Abstract:
The motor and cognitive skills development system includes a series of exercise mats having various instructional patterns thereon in increasing degrees or levels of physical and mental difficulty from very basic to more advanced moves and instructions. Each mat includes a complete series of exercise instructions thereon, with the exercises ranging from a relatively simple series of progressive jumps along the mat, to more complex jumps requiring only one foot, lateral or backward jumps, jump turns, etc. The instructions may range from simple representations of foot patterns through representations of various objects, colors, alphanumeric indicators, caricatures, etc. The development system thus challenges students both physically and mentally, with the instructor determining the exercise(s) to be performed and the corresponding mats according to the needs of the student(s) and/or curriculum. The system is adaptable to very young children, autistic students, adults and younger people with special training or rehabilitation needs, etc.

Description:
BACKGROUND OF THE INVENTION 
       [0001]    1. Field of the Invention 
         [0002]    The present invention relates generally to educational devices and methods. More specifically, the present invention relates to a motor and cognitive skills development program that includes a series of exercise mats having various instructional patterns thereon in increasing degrees or levels of physical and mental difficulty from very basic to more advanced moves and instructions. 
         [0003]    2. Description of the Related Art 
         [0004]    The teaching of very basic physical and cognitive skills and knowledge to very young children and toddlers can be a difficult undertaking. The same is true of many other groups, e.g., persons suffering from autism or in need of special education or rehabilitation, etc. Explaining various jump activities, i.e., forward, backward, lateral, either or both feet, etc., may not be particularly difficult when communicating with a person having a reasonably good understanding of spoken instructions, or a person who is able to read and understand basic instructions. However, very young children or toddlers do not enjoy such a command of the language, and/or numbers and other symbols, for that matter. The same is true of children who speak and understand a different language from that of the instructor. 
         [0005]    As a result, a number of different techniques have been employed to teach large muscle motor development skills, i.e., physical coordination, etc. These techniques generally rely upon individual markers, e.g., beanbags, variously shaped and colored cutouts or panels, hoops or rings, etc., with the teacher instructing the students to jump to, on, or into a given article. However, even if the student recognizes the command and can carry it out to some degree, the physical act of jumping or moving to the desired article tends to displace the article from its original location. Thus, not every student has the same task to perform at each turn. Moreover, instructions to perform more advanced maneuvers, e.g., jump to the side, jump using one foot, etc., may be more difficult for the instructor to convey verbally, and very young students or persons not familiar with the instructor&#39;s language will have some difficulty in understanding the wishes of the instructor. 
         [0006]    Thus, a motor and cognitive skills development system solving the aforementioned problems is desired. 
       SUMMARY OF THE INVENTION 
       [0007]    The motor and cognitive skills development system includes a series of exercise mats having instructions for performing a series of exercises thereon, with the instructions having increasing degrees of physical and/or mental difficulty. Each of the mats comprises a soft, cushioned sheet of material having non-slip lower and upper surfaces. The upper surfaces are each provided with instructions designating certain physical exercises, e.g., various jumps, etc., with those instructions being presented in various ways. For example, a very basic mat may have a series of positions thereon, each indicated by a representation of one or more feet. The foot representations may all be aligned longitudinally along the mat, indicating that the student is to jump straight ahead along the length of the mat, proceeding progressively from one position to the next. Different colors may be provided to combine the learning of basic mental skills or knowledge with the large muscle motor development produced by the physical jumping exercise. More advanced mats may include representations of various articles, e.g., automobile, boat, train, airplane, etc., and/or alphanumeric indicators, thus developing higher levels of mental learning, with other mats having more intricate exercise indicators, e.g., a single foot, jumping to and from various positions, turning while jumping, etc. 
         [0008]    The physical and cognitive degrees of difficulty provided by the various mats of the series may be combined in different ways, depending upon the needs of the student and the curriculum used. For example, relatively simple visual instructions, such as foot position representations, may be combined with relatively intricate footwork requirements to complete a given exercise. More advanced indications, e.g., alphanumeric symbols, may be used with relatively simple and straightforward physical exercises, depending upon the needs of the student. In any case, the physical and/or mental challenges increase with successive mats in order to continue to challenge the student. Additional physical challenge may be provided in the form of raised barriers between different jump positions, or raised positions, on one or more of the mats. Optionally, the raised barriers or positions may be temporarily installable and removable. 
         [0009]    These and other features of the present invention will become readily apparent upon further review of the following specification and drawings. 
     
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         [0010]      FIG. 1  is an environmental, perspective view of an exemplary mat of the motor and cognitive skills development system according to the present invention, showing its use. 
           [0011]      FIG. 2  is a top plan view of an exemplary basic mat of the system, incorporating pictorial and numerical designations for the jump positions. 
           [0012]      FIG. 3  is a top plan view of another exemplary mat in the system, requiring lateral jumps and incorporating pictorial and alphabetic designations for the jump positions. 
           [0013]      FIG. 4  is a top plan view of another exemplary mat in the system, requiring turning jumps and using pictorial designations. 
           [0014]      FIG. 5  is a top plan view of another exemplary mat in the system, requiring turning jumps and using pictorial representations on the jump positions. 
           [0015]      FIG. 6  is a top plan view of an exemplary more advanced mat in the system, requiring turning and alternating straddle jumps, and using pictorial representations. 
           [0016]      FIG. 7  is a top plan view of another exemplary mat in the system requiring jumps to different positions, with the positions indicated by a sequential numerical series. 
