Abstract:
A football teaching system and method is disclosed that promotes rapid learning by novice football players who are thereby able to better visualize offensive and defensive football formations and correct stances for the individual positions thereof. The system includes twenty-two life size, vertical, two-dimensional football player models that can each be positioned at the appropriate places in the field. The football player models are labeled with a position name so that each position is easily identifiable. Football players on the line may also be numbered for easy set up by the novice players. Each football player model is in the correct stance from a frontal and rear view, such as three-point or four-point stance, as would be appropriate for the position. The overall size of the football player models corresponds to the size of the novices. The system of the present invention allows novice football players to easily visualize opposing teams and team members, as well as their placement and names for much quicker understanding. Therefore, the coach can easily explain plays to novice players in terms such as running between the left tackle and left guard without confusing the novice players. The base portion preferably includes a mount for holding the football player model upright and may include an insertion member such as a spring-loaded spike or other means such as a weight with rounded bottom that biases the model to an upright position.

Description:
BACKGROUND OF THE INVENTION  
       [0001]     1. Field of the Invention  
         [0002]     The present invention relates generally to football instruction and, more particularly, to apparatus and methods for increasing learning speed and understanding of football techniques.  
         [0003]     2. Description of the Background  
         [0004]     Conventional football instruction provides for placing a plurality of individuals at the various positions along the line-of-scrimmage whereupon the various positions are assigned. However, there are numerous positions for twenty-two players and it is difficult, especially for a young novice, to learn and remember what his and other respective positions are. More particularly, it is extremely difficult for the novice to remember exactly where he should move when a particular play is called.  
         [0005]     The mere act of positioning twenty-two younger players in a formation can be an exercise in frustration both for the players and the coaches. Moreover, there is a significant time factor in which learning of football techniques is required so as to give a significant advantage for quick learning of football fundamentals. The training normally begins only after a certain date, only limited practice time is available, and the games must be played according to a schedule of limited span of time. Thus, the learning efficiency involved in teaching potentially confusing concepts can often be an essential basic factor in winning or losing a particular game and in having a winning or losing season.  
         [0006]     There are numerous positions to learn within two different opposing offense and defense units. For example, on a typical offensive team each member has different tasks and duties that must be learned. One individual is designated as the center, two individuals are designated as the guards, two individuals are designated as the tackles, two individuals are designated as the ends, an individual is designated as the quarterback, two individuals are designated as the halfbacks, and an another individual is designated the fullback. Similarly, on the defensive team, individuals are given positions as the defensive linemen, linebackers, and in various positions within the defensive backfield. To properly instruct football novices in the techniques involved with the game of football, it has been necessary to teach them about the twenty-two various positions so that each individual will knows exactly where he or she should be positioned relative to the other players. This is often difficult to quickly grasp. As well, each position has a preferable, and sometimes required, starting stance that must be learned and which may be different from the starting stance that other positions use.  
         [0007]     One problem with the dynamic aspects of carrying out play is that the relative static starting positions of the players are not well enough understood by novices so that communications relating to a particular location are difficult to understand, e.g., the play requires a run between the left tackle and left guard. When a plurality of individuals are positioned on a playing field, each being designated with a different position, it is difficult for a novice in the game of football to remember exactly which position the other individuals have been assigned. More particularly, it is extremely difficult for the novice quarterback, halfbacks or fullback to remember exactly where he should move when a particular play is called. Therefore, if the quarterback decides that the left half back should carry the ball between the left guard and the left tackle it is sometimes difficult for the novice left halfback to remember exactly where the left guard and left tackle is positioned. Thus, confusion often arises and the individual who is attempting to learn the game of football becomes frustrated and disappointed. As this is a group function, a good deal of group confusion can result in a team that is demoralized, does not show up for even the limited time of practice, and therefore spirals downwardly in relative ability as compared to other teams. Moreover, if individual novice players do not learn the plays within a short time, this failure to quickly understand impedes progress of the team as a whole.  
