Patent Publication Number: US-11389705-B2

Title: Hockey training board for puck handling and shooting

Description:
TECHNICAL FIELD 
     This disclosure is related to personal training apparatus for the sporting goods industry. More particularly, embodiments disclosed herein outline the construction and method of use for a personal training apparatus for improved stick handling and shooting skills related to field sports, such as hockey, utilizing a stick. 
     BACKGROUND OF THE DISCLOSURE 
     Few are born with the natural ability to handle a puck. Athletes who dream of competing in field sports such as hockey must develop skills by training, running drills, and practicing in order to reach their true potential. While training, players of varying ages may develop improper stickhandling and shooting techniques due to improper athletic posture, incorrect hand placement on the hockey stick, or an athletic misinterpretation on how to athletically perform varying techniques correctly. 
     There are a variety of techniques related to stickhandling which must be executed with precise timing to carry the puck forward and perform a variety of shots (such as wrist, backhand, snap, and slapshots). Poor form or the lack of knowledge on how to execute a proper technique usually results in a loss of control which is exemplified by the path of the puck being incongruent to the execution of proper technique. 
     Presented herein is a multi-functional hockey training aid for use by players of all levels to improve their shooting and stickhandling abilities. The hockey training aid is designed to facilitate, promote, and teach proper shooting techniques pertaining to the wrist, snap, backhand, and slap shots. It is also designed to facilitate proper fundamentals in stickhandling. 
    
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
       To facilitate a fuller understanding of the present disclosure, reference is now made to the accompanying drawings, in which like elements are referenced with like numerals. These drawings should not be construed as limiting the present disclosure but are intended to be illustrative only. 
         FIG. 1  shows an isometric view of the hockey training board in the shooting configuration. 
         FIG. 2  shows a top view of the hockey training board in the flat configuration including the slap/snap shot zone. 
         FIG. 3  shows a bottom view of the hockey training board in the flat configuration. 
         FIG. 4  shows a cross section of the magnetic fasters of the hockey training board. 
         FIG. 5  shows a top view of the hockey training board without artwork. 
         FIG. 6  shows the application of artwork to the hockey training board. 
         FIG. 7  shows the transformation of the training board from the flat configuration to the shooting configuration. 
         FIG. 8  shows a side view of the hockey training board in the shooting configuration. 
         FIG. 9  shows an isometric view of the hockey training board in the shooting configuration. 
         FIG. 10  shows the use of the hockey training board in the flat configuration. 
         FIG. 11  shows the vertex formed by the hockey training board and stick in the shooting configuration. 
         FIG. 12  shows a top view of the hockey training board, player, and stick in the shooting configuration. 
         FIG. 13  shows the hockey training board in the folded configuration. 
     
    
    
     DETAILED DESCRIPTION OF EMBODIMENTS 
     This disclosure provides detailed descriptions of an apparatus and method-of-use of a multifaceted hockey training aid including a configurable panel which includes guides and drills for developing the skill necessary for proper stick handling and forward motion. The construction of the training aid is such that it may be used in multiple configurations to focus on teaching different skills. The apparatus may further be configured to allow for easy storage and mobility. 
     To establish a high-level understanding of the assembled hockey training aid, herein referred to as the training board,  FIG. 1  shows the training board  100  in the upright assembled or shooting configuration and  FIG. 2  shows the training board  100  in the flat configuration showing the top-side  120  of the board. Both figures include an example of the artwork which makes up various drills to aid in training. The balance of the disclosure will first present the unique physical characteristics of the training board, secondly present the utility of the training board in its various configurations with the associated drill, and finally present methods of use by an athlete for developing proper hockey stick handling skills. 
     A bottom view of the training board  100  shows the major elements of the construction are shown in  FIG. 3 . The bottom side  122  of the board includes a number of living hinges, cut-outs, and features to enable transformation between the flat position to the shooting configuration. Other features shown in  FIG. 3  enable the training board  100  to be configured in a folded configuration for transport. 
     In the primary embodiment, the training board  100  in a flat configuration is a single panel approximately four feet across a longitudinal axis by six feet across the lateral axis. The vertical axis is thereby defined by the thickness of the material. In the primary embodiment mechanical features of the board are generally mirrored across the longitudinal axis, therefore, descriptions of features appearing on the right side of the drawings also pertain to features on the left side. 
     In the preferred embodiment, the board is constructed of a single sheet of plastic which behaves in this application similar to synthetic ice and having properties of high durability, manufacturability, and low friction (having a generally smooth finish). In some embodiment, these requirements are met with a generic HDPE or High-Density Polyethylene. 