           [0017]      FIG. 8  is a top plan view of another exemplary mat in the system, requiring a frog jump, with the jump postures indicated by a frog caricature in each position. 
           [0018]      FIG. 9  is a top plan view of another exemplary mat in the system, requiring a straddle jump, with the jump postures indicated by an animal caricature in each position. 
           [0019]      FIG. 10  is a top plan view of another exemplary mat in the system, requiring a tuck jump, with the jump postures indicated by an animal caricature in each position. 
           [0020]      FIG. 11  is a top plan view of another exemplary mat in the system, requiring a pike jump, with the jump postures indicated by an animal caricature in each position. 
           [0021]      FIG. 12  is an exploded perspective view of an exemplary relatively basic mat in the system having detachable barriers between positions. 
           [0022]      FIG. 13  is a perspective view of another exemplary mat in the system, requiring alternating straddle jumps and having a removable raised central area. 
           [0023]      FIG. 14  is a perspective view of another exemplary mat in the system, requiring squat and straddle jumps and having a removable raised forward area. 
       
    
    
       [0024]    Similar reference characters denote corresponding features consistently throughout the attached drawings. 
       DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS 
       [0025]    The present invention relates to a motor and cognitive skills development system and method that includes a series of exercise mats having instructions thereon indicating different levels of exercise and cognitive difficulty for the student. The mats form the motor and cognitive skills development system, particularly when used by an instructor with an appropriate syllabus for the program. The mats are preferably used in increasing or ascending order of motor and/or cognitive skill difficulty. 
         [0026]      FIG. 1  of the drawings is an environmental perspective view showing the use of an exemplary exercise mat  100 . The exercise mat  100 , and others in the series forming the system, has an upper surface  102 , an opposite lower surface  104  defining a thickness  106  therebetween, and a periphery  108 . Both the upper and lower surfaces  102  and  104  are preferably formed of a non-skid material, i.e., a material having a reasonably high coefficient of friction in order to reduce slippage of the mat upon the underlying surface during use and slippage of a person using the mat. The various exercise mats, e.g., the mat  100  of  FIG. 1 , are preferably formed of a reasonably resilient closed cell foam material in order to cushion the landing impact of the user, but any other practicable materials may be used to construct the mats as desired. 
         [0027]    The upper surface  102  of the exercise mat  100  is divided into a series of exercise positions ranging from an initial exercise position  110   a  through a final exercise position  110   c.  Each of the positions  110   a  through  110   c  includes indicia, respectively  112   a  through  112   c , forming an exercise instruction disposed upon the upper surface of the mat. In the exemplary mat  100  of  FIG. 1 , the indicia  112   a  through  112   c  comprise a series of representations of foot positions indicating or depicting the desired corresponding foot positions for a student progressing along the exercise positions  110   a  through  110   c  of the mat  100 . The mat  100  depicts a series of relatively simple jumps, beginning with a single generic foot position or representation (i.e., not specifically representing either the left or right foot) centered in the first exercise position  110   a  for the initial exercise instruction  112   a , continuing to a pair of foot representations comprising a left foot and a right foot for the next exercise instruction  112   b , and ending with a single generic foot representation for the final exercise instruction  112   c , centered in the final exercise position  110   c.    
         [0028]    It will be noted that the exercise instructions  112   a  through  112   c  of the mat  100  of  FIG. 1  do not require the student to be able to recognize alphanumeric characters, printed instructions, or even colors, as all of the foot representations, positions or exercise instructions  112   a  through  112   c  are the same color in the exemplary mat  100  of  FIG. 1 . All the student need do is to recognize the shapes and orientations of the foot symbol exercise instructions  112   a  through  112   c  and understand that those symbols indicate the desired exercise activity, i.e., standing on the first instruction symbol  112   a  with either foot as instructed or as desired, jumping to the intermediate foot representations  112   b  with one foot landing on each foot symbol, and finally jumping to the last foot position or exercise instruction  112   c  to land thereon with either foot, as instructed or as desired. It should be noted that in many cases a student will begin with an exercise mat depicting even simpler or more basic jumps that do not require the student to balance upon one foot at any time. The exercise mat  100  of  FIG. 1  is exemplary, and may not necessarily be used to introduce a student to the concepts of the system. 
         [0029]      FIG. 2  is a top plan view of a basic exercise mat  200  that might be used to introduce students to the concepts of the present invention. The exercise mat  200  might be used as an introduction to the skills development system of the present invention, as it requires a series of only very simple, basic jumps. The mat  200  is constructed or formed similarly to the mat  100  of  FIG. 1 , i.e., having non-skid or slip resistant upper and lower surfaces with a resilient core material therebetween and a series of exercise positions  210   a  through  210   d  displayed on the upper surface  202 . The exercise positions  210   a  through  210   d  are shown by circles on the mat  200 , as well as by rectangular areas defined by a series of lateral lines, as in the mat  100  of  FIG. 1 . Each of the exercise positions  210   a  through  210   d  includes an exercise instruction comprising a representation of a foot position thereon, or more accurately, respective foot pair position indicia  212   a  through  212   d . It will be noted that these foot configuration exercise instructions  212   a  through  212   d  are all oriented in the same direction and, thus, require the student or user to make a short jump straight ahead to each successive exercise position and foot pattern instruction or position. The exercise mat  200  requires only very simple, basic muscular coordination on the part of the student or user, with relatively low demand in the manner of balance and no requirement for turning or changing the foot pattern or spacing in mid-jump. 
