Patent Publication Number: US-2015087433-A1

Title: Golf hazard training methods and apparatus

Description:
CROSS-REFERENCE TO RELATED APPLICATION(S) 
     This application claims priority to U.S. Provisional Application No. 61/882,432 filed on Sep. 25, 2013, the complete disclosure of which is incorporated herein by reference in its entirety for all purposes. 
    
    
     TECHNICAL FIELD 
     The present invention relates generally to the game of golf, and more particularly to golf training methods and related golf training apparatus. 
     BACKGROUND 
     Golf has been and remains a highly popular game. Mastering the skills necessary to excel in the game of golf has, unfortunately, been rather difficult to achieve. As such, various golf training aids have been developed and are commercially available with the objective of improving a golfer&#39;s skills. Conventional golf training aids, however, are narrowly directed to either improving a player&#39;s golf swing when driving the ball, or to improving the player&#39;s putting game, thus leaving important aspects of the golf game (e.g., overcoming course hazards) essentially undeveloped. 
     For example, U.S. Patent Application Publication No. 2008/0248891 to Nelson discloses a complex golf swing training apparatus which attempts to correct a golfer&#39;s form and placement in driving as well as putting. The apparatus claims to help strengthen a golfer&#39;s swing as well as improve the timing, rhythm, and positions of the club during the swing. 
     Likewise, U.S. Pat. No. 5,131,659 to Lindberg, Jr. discloses a device whereby a golfer may practice and perfect his or her putting stroke with or without a ball and at any location with or without an instructor present. The device consists of a relatively thin sheet of mirrorized transparent acrylic or similar polymer on which are printed a series of indicia to provide guidance for stance, eye position and club stroke which can be viewed by the golfer as he or she is using the device. 
     While many of these training devices may be helpful in improving a golfer&#39;s overall score, such devices are either too bulky or complex for portable use, or fail to improve techniques relating to certain nuances of the golf game. 
     SUMMARY 
     The present invention, in one or more embodiments thereof, provides a portable golf training aid, and methods of using such aid, which are effective in improving a golfer&#39;s skills in surmounting certain golf course hazards; namely, sand traps or bunkers. Moreover, one or more embodiments of the invention implement such training in the form of a game, thereby eliminating the drudgery often associated with practicing and improving one&#39;s skills. 
     In accordance with an embodiment of the invention, a portable golf training apparatus for enhancing a player&#39;s skills relating to overcoming a golf course hazard includes a substantially flexible base and at least first and second regions formed on an upper surface of, and supported by, the base. The first region has a first cross-sectional thickness and the second region has a second cross-sectional thickness. An opening is formed in at least one of the first and second regions, the opening being adapted to receive a ball with which the golf training apparatus is used. The player, shooting the ball from an area outside of the golf training apparatus, is assigned a prescribed point value as a function of a location on the golf training apparatus on which the ball lands. 
     In accordance with another embodiment of the invention, a portable golf hazard apparatus is provided for use in conjunction with a golf training apparatus for enhancing a player&#39;s skills relating to overcoming a golf course hazard. The golf hazard apparatus includes a substantially rigid base having an opening therein for receiving a container adapted to hold a material simulating a sand trap, and at least a first base support attached to a bottom surface of the base. The first base support includes a height adjustment mechanism for controlling an angle of an upper surface of the base relative to a surface upon which the portable golf hazard apparatus is placed. 
     In accordance with yet another embodiment of the invention, a method of play for a golf training game includes: providing a portable golf training apparatus, the golf training apparatus including a flexible base, at least first and second regions formed on an upper surface of the base, and an opening formed in at least one of the first and second regions, the opening being adapted to receive a golf ball; placing the portable golf training apparatus at a prescribed distance from a player of the golf training game; shooting the golf ball by the player of the golf training game, from an area at the prescribed distance from the portable golf training apparatus in a direction toward the portable golf training apparatus; and assigning a prescribed point value to the player as a function of a location on the golf training apparatus on which the golf ball lands. 
     Additional and/or other embodiments of the invention are described in the following written description, including the claims, which is to be read in connection with the accompanying drawings. 