     In some embodiments, to further reduce surface friction and skate blade wear, the single sheet may be constructed of an ultra-high molecular weight polyethylene (UHMW-PE) such as those manufactured as synthetic ice under brand names Glice, Xtraice, or PolyGlide Ice. In other embodiments, it may be constructed from materials such as polyoxymethylene plastic. 
     As shown in  FIG. 3 , the bottom-side  122  of the training board can be broken in to three regions defined by the lateral boundaries of Hinge D and Hinge C. At the upper or distal end of the board, defined by the border of Hinge D and the distal perimeter of the board, is the guide wall  124 . A middle wall  126  is defined by lateral Hinges C and D and the longitudinal Hinges E and its mirrored image. The lower wall  128  is defined by Hinge C, Hinge F and its mirror image, and the proximal perimeter of the board. Additionally, two triangular sections (appearing on both sides) aid in securing the training boards in its constructed configuration; the upper triangle bound by Hinge E, Hinge C, and the board perimeter, and the lower triangle  132  bound by Hinge C, Hinge F, and the board perimeter. 
     To aid in the transportation and storage of the device, Hinge A and Hinge B enable the training board to be folded into thirds. To further aid in mobility, four pairs of recesses in the material shown at  110  and  112  provide handles allowing the user to grasp and hold the training board between their fingers and thumb. An additional groove  116  exists along Hinge A and Hinge B and between the recesses  110  and  112  to reduce the tension of the hinge between the recessed handles  110  and  112  when folded. 
     At the lateral ends of the guide wall  124  are tabs  106  which are designed to mate with the receiving slots  108  on the upper triangle  130  when board is shooting configuration with the guide wall and middle wall being perpendicular to each other. 
     Another retaining arrangement utilized when the training board is in the shooting configuration appearing in  FIG. 3  are the plurality of mating devices  102  and  104  appearing on the lower triangle  132  and the lower wall  128 . The mating devices  104  are arranged such that they correspond with the mirrored arrangement across Hinge F. In the primary embodiment, the mating devices  102  and  104  are magnetic fasteners which are paired devices having a ferromagnetic attraction. This may include, for example, a pair of magnets  134  having opposing polarities, or magnets placed in the cavities appearing at  104  and a ferromagnetic metal residing in the cavities appearing at  102 , or a ferromagnetic metal residing in the activities at  104  and magnets appearing in the cavities appearing at  102 . Another embodiment may include any variety of mechanical fasteners at these locations such as snaps, screws, clips, or other method which secures the lower triangle  132  to the lower wall  128 . 
       FIG. 4  shows a cross sectional view of the primary embodiment of the mating device  102  and  104  when the training board is assembled in the shooting configuration and the surfaces of the lower wall  128  and lower triangle  132  are in communication. As shown, a series of cavities  136  exist in the material of the lower wall and lower triangle ( 128  and  132 ), and a plurality of magnets  134  are positioned within the cavity. This arrangement is beneficial as the mating devices are neither visible or mechanically apparent on the upper surface  120  of the training aid  100 , as shown in  FIG. 5 , which will be utilized for drills and graphics. 
       FIG. 6  demonstrates the application of the hockey drill  138  to the upper surface  120  of the training board. The drill, as shown, is targeted to an athlete participating in hockey, however, it is understood that the drill may be applied to various sports involving handling of a puck or ball. To maintain the low surface friction of the HDPE or synthetic ice, it is desirable to print directly onto the material. In some embodiments, the drill may be applied via a sticker or constitute a secondary layer which is adhered to the board. 
     Assembly of the training board begins with the unit lying flat with the top-side  120  facing up, as shown in  FIG. 7 . Subsequently, the apex  140  of the lower triangle is folded across Hinge F as indicated by transitional arrow  142 . Several actions occur in completing this fold. First, the surface of the lower triangle  132  comes into contact with the upper surface of the lower wall. Secondly, the fastening mechanism  102  and  104  come into proximity and may engage (either passively in the case of a magnetic force or actively in the case of a mechanical fastener such as snaps, latch and hook, etc). Third, the action pulls the middle wall  126  and the upper triangle  130  into a perpendicular position relative to the lower wall. This transition  142  and events take place on both sides in general unison. 
     Assembly continues with the guide wall  124  being folded 90 degrees across Hinge D such that the tab  106  and receiving slots  108  mechanically engage, again on both sides, and thereby creating a perpendicular angle between the guide wall  124  and the middle wall  126 . 