         [0030]    However, it will be noted that each of the foot patterns, or exercise instructions  212   a  through  212   d  include indicia depicting a numeral thereon, respectively  214   a  through  214   d , with each of the foot pattern exercise instructions being colored differently from one another. In the exemplary basic mat  200  of  FIG. 2 , the first foot position exercise instruction  212   a  is colored green and includes the number one thereon, the second foot position exercise instruction  212   b  is colored yellow and includes the number two thereon, the third foot position exercise instruction  212   c  is colored red and includes the number three thereon, and the fourth foot position exercise instruction  212   d  is colored blue and includes the number four thereon. (These colors are exemplary, and any colors as desired may be applied to the foot position exercise instructions  212   a  through  212   d .) In this manner, a student who is incapable of recognizing the basic cardinal numerals may be instructed by referring to the instruction positions  212   a  through  212   d  by their colors, as depicted upon each of those positions. Students having more advanced cognitive skills, i.e., who are capable of recognizing the basic cardinal numbers, may be directed by referring to those numbers  214   a  through  214   d  upon each of the respective exercise instruction positions  212   a  through  212   d.    
         [0031]      FIG. 3  is a top plan view of an exemplary exercise mat  300  depicting a jump exercise of slightly greater difficulty than that depicted by the exercise mat  200  of  FIG. 2 . The mat  300  is configured at least generally like the mat  200  of  FIG. 2 , i.e., having non-skid opposed upper and lower surfaces  302  and  304  defining a thickness for the resilient core material and a series of exercise positions, in this case five such positions  310   a  through  310   e , thereon. The positions  310   a  through  310   e  are defined by circles on the mat  300 , as in the case of the circular positions  210   a  through  210   d  of the mat  200  of  FIG. 2 . Each of the exercise positions includes an exercise instruction therein, i.e., a instruction of the position to be taken by the student or user of the mat  300  on each of the instructions. As in the case of the mats  100  and  200  of  FIGS. 1 and 2 , the exercise instructions  312   a  through  312   e  are marked by a series of foot symbols. Those foot symbol exercise instructions  312   a  through  312   e  are colored differently from one another in order to permit a student having no knowledge of the alphabet to negotiate the mat  300  successfully. In the exemplary mat  300  of  FIG. 3 , the foot symbol exercise instructions  312   a  through  312   e  are respectively colored blue, red, yellow, green, and purple, although other colors or patterns, e.g., stripes, polka-dots, etc. may be used. 
         [0032]    However, the mat  300  differs from the basic mat  200  in that it requires somewhat greater motor or muscular skills than does the mat  200 . It will be noted that each of the exercise instructions  312   a  through  312   e  is designated by a pair of foot symbols, with those foot symbols oriented laterally relative to the length of the mat. This indicates that the user of the mat  300  must jump laterally from the first exercise instruction  312   a  to the next  312   b , and so forth until reaching the last exercise instruction  312   e . This results in a somewhat greater challenge for the student or user, in that jumping laterally is somewhat more difficult than a relatively simple forward jump. 
         [0033]    It will be noted that rather than using numerical designators for the various exercise positions, the mat  300  utilizes a series of alphabetic symbols  316   a  through  316   e . This requires perhaps a slightly greater level of cognitive skill or ability on the part of the user or student, as the student must have some knowledge of at least the initial order of the alphabet in order to successfully complete the lateral jumping exercises of the mat  300  when instructed by reference to the alphabetic characters  316   a  through  316   e  thereon. Thus, the mat  300  represents a requirement of at least a slightly higher level of motor and cognitive skill than does the basic mat  200 . Normally, an instructor would initiate the present system by using the basic mat  200 , and advance to the next level of mat  300  when students or users were judged to be sufficiently capable. 
         [0034]    The exercise mat  400  of  FIG. 4  is configured at least generally like the mats  200  of  FIG. 2 and 300  of  FIG. 3 , i.e., having non-skid opposed upper and lower surfaces  402  and  404  defining a thickness for the resilient core material and a series of exercise positions, in this case five such positions  410   a  through  410   e , thereon. The positions  410   a  through  410   e  are defined by circles on the mat  400 , as in the case of the circular positions  210   a  through  210   d  of the mat  200  of  FIG. 2 and 310   a  through  310   e  of the mat  300  of  FIG. 3 . Each of the exercise positions includes an exercise instruction therein, i.e., a representation of the position to be taken by the student or user of the mat  400  on each of the instructions. As in the case of the mats  100  through  300  of  FIGS. 1 through 3 , the exercise instructions  412   a  through  412   e  are marked by a series of foot symbols. Those foot symbol exercise instructions  412   a  through  412   e  are colored differently from one another in order to permit a student having no knowledge of the alphabet to negotiate the mat  400  successfully. In the exemplary mat  400  of  FIG. 4 , the foot symbol exercise instructions  412   a  through  412   e  are respectively colored yellow, green, red, blue, and purple, although other colors or patterns, e.g., stripes, polka-dots, etc. may be used as desired. 
         [0035]    However, the mat  400  differs from the basic mat  200  and higher level mat  300  in that it requires somewhat greater motor or muscular skills than do the mats  200  and  300 . It will be noted that each of the exercise instructions  412   a  through  412   e  is designated by a pair of foot symbols, with those foot symbols turned  90  degrees clockwise with each succeeding position. This indicates that the user of the mat  400  must turn clockwise 90 degrees during the midpoint of each jump from one position to the next. This results in a somewhat greater challenge for the student or user than provided by the mat  300  of  FIG. 3 , in that turning in mid-air while jumping is somewhat more difficult than jumping laterally without turning. 