    
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
       The following drawings are presented by way of example only and without limitation, wherein like reference numerals (when used) indicate corresponding elements throughout the several views, and wherein: 
         FIG. 1A  is a top plan view depicting an exemplary golf bunker training aid, according to an embodiment of the invention; 
         FIG. 1B  is a cross-sectional view depicting the exemplary golf bunker training aid shown in  FIG. 1A  taken along line  1 - 1 ′, according to an embodiment of the invention; 
         FIG. 2  conceptually depicts an illustrative configuration for using the bunker training mat shown in  FIGS. 1A and 1B  as part of an exemplary gaming methodology, according to an embodiment of the invention; 
         FIG. 3A  is a top plan view depicting an exemplary golf bunker training aid, according to another embodiment of the invention; 
         FIG. 3B  is a cross-sectional view depicting the exemplary golf bunker training aid shown in  FIG. 3A  taken along line  2 - 2 ′, according to an embodiment of the invention; 
         FIG. 4A  is a top plan view depicting an exemplary portable golf bunker suitable for use in conjunction with the golf bunker training aid shown in  FIGS. 1A ,  1 B,  3 A and  3 B, according to an embodiment of the invention; and 
         FIG. 4B  is a cross-sectional view depicting the exemplary portable golf bunker shown in  FIG. 4A  taken along line  3 - 3 ′, according to an embodiment of the invention. 
     
    
    
     It is to be appreciated that the drawings described herein are presented for illustrative purposes only. Moreover, common but well-understood elements and/or features that may be useful or necessary in a commercially feasible embodiment may not be shown in order to facilitate a less hindered view of the illustrated embodiments. 
     DETAILED DESCRIPTION OF PREFERRED EMBODIMENTS 
     Embodiments of the invention will be described herein in the context of illustrative golf training aids, and methods for using such training aids, for beneficially improving a golfer&#39;s skills in successfully overcoming a sand trap or bunker. It should be understood, however, that embodiments of the invention are not limited to the specific golf training apparatus or methods shown and described herein. In this regard, it will become apparent to those skilled in the art given the teachings herein that numerous modifications can be made to the illustrative embodiments shown that are within the scope of the claimed invention. That is, no limitations with respect to the embodiments shown and described herein are intended or should be inferred. 
     Essentially any golf course requires that players avoid certain hazards (i.e., obstacles). A hazard, as the term is used herein and known by those skilled in the art, can be broadly defined as an area of the golf course that presents an impediment towards progress of the ball toward the green, thus increasing the number of strokes necessary to reach the green. For this reason, entering a hazard is generally considered punitive to a golfer. Common hazards used in golf course architectures may include, for example, water hazards (e.g., lakes and rivers), man-made hazards (e.g., sand traps or bunkers), natural hazards (e.g., dense vegetation or rough), and the like. 
     Even proficient golfers sometimes, albeit rarely, find themselves entering a hazard when the path of their ball does not travel as intended. Getting out of a hazard once entered requires well-developed skill. While golfers can readily improve their driving skills, for instance by visiting a driving range or the like, or improve their putting skills, for instance by using a putting green or the like, there are limited opportunities for improving one&#39;s proficiency in overcoming hazards. Accordingly, embodiments of the invention are beneficially directed to perfecting a golfer&#39;s skill in successfully surmounting at least one type of hazard; namely, bunkers. A bunker, as the term is used and known by those skilled in the art, can be broadly defined as a depression near the green or fairway that is usually filled with sand, and hence the terms “sand trap” and “bunker” are often used synonymously. 
       FIG. 1A  is a top plan view depicting an exemplary golf bunker training aid, according to an embodiment of the invention. The bunker training aid, in this embodiment, is implemented as a substantially circular mat  100  comprising first, second and third regions,  102 ,  104  and  106 , respectively, that are concentric to one another, and an opening  108  formed proximate a center of the mat. The opening  108  is adapted to receive a golf ball with which the mat  100  is played, and is thus sized appropriately (e.g., a standard size golf ball is not less than 1.680 inches). By way of example only and without limitation, in an illustrative embodiment, the first region  102  is formed having a diameter of about six feet, the second region  104  is formed having a diameter of about four feet, the third region  106  is formed having a diameter of about two feet, and the opening  108  is formed having a diameter of about four inches. 