     The resulting assembly showing the relationship of the surfaces is shown from the lateral side-view in  FIG. 8  and isometric view in  FIG. 9 . Also shown are the alignment of the fasteners  102  and  104  in the assembled shooting configuration, and the leading edge of the guide wall  124  (herein referred to as the guide bar  144 ). 
     In some embodiments, the guide bar  144  may be an elongated member, such as a rod, supported by the middle wall  126  or extending between side supports (such as atop the acute angle of the upper triangle  130 ). In some embodiments, the guide bar  144  may simply be the edge created by the middle wall  126 . 
       FIG. 10  shows a player  146  utilizing the training board  100  in the flat configuration. The training board  100  may have multiple combinations of different skills sets drawn on to the face of the board that make up a number varying patterns for a hockey player  146  to follow to improve their stickhandling motions, develop core strength using the training resistance material of the board, and all categories of the shooting. 
     In some embodiments, multiple patterns  156  teaching a variety of skills may be printed onto the training board as shown in  FIG. 10 . These patterns are provided as a primary embodiment but are non-limiting examples as other patterns may exist. 
     To work on lateral stick handling for example, the player  146  faces the board, positions the puck  150  on the training board at location  158   j  and uses the stick  148  to traverse the puck laterally between the two outside puck markers  158   h  and  158   e . In a similar method, to work on either righthanded or lefthanded vertical figure eights, a pattern exists wherein the player  146  places the puck  150  at a starting location and uses the stick  148  to traverse the puck  150  in and around a longitudinal line  160  between puck markers  158   g  and  158   i  for a wide figure eight. In a similar method, to work on either right handed or left handed figure eights can be found when the player  146  weaves the puck  150  between puck markers of  158   d ,  158   e , and  158   f  creating a narrower figure 8 for a combination of overlapping figure 8&#39;s. 
     In some embodiment, as another example, multiple patterns of figure 8&#39;s can be performed by the player  146  using the stick  148  to maneuver the puck  150  in figure 8 patterns in and around horizontal puck markers  158   h  and  158   e  both on the forehand and backhand of the stick blade. Meaning if the puck is placed marker  158   j , the player  146  could traverse the puck  150  starting towards the top or bottom of  158   h  or  158   e  to practice varying patterns of wide figure 8&#39;s. Also, as another example, the player  146  using the stick  148  to a maneuver puck  150  in and around  158   h ,  158   j , and  158   e  for a combination of overlapping figure 8&#39;s. 
     Additionally, vertical figure eights may be accomplished as previously described, starting at either left  158   d  or right  158   g  to  158   i  to  158   f  and then diagonally coming across at a 45-degree angle back to  158   d  or  158   g.    
     Another specific pattern can be found, for example, where the stick  148  opens the blade  154  pushes the puck  150  north up the linear line  160  and then turns the stick  148  over to the toe of the blade  154  bringing the puck south. This can be practiced both left and right hand north and south of line  160 . 
     Another drill which may be performed using the markings shown is the diamond V pattern indicated by  161  and comprising of a central diamond  161   a  with each side extended to form an upper  161   b  and lower triangle  161   c . Using this pattern, a player  146  can simulate stick handling and skating both forward and backward motions, thus providing the player  146  a specific diamond-type path for the puck to follow. 
     Also, the slap/snap shot zone  159  is specifically designed to teach a player  146  how to take proper snaps shots and slap shots. For the slap shot, the design of the two puck indicia (shown at  158   c  and  158   b ) inside the slap/snap shot zone  159  is specifically placed at opposite ends of the snap/slap shot zone with 24 inches of spacing between the indicia. For example, a right hand shot places a puck  150  at point  158   c.    
       FIG. 11  is a side view showing how the guide bar  144  interacts with the shaft of the stick  148  to help players develop better shooting skills. The puck  150  positioned on the lower wall  128 , the player stands opposite the stick  148  and behind the middle wall  126 . The player then latterly follows the leading-edge of the guide bar  144  with a contact point on the shaft of the stick  148 . In the  FIG. 11 , the contact point on the stick is shown as the semi-circular area defined as  162  for illustrative purposes, however, this area should be minimized to a small horizontal area on the back of the stick  148  when correctly demonstrating stick control. 
     For optimal performance, a blade  154  of a hockey stick should rest against the surface with the puck  150  centrally cradled within the curvature of the blade (given as length L 2 ). Hockey sticks  148  are given a lie value which refers to the angle between the shaft and the blade (shown as A 1 ). A lie of 5 corresponds to an angle of 135 degrees; with each additional lie decreasing angle by 2 degrees, thus increase the vertical orientation. Typical sticks are manufactured between 4 to 7 lie or having an angle A 1  of 137 to 131 degrees respectively. The complimentary stick angle A 2  therefore ranges from 43 to 49 degrees across the range of lie 4 to 7. To account for variance due to cupping of the puck during a shot, a slight variation may exist opening the angle A 2  to 40 to 51 degrees. The typical length of a hockey stick blade is 9.8 to 15.7 inches or 25 to 40 cm. 