         [0008]     Consequently, there remains a need for a football teaching system and method that permits an individual to quickly and thoroughly learn and visualize the basic formation, and his and others positions in it. In the amateur ranks it is also desirable that the system be available at relatively reduced levels of capital investment so that it is affordable by the team. Those skilled in the art have long sought and will appreciate the present invention which provides solutions to these and other problems.  
       SUMMARY OF THE INVENTION  
       [0009]     The football teaching system and method of the present invention was designed to optimize practices, greatly increase the speed of learning and comprehension of novice players, and significantly decrease the frustrations of novice players and their coaches. The present invention overcomes the numerous problems inherent in the traditional approach utilized in instructing a group of players.  
         [0010]     Therefore, it is one object of the present invention to provide an improved football training aid which greatly simplifies the understanding of basic techniques.  
         [0011]     Another object of the present invention is to provide a training aid which clearly depicts the exact position of both the offensive and defensive players and may also depicts weaknesses or strengths that may be observed or produced in the opposing team formation, e.g., a hole in the defensive line.  
         [0012]     Yet another object of the present invention is to provide a training aid which enables a novice football player to understand the positioning of the other players and to readily understand the movement of various plays.  
         [0013]     Yet another object of the present invention is to eliminate the need of the linemen to stand in their various positions as the backs practice a variety of different plays.  
         [0014]     A feature of one embodiment of the invention is a shape that is easily stackable for storage.  
         [0015]     An advantage of the present invention is that a player can get a feeling for his position and can easily see the name and relative position of others.  
         [0016]     Another advantage of the present invention is that the action that a player must take can be easily explained and visually understood or demonstrated in terms of the static, named, life-size cutouts.  
         [0017]     Another advantage of the present invention is that the football models are easy to set up in the desired position.  
         [0018]     These and other objects, features, and advantages of the present invention will become apparent from the drawings, the descriptions given herein, and the appended claims wherein is disclosed a system for teaching football to football learners on a field that comprises a plurality of football player models in two dimensional form. Each of the plurality of football player models being of a type useable for a respective football position. Each of the plurality of football player models being positionable on the field according to the respective football position and each of the plurality of football player models being depicted in a selected stance. The plurality of football players are sized according to a respective size for the age of the football learners. The plurality of football players are substantially conical or at become smaller at the top and hollow so as to be stackable. The system includes both defensive and offensive of the respective football positions. A portion of the plurality of football player models are depicted in a three point stance, a portion of the plurality of football player models being depicted in a four point stance, while another portion of the plurality of football player models being depicted in an upright stance. Signs are associated with each of the plurality of football player models. In one embodiment, at least one of the signs is interchangeable with another position signs. For improved transportability, one or more of the plurality of football player models having a carrying element such as a handle.  
         [0019]     In operation, the method comprises lifting each of a plurality of football player models and placing each of the plurality of football player models in a desired football position to form a football formation. The football player models may then be mounted on the field, and shown to the football learners for visually learning about the football formation.  
         [0020]     In one mode, the football player models are positioned in a defensive position having one or more holes for learning to look for and to run an offensive play therethrough. The football player models have a position name for learning of the position names relative to a specific position. In another mode of operation, a plurality of football player models are provided in linesmen positions for teaching the football learners in backfield techniques. It is desirable that the plurality of football player models are provided in a size that corresponds to an age of the football learners.  