     Although the mat  100  is shown as having three concentric regions  102 ,  104 ,  106 , embodiments of the invention are not limited to three regions, but may include less than three regions (e.g., one or two regions) or more than three regions (e.g., four or five regions). In one or more embodiments, the regions of the mat may not necessarily be concentric. For instance, the mat  100  may be divided into a plurality of regions (e.g., quarters) resembling slices of a pie. Furthermore, it is to be appreciated that, while the mat  100  is shown as being circular in shape, embodiments of the invention are not limited to any specific shape. For example, an oval-, square-, or rectangular-shaped mat can be similarly employed, as will be described in further detail below in conjunction with an alternative embodiment shown in  FIGS. 3A and 3B . Moreover, embodiments of the invention are not limited to any specific sizes for the mat  100 , regions  102 ,  104  and  106 , or the opening  108 . 
       FIG. 1B  is a cross-sectional view depicting the exemplary golf bunker training mat  100  shown in  FIG. 1A  taken along line  1 - 1 ′, according to an embodiment of the invention. The mat  100 , in one or more embodiments, is fabricated having a bottom supporting layer or substrate  110  comprised of a substantially flexible material, such as, for example, rubber, silicone, urethane films or foams, or the like. The flexibility of the substrate  110  enables the bunker training mat  100  to be rolled up and easily carried for enhanced portability. A thickness of the bottom layer  110  can vary as a matter of design choice, taking into account trade-offs such as the desired degree of flexibility and weight. In one embodiment, a rubber bottom layer  110  is employed having a thickness of about one-eighth inch, although the invention is not limited to any specific material type or thickness of the bottom layer. 
     A top surface  112  of the training mat  100  is supported by the bottom layer  110  and includes the first, second and third regions  102 ,  104  and  106 , respectively. The first, second and third regions  102 ,  104 ,  106  may comprise material designed to mimic grass or dirt, such as, for example, artificial turf, carpet (e.g., polypropylene, polyester or nylon fibers), and the like, and can be colored appropriately (e.g., green). The first, second and third regions  102 ,  104 ,  106 , in this embodiment, are attached to the bottom layer  110 , such as with an adhesive, or alternative process (e.g., heat bonded) known in the art. The thickness and type of material used for each of the first, second and third regions  102 ,  104 ,  106  are not critical. Moreover, the respective characteristics (e.g., thicknesses, pile, surface textures, types of material, surface hardness, etc.,) of the first, second and third regions  102 ,  104 ,  106  need not be the same. In the embodiment shown, for example, a cross-sectional thickness of the first region  102  is less than a cross-sectional thickness of the second region  104 , which in turn is less than a cross-sectional thickness of the third region  106 , although any configuration of thicknesses of the regions can be similarly used. For instance, in one or more embodiments, two or more of the regions have substantially the same thickness. 
     In one or more embodiments, one or more characteristics of an upper surface (e.g., texture, pile, etc.) of the first region  102  is different relative to corresponding characteristics of an upper surface of the second region  104 , which in turn are different than corresponding characteristics of an upper surface of the third region  106 , such that a movement (e.g., speed and/or direction) of the ball is affected differently as a function of the particular region(s) over which the ball travels. In this manner, the training mat  100  can be advantageously used to develop a player&#39;s skill in anticipating and overcoming obstacles which result in differences in ball speed and/or direction. 
     In order to catch and hold the golf ball once it passes through the opening  108 , a cup  114  or similar container (e.g., basket) may be optionally employed. The cup  114  can be fixedly or removably attached to the top surface  112  and/or bottom layer  110 . In one or more embodiments, the cup  114  is formed having a lip or rim (not explicitly shown but implied) along a circumference of its top edge which prevents the cup from passing completely through the opening  108  when inserted through the opening from the upper surface of the mat  100 . The cup  114  can be formed of essentially any material or shape, either rigid or non-rigid, which is able to contain the ball after passing through the opening  108 , such as, for example, plastic (PVC), wood, fabric/netting, etc. 