         [0036]    It will be noted that the mat  400  of  FIG. 4  does not include any numerical or alphabetic indicators or symbols, as do the mats  200  and  300 . The mat  400  might be used in teaching or training slightly older or more advanced students who are capable of the more advanced motor skills required, but for some reason have not yet developed the cognitive skills required for recognition of numerical or alphabetic characters. Alternatively, the mat  400  could be provided with such characters or symbols, or others (e.g., Roman numerals, etc.), if so desired in order to require more advanced cognitive skills for the mat  400 . 
         [0037]      FIG. 5  is a top plan view of an exemplary exercise mat  500  depicting a jump exercise of slightly greater difficulty than that depicted by the exercise mat  400  of  FIG. 4 . The mat  500  is configured at least generally like the mats  200  through  400  of  FIGS. 2 through 4 , i.e., having non-skid opposed upper and lower surfaces  502  and  504  defining a thickness for the resilient core material and a series of exercise positions, in this case five such positions  510   a  through  510   e , thereon. The positions  510   a  through  510   e  are defined by circles on the mat  500 , as in the case of the circular positions  210   a  through  210   d  of the mat  200  of  FIG. 2  and others. Alternative non-circular shapes may be used for the exercise positions of the mat  500  and other mats, if so desired. Each of the exercise positions includes an exercise instruction therein, i.e., a representation of the position to be taken by the student or user of the mat  500  on each of the instructions. As in the case of the mats  100  through  400  of  FIGS. 1 through 4 , the exercise instructions  512   a  through  512   e  are marked by a series of foot symbol exercise instructions  512   a  through  512   e . All of the foot symbol exercise instructions  512   a  through  512   e  of the mat  500  are colored identically to one another in this example, e.g., blue, for reasons explained further below. 
         [0038]    As in the case of the mats  200  through  400  of  FIGS. 2 through 4 , the mat  500  requires a somewhat higher level of motor or muscular skills, as it represents the next step in the exercise mat series of the skills development system of the present invention. It will be noted that each of the exercise instructions  512   a  through  512   e  is designated by a pair of foot symbols, with those foot symbols turned 180 degrees or reversed relative to one another with each succeeding position. This indicates that the user of the mat  500  must turn 180 degrees during the midpoint of each jump from one position to the next. This results in a somewhat greater challenge for the student or user than provided by the mat  400  of  FIG. 3 , in that reversing direction in mid-air while turning is somewhat more difficult than turning only 90 degrees while jumping. 
         [0039]    It will be noted that rather than using numerical or alphabetic designators for the various exercise positions, the mat  500  utilizes a series of pictorial symbols or representations of objects  518   a  through  518   e.  This requires perhaps a slightly greater level of cognitive skill or ability on the part of the user or student, as the student must be able to recognize the objects, and perhaps the class of objects, in order to successfully complete the lateral jumping exercises of the mat  500  when instructed by reference to the symbols or representations  516   a  through  516   e  thereon. Thus, the mat  500  represents another step up the level of motor and cognitive skill required than does the previous mat  400 . In the example of the mat  500  of  FIG. 5 , the symbols  518   a  through  518   e  respectively represent an apple, a pear (or perhaps an avocado), an orange, a bunch of grapes, and a banana, and are correspondingly colored red, green, orange, purple, and yellow. As the symbols or representations  518   a  through  518   e  are colored differently from one another, there is no need to provide different colors for each of the foot symbol exercise representations or instructions  512   a  through  512   e  on the mat  500 , and they may all be the same color, e.g., blue, or at least a different color from that used for any of the symbols  518   a  through  518   e . Alternatively, other symbols may be used, e.g., different geometric or polygonal shapes, different animal species, etc., as desired. 
         [0040]    The exercise mat  600  of  FIG. 6  represents yet another step or advance in the degree of difficulty of the exercises represented, over the mat  500  of  FIG. 5 . The exercise mat  600  of  FIG. 6  is configured at least generally like the mats  200  through  500  respectively of  FIGS. 2 through 5 , i.e., having non-skid opposed upper and lower surfaces  602  and  604  defining a thickness for the resilient core material and a series of exercise positions, in this case nine such positions  610   a  through  610   i , thereon. Each of the exercise positions includes a corresponding exercise instruction therein, i.e., an instruction of the position to be taken by the student or user of the mat  600  on each of the instructions. These exercise instructions are designated as foot position symbols or instructions  612   a  through  612   i  on the mat  600  of  FIG. 6 . 
         [0041]    The jumping exercises required by the mat  600  are somewhat more advanced than those required by the mats  200  through  500 . It will be noted that two laterally offset longitudinal lines  620   a  and  620   b  are placed on the upper surface  602  of the mat  600 , with positions  610   a ,  610   c ,  610   e ,  610   g , and  610   i  disposed to the outside of these lines and alternating positions  610   b ,  610   d ,  610   f , and  610   h  positioned between the lines. This requires the student or user to initiate the exercise with his or her feet widely spread and positioned upon the two foot symbols  612   a  of the initial position  610   a . The student then jumps to the second position  610   b  while drawing his or her feet close together and turning 180° in mid-jump, as the two foot symbol instructions  612   b  are close to one another within the two lines  620   a  and  620   b  and reversed in their orientation relative to the initial foot position symbol instructions  612   a.    