     
    
     BRIEF DESCRIPTION OF THE DRAWINGS  
       [0021]      FIG. 1  is an elevational frontal view of an offensive team of life-size football models in accord with the present invention:  
         [0022]      FIG. 2  is an elevational rear view of the offensive team of  FIG. 1 ;  
         [0023]      FIG. 3  is an elevational frontal view of a defensive team of life-size football models in accord with the present invention;  
         [0024]      FIG. 4  is an elevational rear view of the defensive team of  FIG. 3 ;  
         [0025]      FIG. 5  is an elevational frontal view of a typical life-size football model silhouette in accord with the present invention;  
         [0026]      FIG. 6  is a side view, partially in section, of the football model of  FIG. 5 ;  
         [0027]      FIG. 7  is a top view, partially in section, of the football model of  FIG. 5 ;  
         [0028]      FIG. 8  is an elevational view of a football model mount in accord with the present invention;  
         [0029]      FIG. 9  is an elevational view, partially in section, of another embodiment of a football model mount in accord with the present invention;  
         [0030]      FIG. 10  is an elevational view, partially in section, of spring-loaded mounting shafts for securing the football model mount of  FIG. 9 ;  
         [0031]      FIG. 11  is an elevational view of a model with spring-loaded mounting shafts;  
         [0032]      FIG. 12  is an elevational view of another embodiment of the football model of  FIG. 11  with spring-loaded mounting shafts;  
         [0033]      FIG. 13  is an elevational view, partially in section, of a football model with weight mounted in the base to keep the football model in position and upright;  
         [0034]      FIG. 14  is an elevational view, partially in section, of a side view of the football model of  FIG. 13 ;  
         [0035]      FIG. 15  is an elevational front view of a pylon type football player model in accord with another possible embodiment of the invention;  
         [0036]      FIG. 15A  is a side view of the pylon type football player of  FIG. 15  along lines  15 A- 15 A in accord with another possible embodiment of the present invention;  
         [0037]      FIG. 16  is an elevational rear view of a pylon type football player model of  FIG. 15  in accord with another possible embodiment of the invention;  
         [0038]      FIG. 16A  is a side view of the pylon type football player of  FIG. 16  along lines  16 A- 16 A in accord with another possible embodiment of the present invention; 
     
    
       [0039]     While the present invention will be described in connection with specific embodiments, it will be understood that it is not intended to limit the invention to those embodiments. On the contrary, it is intended to cover all alternatives, modifications, and equivalents included within the spirit of the invention and as defined in the appended claims.  
       DESCRIPTION OF THE PREFERRED EMBODIMENTS  
       [0040]     Referring now to the drawings, and more particularly to  FIG. 1-4 , some of the general concepts of football teaching system, in accord with the present invention, are illustrated.  FIG. 1  shows a frontal view of offensive team  12  having the various typical positions indicated therein and  FIG. 2  shows the corresponding rear view of offensive team  12 . Preferably for reduced costs, offensive and defensive teams use one or two common cutout two-dimensional silhouettes or shapes, such as that illustrated in  FIG. 5 - FIG. 7  of cutout or model  14 . Different images, such as the three-point and four-point stance can be painted onto the same silhouette of model  14 , as discussed hereinafter. Alternatively a silk screen or other inexpensive method of producing an image can be used. It is also desirable to have at least one standing silhouette for the positions which typically begin from a standing stance, as also discussed hereinafter. By reducing the number of different silhouettes require, manufacturing and storage costs are kept to a minimum. However, if desired, more of the silhouettes of several football models  14  could be different.  
         [0041]     Reviewing the various models  14  shown, such as center  16 , it will be noted that each model  14  preferably has numbers on each shoulder. Center  16  is the only player to have three numbers. The numbers are used to allow novice team members to assemble the offensive line  20  in their correct positions. Thus, center  16  has a “0” (zero) to indicate it is the middle position. This is easy to remember. Center  16  has a “1” on one shoulder, its left shoulder, and a “2” (two) on its opposite shoulder, the right shoulder. The “1” corresponds to another “1” on the shoulder of the adjacent left guard  22  so that a novice merely has to match “1” with “1” to place left guard  22  in proper perspective with the center  16 . Left guard  22  has a “3” on its opposite shoulder that will match to the “3” on the shoulder of left tackle  24 . Left tackle  24  has a “5” on its opposite shoulder that will match the “5” on the shoulder of left tight end  26 . Thus, a novice group of players can quickly learn to assemble the left side of offensive line  20 . Likewise, right guard  28  has a “2” and a “4” on its shoulders, right tackle  30  has a “4” and a “6” on its shoulders, and right tight end  32  has a “6” and an “8” on its shoulders, respectively. These numbers can be easily matched by novice team members, including school children age players, to build the right side of offensive line  20  in the same manner as discussed previously with respect to the left side of offensive line  20 . It will also become clear to novice players in putting up the line that all offensive team members are in a straight line along the line of scrimmage and lined up with ball  18 .  