     The height H 1  of the leading edge of the guide bar  144 , stick angle A 2 , and the ideal position of the center of the puck  150  which is shown on the training drill artwork is mathematically related by trigonometric functions. In the preferred embodiment, the ideal horizontal location for the puck  150  from the leading edge of the guide bar  144  and therefore corresponding drill artwork is derived given the lie of the hockey stick and height of the guide bar  144 . For example, a hockey stick with a blade length of 10 inches would stipulate that the central point of the blade is L 2  is halfway or 5 inches from the vertex between the lower surface  128  and the shaft of the stick  148 . Additionally, given the hockey stick has a lie of 4 or 137 degrees, it can be deduced that the complementary angle at this vertex is 43 degrees. Finally, given the height of the leading edge of the guide bar  144  is 14.5 inches above the surface and that the leading edge is in communication with the area on the stick  162 , the distance L 1  is given by the height H 1  divided by the tangent of A 2  plus L 2 , or 18.52 inches. 
     As shown in  FIG. 11  a right-triangle is formed by a first leg, shown as H 1 , and defined by the perpendicular distance between the guide and the horizontal surface, a second leg, shown as L 1 , defined by the distance between the heel of the hockey stick and the intersection of the first leg along the lower surface  128 , and a hypotenuse defined by the shaft of the hockey stick between the heel  153  and the area  162  where the shaft rests upon the guide  124 . During lateral movement of the hockey stick along the guide bar, when the stick does not change orientation, a right right-triangle prism is formed by extending the right-triangle. 
     To summarize, in the preferred embodiment the puck location and corresponding artwork on the training board is a trigonometric function of the height of the leading edge of the guide bar and the stick characteristics of lie and blade length—given that the guide bar and stick are in communication. The central point of the puck on the surface of training board relative to the leading edge of the guide bar is defined by the height of the guide bar divided by the tangent of the complimentary angle associated with the lie plus half the length of the blade. 
     In the preferred embodiment, the height of guide wall H 1  is 14.25 inches above the surface of the lower wall, the preferred angle A 2  is 41.7 degrees, and the contact point is 21.42 inches up along the shaft of the hockey stick from the lower wall. A smaller guide wall height H 1  would have less influence in guiding the stick, while a higher guide wall greater than 14.25 interfered with the hand bottom hand placement of smaller players on the hockey stick. In practice, the height of the guide wall H 1  may be as low as 10 inches for smaller players and in some embodiments, specifically for larger players, the height H 1  can increase up to 18 inches. 
       FIG. 12  shows an overhead view of the training board  100  in the shooting configuration and being used by a player  146 . The contact area  162  of the player&#39;s stick  148  is in communication with the leading edge of the guide bar  144 . Ideally the contact area is minimized to a point on the stick during proper execution of shooting drill. The puck  150  is centrally in line with the puck guide path artwork  164 . The horizontal distance between the leading edge of the guide bar  144  and the guide path artwork  164  is shown by the combination of L 1  and L 2 . 
     When a player  146  is practicing his/her wrist or back hand shot, the guide bar  144  promotes proper shooting technique combined with target accuracy. As the guide bar  144  continues to be in communication with the specific point  162  of the hockey stick  148  shaft while shooting the puck  150 , the puck will also travel in linear fashion following the line of accuracy  164  so that the player  146  hits the same target a 100% of the time. 
     The line of accuracy  164  of the hockey training board  100  promote varying widths of stickhandling between four points—A to A′, B to B′, C to C′, and D to D′. Though the pattern may vary from point-to-point, or arrow to arrow (via the design). When a player  146  is traversing the puck  150  along the line of accuracy  164  in a repetitive sequence, it is developing the player&#39;s  146  core strength. 
     The hockey training board  100  may also be folded down for storage and transport as shown in  FIG. 13  (folding configuration). As shown Hinges A allows a first section  166  to be folded over and then Hinge B allows a second section  168  to be folded over; it should be understood that alternatively Hinge B could have been employed before Hinge A to produce nearly identical results. Also shown are recesses  110  which are opposite recesses  112  (not shown) which together act as handles for transport. A plurality of cavities  116  positioned along the hinges and laterally between the opposing recesses  110  and  112  further aid in allowing the first and second sections to fold by the handles.