         [0042]    It will be noted that the next position, i.e., foot position instructions  612   c , are again widely spread, and are also reversed by 180° relative to the initial position instructions  612   a . This requires the student or user of the mat  600  to jump backwards from the position  610   b  and spread his or her feet to land upon the foot symbol instructions  612   c . It will be seen that this is a somewhat more difficult exercise than that represented on the exercise mat  500  of  FIG. 5 , which only required the student or user to turn 180° with each lateral jump, rather than alternately spreading the feet and drawing them closer together. The student continues to make the jumps as indicated by the exercise mat  600  of  FIG. 6 , by alternately spreading the feet to straddle the two lines  620   a  and  620   b  and drawing the feet together for the next jump, and turning 180° with each jump to one of the center positions  610   b ,  610   d ,  610   f , or  610   h.    
         [0043]    While the jumping exercises required of the mat  600  are somewhat more advanced than those of the previous mat  500 , it will be noted that the only differentiation between the different exercise instruction symbols  612   a  through  612   i  is by color. In the case of the exercise mat  600 , the first foot instruction positions  612   a  are green with each two subsequent instruction positions sharing the same color, e.g., instruction positions  612   b  and  612   c  are red, instruction positions  612   d  and  612   e  are blue, etc. As in the case of the color differentiated instruction positions of the mat  400 , the mat  600  might be used in teaching or training slightly older or more advanced students who are capable of the more advanced motor skills required, but for some reason have not yet developed the cognitive skills required for recognition of numerical or alphabetic characters. Alternatively, the mat  600  could be provided with such characters or symbols, or others (e.g., Roman numerals, etc.), if so desired in order to require more advanced cognitive skills for the mat  600 . 
         [0044]      FIG. 7  provides a top plan view of yet another alternative mat configuration, designated as exercise mat  700 . The mat  700  includes an upper surface  702  and opposite lower surface  704  defining a thickness therebetween, as in the cases of the other mats  100  through  600  described further above. However, rather than having an elongate configuration and requiring the jumps to be made in a generally linear path, the mat  700  is square and contains a series of exercise positions  710   a  through  710   h  arranged in an evenly spaced array thereon. Four of the eight positions are contained within an inner border  722 , e.g., a circle disposed upon the upper surface  702 , with the remaining four positions being placed outside the circle. 
         [0045]    It will be noted that the exercise mat  700  does not include any foot symbol instructions thereon, but rather uses somewhat more abstract position markers for the positions  710   a  through  710   h . Some of the position markers are in the form of simple circles, while others are in the form of stars. The specific shape or configuration is not critical. It will also be noted that the various markers or positions  710   a  through  710   h  are variously colored, similarly to the different colors used to designate the various positions of the mats of  FIGS. 2 through 6 . However, additional challenge is provided by the numerals  714   a  through  714   h  placed upon the corresponding positions  710   a  through  710   h . It will be noted that while the numbers  714   a  through  714   h  are in consecutive order, only odd numbers  714   a ,  714   c ,  714   e , and  714   g  are located within the circular border  722 , with only even numbers  714   b ,  714   d ,  714   f , and  714   h  being located outside the border  722 . 
         [0046]    The provision of different shapes for the positions, the inclusion of some of the positions within a separate zone or border, and the use of a series of consecutive numbers to designate the various positions, provides a series of different alternatives for the instructor and student. For example, the instructor may instruct a student who cannot read the numbers to “jump from the red circle to the yellow star,” i.e., positions  710   a  and  710   b  designated by the cardinal numerals one and two. Students who know the cardinal numerals may be instructed by reference to those numerals, and may be required to perform a somewhat more advanced exercise by turning to orient themselves with the orientation of the number of the position to which they are jumping. It should be noted that the numbers may be replaced by various other symbols, e.g., mathematical symbols, tools or implements, letters of the alphabet, etc., as desired. It should also be noted that as there is no indication of a specific pattern or orientation for either or both feet, the instructor may ask more advanced students to jump using a single foot with the exercise mat  700 . Thus, the mat  700  of  FIG. 7  represents somewhat more challenge for both motor and cognitive skills, than do the other mats previously discussed to this point. 
         [0047]      FIGS. 8 and 9  provide illustrations of mats  800  and  900 , each having a caricature thereon to indicate the desired jumping exercise. The exercise mats  800  and  900  are constructed similarly to the mats previously discussed, i.e., having upper and lower surfaces  802 ,  804  and  902 ,  904  defining thicknesses therebetween, with the upper surfaces  802  and  902  having representations of jumping exercises thereon. The exercise mat  802  includes three exercise positions  810   a  through  810   c  thereon, with each of the positions having an animal instructional caricature thereon, e.g., a frog, in the case of the mat  800 . While an instructional caricature of an animal known for its jumping ability may be preferred in order to associate with the jumping exercise, it is not an essential of the present system. 
         [0048]    It will be noted that the caricature instructions  812   a  through  812   c  represent three different jump postures to be performed during the course of the jump exercise directed by the mat  800 . The first exercise representation or instruction  812   a  shows the instructional caricature  812   a  in a squatting position, as would be appropriate for a frog. The second instructional caricature  812   b  shows the caricature in mid-jump, and fully extended. Finally, the third instructional caricature  812   c  shows the caricature having completed the jump, and having returned to the squatting posture or position. While it may be possible for the exercising student to travel forward from the first position  810   a  to the final position  810   c  during the jump, this is not an absolute requirement when undertaking such a “squat-jump” from an initially squatting position or posture. 