         [0042]     These numbers on the shoulders of the models  14  may be permanently attached to the models  14  or the numbers may be removable, for reasons discussed hereinafter. For instance, the shoulders may have a hook and ladder type connection, e.g., VELCRO® connection, for attaching the numbers. Other connecting means could also be used such as zippers, buttons, and the like. The numbers may be used on the rear of the models  14  as shown in  FIG. 2  either in addition to or instead of use of the numbers from the front view as per  FIG. 1 . It will be noted that the numbers on the rear of the models  14  corresponds to the number on the front of the models  14 .  
         [0043]     The models  14 , such as center  16 , are pictured front and rear, see  FIG. 2 , in an ideal stance for easy learning and remembering of the desired stance for the particular position. For instance, center  16  is ideally in a squat position, with head straight with both hands on the football. Center  16  preferably is the only model  14  shown to have contact with football  18 . The football is held firmly by center  16  on the line of scrimmage and is position between the legs of the center  16 . From the frontal and rear view, it can be seen that the legs are spread out so that the feet are closely adjacent to the feet of the adjacent position to thereby improve the blocking effect. Thus, the models  14  are used to teach not only the relative position or location on the field but also the proper stance of the particular position.  
         [0044]     The word or label “center” is printed in the middle of chest area  34  of center  16  as per  FIG. 1  and at the rear of models  14  at an easily viewed position such as position  36  on the buttocks so that center  16  is easily identifiable from both sides. The word or label “center” may be permanently mounted on center  16  or it may be attached by various removable means such as buttons, zippers, clear pouches, or hook and ladder type connectors, just as the numbers on the shoulders. The purpose behind this is that it may be desirable for the name tags to be removable for various reasons. For instance, in manufacturing it will be less expensive to produce each model  14  as identical as possible. Thus, where possible, as with guards, tackles, and fullback  72  (no shoulder numbers), the models will be virtually identical except for labels and shoulder numbers thereby reducing manufacturing costs. Another purpose served would be to allow novice team players to be tested by having to place the labels in the proper position, thereby providing the coach with feedback as to whether the player has actually learned the names of the positions or not. Other purposes and uses for removable name tags would also no doubt be developed by those using the system of the present invention.  
         [0045]     Going over other models in  FIG. 1  and  FIG. 2 , right guard  28  is the first player to the right of the center. As discussed above, the number two (2) is on the left shoulder and the number four (4) is on the right shoulder. The word or label “Right Guard” appears in middle chest area  38  from the front and preferably on the buttocks at position  40  from the rear view. Right guard  28  is in a squat position, feet apart, with both hands on the ground, with the head held up and looking in a straight line. It will be understood that a visual picture constantly available for viewing is very helpful for novice players. The rear view shows the number two (2) on the left shoulder and the number four (4) on the right shoulder. From the rear view, the feet are spread apart, both hands on the ground, fingers in a curved position with the thumbs acting as support. The head is in a straight line forward and substantially even with the shoulders.  
         [0046]     Right tackle  30  of  FIG. 1  is the second player to the right of center  16 . On the right shoulder is the number six (6). The number four (4) is embedded in the left shoulder. The word or “Right Tackle” is written in the middle of chest area  42 . The head is held straight and both eyes are focused. The knees are slightly bent with both hands on the ground.  