     The mat  100 , when used as part of a bunker training methodology, is preferably placed on the ground in a substantially horizontal (i.e., flat) position, and serves as a target for the ball. In an illustrative embodiment, the mat  100  is adapted for use on a beach. The mat  100 , being flexible, will substantially conform to a contour of the surface on which it is placed. In accordance with an illustrative embodiment of the invention wherein the mat  100  is used as a bunker training device, the golf ball is placed on the sand without using a tee, to thereby simulate the actual conditions encountered in a bunker, at a prescribed distance from the mat. The player then attempts to “chip” the ball onto the mat  100  and into the cup  114 . A flag or similar marker placed in or near the opening  108  may be used to help align the ball to the cup  114 . The number of strokes needed to get the ball into the cup  114  will decrease with practice as the player continues to develop his or her skills in successfully navigating through the bunker. 
     By way of example only and without limitation,  FIG. 2  conceptually depicts an illustrative configuration  200  for using the bunker training mat  100  shown in  FIGS. 1A and 1B  as part of an exemplary gaming methodology, according to an embodiment of the invention. With reference to  FIG. 2 , the configuration comprises the bunker training mat  100  of  FIGS. 1A and 1B , including three defined regions  102 ,  104  and  106 , and opening  108 , as previously described. A flag  202  may be placed in or near the opening  108  as a means of marking the opening for ball alignment purposes, as previously stated. Optionally, a cup (e.g., cup  114  in  FIG. 1B ) or similar containment means may be placed in the opening  108  for catching the ball when it passes through the opening. A hole may be dug in the ground suitably sized to receive the cup therein, or the ground itself may serve as the containment means, and the training mat  100  is placed over the ground such that an opening of the cup (or hole) is substantially aligned with the opening  108  in the mat. 
     In this embodiment, a first boundary line  204  is established at a first prescribed distance from the opening  108 , for example about ten feet from an outer front edge of the training mat  100 ; here, the front edge is defined as the edge directly adjacent to and facing the players. The first boundary line  204  is preferably of a suitable length to extend beyond the size of the training mat  100  (e.g., about ten feet), and can be formed in essentially any manner, such as using rope, wood, or the like; alternatively, the boundary line may formed by simply drawing a line in the sand/dirt. When using rope, for instance, stakes  206  are placed into the ground at opposing ends of the rope, with the rope attached to the stakes and pulled taut to thereby create the boundary line  204 . The first boundary line  204  defines a minimum (i.e., closest) distance at which players may place a ball in attempting to shoot for the opening  108 . Furthermore, a height of the first boundary line  204  above the ground is preferably adjusted as desired (e.g., about one foot) to create an obstacle over which the player must chip the ball to reach the mat  100 ; the greater the height, the greater the difficulty in reaching the mat. In a multiple-player embodiment (e.g., a two-player configuration, as shown), a second boundary line  208  may be used between each player as a means of defining respective areas from which each player will shoot. 
     A third boundary line  210  may be established at a second prescribed distance from the opening  108 , for example about five feet from an outer back edge of the training mat  100 ; here, the back edge is defined as the edge facing away from the players. The third boundary line  210 , which can be formed in a manner consistent with the first boundary line  204  (e.g., using rope and stakes  206 ), is used to delineate an out-of-bounds area. One or more additional boundary lines (e.g., side boundary lines, not explicitly shown but implied), established substantially perpendicular to the first boundary line  204 , can be used to further define the out-of-bounds area. 
     As previously stated, the bunker training mat  100  is preferably used as a target (e.g., bull&#39;s-eye), with each of the first, second and third regions  102 ,  104  and  106 , respectively, of the mat representing a prescribed point value. For example, in one embodiment, the first region  102 , which is furthest from the center opening  108 , is assigned a first point value (e.g., two points), the second region  104  next closest to the center opening is assigned a second point value (e.g., three points), and the third region  106 , which is closest to the opening, is assigned a third point value (e.g., four points). When a ball lands in the cup, or otherwise passes through the opening  108 , a fourth point value (e.g., five points) is assigned. If the ball lands in one of the designated regions of the mat but then bounces off the mat  100 , remaining in-bounds, a fifth point value, which is less than any of the point values indicative of a region on the mat (e.g., one point), can be assigned. Thus, as an illustration, when a player lands the ball on the second region  104 , he or she would receive three points; a hole-in-one would receive five points, etc. Of course, these point assignments are merely illustrative, and various alternative point assignments can be used, as will become apparent to those skilled in the art. Additionally, when further accuracy is desired, the bunker training mat  100  may be divided into more than three regions, as previously stated, with each region being smaller in size. Such an embodiment would enable a broader spectrum of point assignments to be used. In accordance with one or more embodiments, the point value assigned to a player for a given shot increases as a distance to the opening  108  decreases. 