         [0049]    The exercise mat  900  of  FIG. 9  is similar to the mat  800  of  FIG. 8 , but illustrates the initial, mid-jump, and final positions for a “straddle jump,” as might be made using the exercise mat of  FIG. 6 . As in the case of the caricature mat  800  of  FIG. 8 , the mat  900  of  FIG. 9  includes a series of three positions  910   a ,  910   b , and  910   c , with a rabbit instructional caricature representing the corresponding three exercise postures  912   a ,  912   b , and  912   c . From the initial exercise posture or instruction  912   a , the student jumps to spread the legs and feet apart during mid-jump as indicated by the intermediate instructional caricature  912   b . The final caricature instruction  912   c  shows the instructional caricature with feet slightly spread and knees bent, while having turned nearly 90 degrees. This final posture may be varied by requiring the student to land with feet together and straight ahead, or in various final jump postures as desired. 
         [0050]      FIGS. 10 and 11  provide illustrations of mats  1000  and  1100 , similar to the caricature exercise mats  800  and  900  respectively of  FIGS. 8 and 9  but illustrating different jump styles. The exercise mats  1000  and  1100  are constructed similarly to the mats previously discussed, i.e., having upper and lower surfaces  1002 ,  1004  and  1102 ,  1104  defining thicknesses therebetween, with the upper surfaces  1002  and  1102  having representations of jumping exercises thereon. The exercise mat  1002  includes three exercise positions  1010   a  through  1010   c  thereon, with each of the positions having an animal instructional caricature thereon, e.g., a rabbit, in the case of the mat  1000 . Again, a caricature of an animal known for its jumping ability may be preferred in order to associate with the jumping exercise, but it is not an essential of the present system. 
         [0051]    As in the cases of the mats  800  and  900  of  FIGS. 8 and 9 , the caricature instructions  1012   a  through  1012   c  represent three different jump postures to be performed during the course of the jump exercise directed by the mat  1000 . The first exercise instruction or position  1012   a  shows the instructional caricature  1012   a  in an upright position with arms raised. The second instructional caricature  1012   b  shows the caricature in mid-jump, with the legs pulled upwardly in a “tuck” position or posture. Finally, the third instructional caricature  1012   c  shows the caricature having completed the jump, with the legs bent at the knees and hips in a semi-tuck position and arms extended horizontally. As in the cases of the exercise mats  800  and  900  of  FIGS. 8 and 9 , it may be possible for the exercising student to travel forward from the first position  1010   a  to the final position  1010   c  during the jump. However, this is not an absolute requirement when undertaking such a “tuck-jump” from an initial standing position or posture. 
         [0052]    The exercise mat  1100  of  FIG. 11  is similar to the mats  800  through  1000  of  FIGS. 8 through 10 , but illustrates the initial, mid-jump, and final positions for a “pike jump.” As in the case of the mats  800  through  1000  of  FIGS. 8 through 10 , the mat  1100  of  FIG. 11  includes a series of three positions  1110   a ,  1110   b , and  1110   c , with a rabbit instructional caricature representing the corresponding three exercise postures  1112   a ,  1112   b , and  1112   c . The initial exercise posture or instruction  1112   a  is similar to that shown by the initial instruction  1012   a  of the mat  1000  of  FIG. 10 , i.e., upright with arms extended. However, the mid-jump posture shown by the instructional caricature  1112   b  is somewhat different from the “tuck-jump” posture illustrated by the instructional caricature  1012   b  of the mat  1000  of  FIG. 10 . Rather than tucking the legs upwardly, the legs are extended at an angle from the hips, as illustrated by the instructional caricature  1112   b  in  FIG. 11 . Finally, the landing position  1112   c  is accomplished with the legs bent at knees and hips and the arms extended horizontally, similarly to the final instruction  1012   c  shown on the mat  1000  of  FIG. 10 . Again, variations on these jumps and postures may be assigned according to the abilities of the students, but it will be seen that generally, the jumps illustrated in  FIGS. 8 through 11  require some additional level of physical skill over those jumps shown on the mats  200  through  700  of  FIGS. 2 through 7 . Additional challenge may be provided by requiring such mid-jump maneuvers as shown particularly in  FIGS. 9 through 11 , with the various jump indications and instructions provided on the various other mats  100  through  700 . 
         [0053]      FIGS. 12 through 14  illustrate alternative mat configurations wherein one or more raised partitions, portions, or levels may be installed thereon. The mat  1200  of  FIG. 12  will be seen to be somewhat similar to the mat  100  of  FIG. 1 , i.e., having an upper surface  1202 , an opposite lower surface  1204  defining a thickness  1206  therebetween, and a periphery  1208 . The mat  1200  is divided into a series of four exercise positions  1210   a  through  1210   d . The mat  1200  depicts a series of relatively simple jumps, beginning with a single generic foot position or representation for the initial exercise instruction  1212   a , continuing to a pair of foot representations for the next exercise instruction  1212   b  and then to another single generic foot position  1212   c , and ending with another pair of foot representations for the final exercise instruction  1212   d . The mat  1200  may include caricatures at various areas thereon, similar to the mat  500  of  FIG. 5 . In the case of the mat  1200 , spider caricatures or representations  1218   b  and  1218   d  are positioned beneath the respective two-footed representations  1212   b  and  1212   d  as mnemonic devices to urge the student to jump with both feet on the foot positions  1212   b  and  1212   d  in order to “squash the spider.” Other caricatures, symbols, etc. may be used in lieu of the spider representations  1218   b  and  1218   d , as desired. 
