack the six blocks  104 - 114  onto the base  102  will be the winner, or expressed differently, the first person to stack the gold (or final) block  114 , completes the drill first. 
         [0040]    As was described above, when a participant is completing a shuttle drill, it is important to know who is in the lead, when the lead changes and when a participant gains or loses time (beginning, middle or end). Using the exercise device  100  will help a coach or athlete to recognize where more work needs to be done and where an athlete should spend their time training. Runners, athletes, teammates or students can compete against each other to identify areas of deficiency and become stronger, more agile and faster. 
         [0041]    The descriptions of the various embodiments of the present invention have been presented for purposes of illustration, but are not intended to be exhaustive or limited to the embodiments disclosed. Many modifications and variations will be apparent to those of ordinary skill in the art without departing from the scope and spirit of the described embodiments. For example, while the exercises described herein have been described with blocks  104 - 114  placed on the ground, this is no requirement. In some alternative embodiments, for example, the blocks  104 - 114  could be placed at different distances and/or at different heights, requiring participants to climb certain structures to retrieve the blocks  104 - 114 . The blocks  104 - 114  can also be placed in “hidden” locations that are marked on a map (e.g., similar to orienteering or a “scavenger hunt”) and from which they have to be retrieved and returned to the base  102 . In some embodiments, the blocks can be used in a “relay fashion,” i.e., with a team of runners, where each team member takes turns to pick up a particular block  104 - 114 . In yet other embodiments, Global Positioning System (GPS) or Radio Frequency Identifier (RFID) technology can be used in conjunction with the shuttle drill (for example, by being incorporated into the blocks) to calculate exact distance between each block  104 - 114 , total drill distance, pace and time during the drill. This technology can be linked, for example, to an app to store and record data for individual users to track their progress over time, or to a score board to display user standings during a competitive event. These are merely some examples of alternative embodiments, and as the skilled person realizes, there are many other variations that can be accomplished with the methods and devices of the invention. 
         [0042]    The terminology used herein was chosen to best explain the principles of the embodiments, the practical application or technical improvement over technologies found in the marketplace, or to enable others of ordinary skill in the art to understand the embodiments disclosed herein.