     In an illustrative bunker training game according to one or more embodiments of the invention, the balls used by each player (e.g., player  1  or player  2 ) may comprise, for example, one or more “points” balls  212 , which are scored according to a first (normal) point assignment scheme, and one or more “bonus/wager” balls  214 , which are scored according to a second point assignment scheme which is different than the first point assignment scheme. This second point assignment can be used to create an added incentive for performing with a higher degree of proficiency for a shot which uses the bonus ball  214 . The balls may be colored differently, indicative of the point assignment scheme associated therewith. In one illustrative embodiment, the bonus ball  214  may double the point value assigned to a given region in which the ball lands. For example, when a bonus ball  214  is chipped and lands in region  104 , six points may be awarded, rather than the three points awarded using the first point assignment scheme corresponding to a points ball  212 . It is to be appreciated that while two sets of balls  212 ,  214  and corresponding point assignment schemes are used in this example, embodiments of the invention are not limited to any specific number of point assignment schemes utilized, and that a basic (e.g., beginner) bunker training game may use a single point assignment scheme. 
     As previously stated, embodiments of the invention are not limited to a circularly-shaped bunker training device. By way of illustration only and without limitation,  FIG. 3A  is a top plan view depicting an exemplary golf bunker training aid, according to another embodiment of the invention. With reference to  FIG. 3A , the bunker training aid, in this embodiment, is implemented as a substantially rectangular mat  300  comprising at least first and second regions,  302  and  304 , respectively, and an opening  306  formed within the second region. The opening  306  is appropriately sized to receive a golf ball. The second region  304  is formed within the first region  302  and is shaped, in this embodiment, as two circles placed adjacent to one another and substantially resembling a number “8.” By way of example only and without limitation, in an illustrative embodiment, the first region  302  is formed having a width, W, of about 2.6 feet and a length, L, of about 4 feet, each of the adjacent circles forming the second region  304  has a diameter of about 1.3 feet, and the opening  306  is formed having a diameter of about four inches. 
     The mat  300  may optionally include a third region  308  formed within the first region  302  which is suitable for displaying advertising indicia, such as a company name, slogan, logo, or the like. This third region  308  may, in one or more embodiments, function as an added obstacle for increasing the difficulty of play. 
       FIG. 3B  is a cross-sectional view depicting the exemplary golf bunker training aid shown in  FIG. 3A  taken along line  2 - 2 ′, according to an embodiment of the invention. The mat  300 , in one or more embodiments, is fabricated having a bottom supporting layer or substrate  310  formed in a manner consistent with the substrate  110  shown in  FIG. 1B . A thickness of the substrate  310  can vary as a matter of design choice, taking into account trade-offs such as the desired degree of flexibility and weight. It is to be appreciated that embodiments of the invention are not limited to any specific material type or thickness of the substrate  310 . 
     A top surface  312  of the training mat  300  is supported by the substrate  310  and includes the first, second and third regions  302 ,  304  and  308 , respectively. The first and second regions  302 ,  304 , may comprise material designed to mimic grass or dirt, such as, for example, artificial turf, carpet (e.g., polypropylene, polyester or nylon fibers), and the like, and can be colored appropriately (e.g., green). The first and second  302 ,  304 , in this embodiment, are attached to the substrate  310 , such as with an adhesive, or alternative process (e.g., heat bonded) known in the art. The thickness and type of material used for each of the first, second and third regions  302 ,  304 ,  308  are not critical. Moreover, the respective thicknesses and types of material of the first, second and third regions  302 ,  304 ,  308  need not be the same. In the embodiment shown, for example, a thickness or pile of the first region  302  is less than a pile of the second region  304 , although any configuration of thicknesses of the regions can be similarly used. 