         [0054]    The mat  1200  differs further from the mat  100  by having peripheral attach points  1224  for the attachment of the raised partitions or portions thereto. The raised mat portion attachments  1224  are preferably located at the dividing lines between the various exercise positions  1210   a  through  1210   c , and provide for the attachment of corresponding relatively narrow transverse obstacles  1226  thereto. The obstacles  1226  are preferably formed of a relatively soft and resilient material such as that used to construct the mats  100  through  1200 , e.g., a closed cell foam material or other suitable material as desired. Each of the obstacles  1226  includes opposed peripheral end portions  1228  congruent with the corresponding portions of the periphery  1208  of the mat  1200 , with corresponding exercise mat attachments  1230  depending therefrom. The various obstacles  1226  are preferably removably attached across the underlying mat  1200 , with the raised mat portion attachments  1224  of the underlying mat and the corresponding exercise mat attachments  1230  of the obstacles comprising mating first and second hook and loop fabric fastener material, e.g., Velcro®. Other fastening means may be used as desired, e.g., snaps, buttons, etc., as desired, or the obstacles  1226  may be permanently attached to the underlying mat  1200  by stitching, etc. if so desired. 
         [0055]    The mat  1200  equipped with the transverse obstacles  1226  adds a further challenge to the student using the device. The ability to install or remove the obstacles  1226  from the mat  1200 , or other mat equipped with appropriate attachment means such as the raised mat portion attachments  1224 , enables the instructor to increase the challenge by adding such obstacles thereacross as appropriate to the level of skill of the student without requiring a separate mat. The installation of the attachments along the periphery of the mat  1200  avoids the installation of such attachments to the upper surface  1202  of the mat, thereby providing an unbroken exercise surface for the student. 
         [0056]      FIG. 13  illustrates a mat  1300  having a longitudinally disposed raised mat portion  1326  removably attached thereto. The mat  1300  is configured much like the mat  600  of  FIG. 6 , i.e., having top and bottom surfaces  1302 ,  1304  defining a thickness  1306  therebetween, a periphery  1308 , and a series of exercise positions  1310   a  through  1310   d  and laterally spread foot or other instructional representations  1312   a  through  1312   d  thereon. However, the exercise positions or instructions  1312   a  through  1312   d  of the mat  1300  are all oriented in the same direction, rather than being reversed at every other position as in the case of the mat  600 . 
         [0057]    This would provide somewhat easier negotiation of the exercise assignment as represented by the mat  1300 , except for the longitudinally disposed raised mat portion  1326  extending down the longitudinal center of the mat  1300  between the spread positions  1310   a  through  1310   d  and exercise positions or instructions  1312   a  through  1312   d . The addition of the raised central area or portion  1326  adds to the challenge of the jumping exercise task indicated by the mat  1300 . The raised portion  1326  includes a series of jump positions  1332   a  through  1332   c  thereon, with those positions including corresponding foot or other representations or instructional positions  1334   a  through  1334   c  thereon. Thus, the student or user of the mat  1300  would begin with his or her feet spread to rest upon the two exercise instructional positions  1312   a  at the beginning of the mat, and jump to the first exercise instructional position  1334   a  of the raised central portion  1326 . From the instructional position  1334   a , the student then straddle jumps to the second straddle instructional positions  1312   b  of the primary mat  1300 , and so on until completing the exercise upon the final straddle instructional positions  1312   d  at the end of the primary mat  1300 . 
         [0058]    The raised central portion  1324  may be removably secured to the underlying mat  1300  in much the same manner as used for securing the transverse obstacles  1224  to the underlying mat  1200  of  FIG. 12 , i.e., using a first fastening means attached to the periphery  1308  of the primary mat  1300 , with a second mating fastening means  1330  depending from the congruent end  1328  of the overlying raised portion  1326 . The first fastening means attached to the end periphery of the base mat  1300  is not shown in  FIG. 13  due to the completed installation of the overlying raised mat portion  1326 , but will be understood to be essentially the same as that shown in  FIG. 12  for the mat  1200  and its lateral obstacles  1226 , discussed further above. The concealed central longitudinal area of the mat  1300  may also include a series of exercise and foot positions thereon in a similar manner to the mat  600  of  FIG. 6  if so desired, enabling the mat  1300  to be used for alternating straddle and feet-together jumps with or without the overlying raised central portion  1324 . 
         [0059]      FIG. 14  illustrates a mat  1400  having yet another detachable raised mat portion therewith. The mat  1400  is configured much like the other mats of the present invention, i.e., having top and bottom surfaces  1402 ,  1404  defining a thickness  1406  therebetween, a periphery  1408 , and at least an initial exercise position  1410  including a foot pair instructional representation  1412  therein. However, the mat  1400  is relatively short and is adapted for the removable attachment of a laterally disposed, raised lateral mat portion  1426  thereacross. The raised lateral portion  1426  attaches to the base mat  1400  in the same manner as used for the removable attachment of the raised portions of the mat embodiments  1200  and  1300  of  FIGS. 12 and 13 , i.e., a flap of exercise mat attachment material  1430  depends from each of the congruent ends  1428  of the overlying raise portion  1426 , to attach removably to a corresponding overlay mat attach material (not shown in  FIG. 14 , but similar to the components  1224  of the mat  1200  of  FIG. 12 ) provided on the lateral periphery of the underlying base mat  1400 . In this manner, no break exists in the upper exercise surface  1402  of the underlying mat  1400  due to the attachment of some form of fastener means thereto, as in the case of the other mats  1200  and  1300  having detachable portions. 
         [0060]    The detachable upper mat portion  1426  includes two sets or pairs of foot instructional positions  1434   a  and  1434   b  thereon, and a set or pair of hand instructional positions  1436 . This mat  1400  and  1426  combination thus requires the student to bend and squat to place the hands upon the two hand positions  1436  of the upper mat  1426 , while simultaneously placing the feet upon the initial instructional position  1412  on the base mat  1400 . The student then hops with the feet to jump to the first or center foot instructional position  1434   a , while keeping the hands on the two hand positions  1436 . (The feet markings of the upper center foot position  1434   a  are relatively short, as normally the heels would be raised and only the forward portions of the feet would rest on the upper mat  1426  when the student has his or her hands placed upon the closely spaced hand instructional positions  1436  on the same level.) The exercise may comprise kicking back and forth between the central lower and raised foot instructional positions  1412  and  1434   a , i.e., “squat-on” or “straddle-on,” or perhaps a more advanced exercise in which the feet are spread during the jump to place the feet upon the outer instructional positions  1434   b.    
         [0061]    As in the case of various other examples of the invention discussed further above, the various foot instructional positions  1412 ,  1434   a , and/or  1434   b  may be colored or otherwise marked to distinguish them from one another, if so desired. In the example of  FIG. 14 , it will be noted that the central upper and lower foot instructional positions are colored blue, while the wider upper foot instructional positions are colored red. Thus, the instructor may instruct the student to “jump from the lower blue to the upper blue,” i.e., jump from the initial starting instructional position  1412  to the upper central instructional position  1434   a , or to “jump from the lower blue to the red,” i.e., to jump from the lower central initial starting position  1412  in a straddle jump to the more widely spread foot instructional positions  1434   b , a somewhat more difficult and advanced maneuver. 
         [0062]    The various mats are used in keeping with the discussion of the various embodiments above, with the instructor or teacher selecting one or more mats in keeping with the physical and/or cognitive abilities or skill levels of the students and the syllabus, lesson plan, or other arrangement as desired. The selected mats are preferably arranged (physically or otherwise) in increasing order of physical and/or cognitive level of skill required to complete the various exercises designated on the mats. Thus, the instructor may select the mat  200  of  FIG. 2 , the mat  400  of  FIG. 4 , and the mat  600  of  FIG. 6 , for example. These mats need not be placed in a linear array according to their level of difficulty, but may be placed in different areas as desired. The instructor can then assign the student or students to proceed to the selected mat and perform the jumping exercise(s) as designated by that mat. 
         [0063]    In many cases, it will be found that a student is quite capable of completing the simplest jump exercises designated by the simpler mats of the series or system. In such cases, the instructor may have the student continue to a more advanced mat, if so desired. Alternatively, the instructor may improvise a greater level of difficulty for the student who has mastered the jumping exercise pattern of a given mat, e.g., performing the exercise backwards, jumping with only one leg and foot, etc. In any event, the instructor will normally begin with the simpler mat exercise patterns that are easier to master, and have the student(s) progress to more difficult jumping exercise patterns, e.g., straddle jumps, etc. 
         [0064]    Alternatively, the instructor may assign the student or students to use the mats in accordance with a sequence of increasing levels of cognitive skill. This might be done by having the student(s) perform an initial jumping exercise using the mat  100  of  FIG. 1 , where the student need only recognize the directional orientation of the foot instructional patterns and jump to place his or her feet accordingly. The next level of cognitive performance may be required by e.g., the mat  400  of  FIG. 4 , wherein the foot instructional patterns are differentiated by different colors. From there, the student might progress to the mat  200  of  FIG. 2  (numbered instructional positions) or the mat  300  of  FIG. 3  (lettered instructional positions), etc. Normally, the mats will be formed with their increasing levels of physical difficulty or skill requirements corresponding directly with increasing levels of cognitive difficulty or skill requirements. However, this is not necessarily a requirement, and a review of  FIGS. 1 through 14  will show that certain mat embodiments requiring relatively advanced physical or motor skills also require relatively basic cognitive skills, and mats having relatively higher cognitive skill level requirements may have relatively basic motor skill requirements to complete the exercise. 
         [0065]    When a student has mastered most or all of the physical jumping exercises of the mats  100  through  1100  of  FIGS. 1 through 11 , the instructor may add further challenge by attaching the various obstacles or raised mat portions of the mats  1200  through  1400  of  FIGS. 12 through 14 . It will be understood that any of the previous mats  100  through  1100  may be modified to provide for the peripheral attachment of one or more mat overlays, if so desired. The various overlays or mat attachments may be “mixed and matched” as desired, assuming that appropriate attachments are provided along the peripheries of the base mats and the corresponding edges of the overlay obstacles or raised portions or areas. 
         [0066]    The result is an extremely versatile means of providing simultaneous physical and academic training for students who require such. The present system may be applied to very young toddlers to older students who may be able to master the physical or motor aspects but need assistance in cognitive recognition of symbols (e.g., students learning English as a second language, etc.). The advantages provided by the consistent exercise and instructional patterns provide a great improvement over various exercise mat systems and the like developed in the past. 
         [0067]    It is to be understood that the present invention is not limited to the embodiments described above, but encompasses any and all embodiments within the scope of the following claims.