     In order to catch and hold the golf ball once it passes through the opening  306 , a cup  314  or similar container (e.g., basket) may be optionally employed. The cup  314  can be fixedly or removably attached to the top surface  312  and/or substrate  310  and is preferably formed in a manner consistent with the cup  114  shown in  FIG. 1B . 
     In the event that a beach or other sand environment is not readily available, the bunker training mat can be used in conjunction with a portable bunker apparatus.  FIGS. 4A and 4B  are top plan and cross-sectional (taken along line  3 - 3 ′) views, respectively, depicting an exemplary portable golf bunker  400  suitable for use in conjunction with the golf bunker training aid shown in  FIGS. 1A ,  1 B,  3 A and  3 B, according to an embodiment of the invention. The portable golf bunker  400  comprises a supporting base  402  having an opening therein for receiving a vessel or container  404  in which sand  406 , or a suitable alternative material simulating a sand trap, is held. An upper surface of the supporting base  402  is optionally covered with a layer of artificial grass  408 , or similar turf material (e.g., carpet, olefin pile, etc.) at least partially surrounding the container  404 . Additional openings  410  placed in the upper surface of the supporting base  402  can be used to insert stakes or pegs therein for creating a boundary line  412 , which is formed of rope, for instance. 
     The upper surface of the supporting base  402 , in this embodiment, is sized appropriately to allow one or more players to stand on the artificial grass  408  while attempting to chip the ball onto the bunker training mat (not shown in  FIG. 4A  or  4 B). The supporting base  402  can be fabricated using essentially any substantially rigid material capable of holding a prescribed amount of weight representative of a player (e.g., 250 pounds), including, but not limited to, wood, metal and/or plastic, as will be known by those skilled in the art. The base  402 , for example, can be fabricate as a single unit (e.g., using an injection molding process), or it can be fabricated as separate components (e.g., top piece and four side pieces) that are attached using a known fastening means (e.g., screws, nails, glue, etc.). In one or more embodiments, the supporting base  402  is formed of wood pieces assembled together using screws. The container  404  is sized appropriately to create a surface for hitting the golf ball which closely mimics a sand trap. The container  404  can be fabricated using essentially any substantially rigid or semi-rigid material capable of holding a prescribed amount and weight of sand  406 , including, but not limited to, wood, metal, fabric and/or plastic, as will be known by those skilled in the art. In one or more embodiments, the container  404  is formed as a solid plastic vessel having a depth of about two to four inches. It is to be understood that the dimensions and type of materials used to form the supporting base  402  and the container  404  are not critical to operation of the invention. 
     The base  402  may include one or more adjustable base supports (i.e., feet)  414  attached to a bottom surface of the base. The base supports  414  may be fabricated using, for example, rubber, metal, etc., although embodiments of the invention are limited to any specific type of material. In one or more embodiments, at least two adjustable base supports  414  are used which are operative to simulate an uphill or downhill lie of the ball as the ball is played from an upper surface of the sand  406 . 
     By way of example only and without limitation, a bunker training game according to an embodiment of the invention is played with two or more players, with the first player to reach a prescribed score being the winner. In a course play game, nine or eighteen rounds are played. In each round, the players chip a single ball until it lands on the bunker training mat (e.g., training mat  100  shown in  FIGS. 1A and 1B ). To determine a score for a given round, the player subtracts the amount of swings it took the player to chip the ball onto the training mat from the number of points corresponding to the portion of the mat on which the ball lands. As an example, assume that for a player&#39;s first chip, the ball lands near the mat, and that a second chip place the ball on the three-point region of the mat. The player&#39;s score for this round would be one point, determined by subtracting the number of chips it takes to place the ball on the mat ( 2 ) by the number of points associated with the portion of the mat on which the ball lands ( 3 ). 
     The difficulty of game play can be adjusted depending upon the skill level of the players. For example, in accordance with one or more embodiments, the simulated bunker from which the ball is chipped (e.g., just behind boundary line  204  in  FIG. 2 ) can be dug deeper, the first boundary line (e.g., boundary  204  in  FIG. 2 ) can be made higher, the distance between the simulated bunker and the bunker training mat can be increased, the size of the bunker training mat can be decreased thus providing a smaller target, and an uphill or downhill lie can be created in the sand. When using the portable golf bunker  400  shown in  FIGS. 4A and 4B , the base supports  414  can be adjusted to create an uphill or downhill lie within the sand  406 . 
     In accordance with another embodiment, the bunker training game is played with two or more players, with the first player to reach a predetermined number of points (e.g., nine) being the winner. Each player is given four balls: three of the same color (e.g., white) and one of a different color (e.g., yellow). To determine a score for a given round, a player chips one of the balls onto the training mat. Using the illustrative bunker training mat  300  shown in  FIGS. 3A and 3B , an exemplary scoring methodology comprises assigning a first number of points (e.g., one point) for a ball touching the mat and then rolling off, assigning a second number of points (e.g., two points) for a ball staying on the first region of the mat (region  302  in  FIG. 3A ; i.e., anywhere on the mat outside of the second region  304 ), and assigning a third number of points (e.g., three points) for a ball staying anywhere on the second region (region  304  in  FIG. 3A ). For a ball landing in the hole/cup ( 306  in  FIG. 3A  or  314  in  FIG. 3B ), the player automatically wins the round. A round ends when all four balls are played, at which point the player having the highest score wins, or when a player reaches the prescribed score. The different colored ball (e.g., yellow) is worth a prescribed higher number of points than the three balls of the same color and is essentially a points multiplier (e.g., double points), and is therefore considered a bonus ball. Optionally, if the ball lands in the third/logo region ( 308  in  FIG. 3A ), the player is scored two points for staying on the mat and receives an extra turn. 
     The practice balls with which the bunker training apparatus and methodology according to embodiments of the disclosure may be used are formed of essentially any material. Suitable materials for forming the practice balls include, but are not limited to, wood, rubber, plastic, etc. In one or more embodiments, the practice balls are formed of foam. Using a foam practice ball reduces the likelihood of injury and also reduces the flight distance of the ball. 
     The illustrations of embodiments of the invention described herein are intended to provide a general understanding of the structure of various embodiments, and they are not intended to serve as a complete description of all the elements and features of apparatus and methods that might make use of the elements and/or steps described herein. Many other embodiments will become apparent to those skilled in the art given the teachings herein; other embodiments are utilized and derived therefrom, such that structural and logical substitutions and changes can be made without departing from the scope of this disclosure. The drawings are also merely representational and are not drawn to scale. Accordingly, the specification and drawings are to be regarded in an illustrative rather than a restrictive sense. 
     Embodiments of the invention are referred to herein, individually and/or collectively, by the term “embodiment” merely for convenience and without intending to limit the scope of this application to any single embodiment or inventive concept if more than one is, in fact, shown. Thus, although specific embodiments have been illustrated and described herein, it should be understood that an arrangement achieving the same purpose can be substituted for the specific embodiment(s) shown; that is, this disclosure is intended to cover any and all adaptations or variations of various embodiments. Combinations of the above embodiments, and other embodiments not specifically described herein, will become apparent to those of skill in the art given the teachings herein. 
     The abstract is provided to comply with 37 C.F.R. §1.72(b), which requires an abstract that will allow the reader to quickly ascertain the nature of the technical disclosure. It is submitted with the understanding that it will not be used to interpret or limit the scope or meaning of the claims. In addition, in the foregoing Detailed Description, it can be seen that various features are grouped together in a single embodiment for the purpose of streamlining the disclosure. This method of disclosure is not to be interpreted as reflecting an intention that the claimed embodiments require more features than are expressly recited in each claim. Rather, as the appended claims reflect, inventive subject matter lies in less than all features of a single embodiment. Thus the following claims are hereby incorporated into the Detailed Description, with each claim standing on its own as separately claimed subject matter. 
     Given the teachings of embodiments of the invention provided herein, one of ordinary skill in the art will be able to contemplate other implementations and applications of the techniques of embodiments of the invention. Although illustrative embodiments of the invention have been described herein with reference to the accompanying drawings, it is to be understood that embodiments of the invention are not limited to those precise embodiments, and that various other changes and modifications are made therein by one skilled in the art without departing from the scope of the appended claims.