         [0047]     The rear view of right tackle  30  in  FIG. 2  shows the number four (4) on the left shoulder and the number six (6) on the right shoulder. The word “Right Tackle” is written preferably on buttock region  43 . Right tackle  30  is in a bent position, with head and shoulder evenly aligned, both hands on the ground.  
         [0048]     Right tight end  32  is the third player to the right of the center  16 . The frontal view of  FIG. 1  shows the number eight (8) on the right shoulder. On the left shoulder is the number six (6). The word “Right Tight End” is preferably centered on the chest at region  44 . The right arm is held in a ninety degree angle with clenched fist. The left arm is anchored on the ground. The head is held straight with both eyes focused. Tight end  32  is also in a squat position.  
         [0049]     The rear views of right tight end  32  shows the number six (6) on the left shoulder and the number eight (8) on the right shoulder. The words “Right Tight End” preferably appear in the center of the buttock such as region  46 . The right arm is held in a 90 degree angle with clenched fist. The left hand is planted firmly on the ground. Tight end  32  is also in a squat position with both feet spread apart.  
         [0050]     Left guard  22  of  FIG. 1  is the first player to the left of the center  16 . The number one (1) is on the right shoulder and the number three (3) is on the left shoulder. The word “Left Guard” preferably appears in the middle chest area in region  48 . Left guard  22  is in a squat position, feet apart, with both hands on the ground, with the head held up and looking in a straight line:  
         [0051]     The rear view of left guard  22  of  FIG. 2  shows the number three (3) on the left shoulder and the number one (1) on the right shoulder. The word “Left Guard” is preferably written on the buttock at region  50 . The feet are spread apart, both hands on the ground, fingers in a curved position with the thumbs acting as support. The head is in a straight line even with the shoulders.  
         [0052]     Left tackle  24  of  FIG. 1  is the second (2) player to the left of the center  16 . On the right shoulder is the three (3). The number five (5) is embedded in the left shoulder. The word “Left Tackle” is preferably written in the middle of the chest area at region  52 . The head is held straight and both eyes are focused. The knees are slightly bent with both hands on the ground.  
         [0053]     The rear view of left tackle  24  in  FIG. 2  shows the number five (5) on the left shoulder and the number three (3) on the right shoulder. The word or label “Left Tackle” is preferably written on the buttock at region  54 . Left tackle  24  is in a bent position, with head and shoulder evenly aligned, both hands on the ground.  
         [0054]     The frontal view of left tight end  26  shown in  FIG. 1  is the third player to the left of the center  16 . The frontal view shows the number seven (7) on the left shoulder. On the right shoulder is the number five (5). The word or label “Left Tight End” is centered on the chest preferably at region  56 . The left arm is held in a ninety degree angle with clenched fist. The right arm is anchored on the ground. The head is held straight with both eyes focused. The Left Tight End is also in a squat position.  
         [0055]     The rear view of left tight end  26  in  FIG. 2  shows the number seven (7) on the left shoulder and the number five (5) on the right shoulder. The words “Left Tight End” appears in the center of the buttock at region  58 . The left arm is held in a 90 degree angle with clenched fist. The right hand is planted firmly on the ground. The Left Tight End is also in a squat position with both feet spread apart.  
         [0056]     In some cases, a wide receiver may be found as the last player on the offensive line of scrimmage. If used, then the frontal view shows the word “Wide Receiver” is centered on the chest. The Wide Receiver is in an upright sprint position with the head slightly high.  
         [0057]     In the frontal view of  FIG. 1 , quarterback  60  is positioned behind the center  16  and has the word “Quarterback” printed in the middle of the chest area at region  62 . He is in an upright stance with both hands extended forward in a ready position to received the football. The rear view from  FIG. 2  shows the word “Quarterback” preferably positioned in the middle of his shoulder pads at region  64 .  
         [0058]     Halfback  66  is positioned behind quarterback  60  as indicated in  FIG. 1  or  FIG. 2 . Halfback  66  will have the words “Halfback” printed preferably in the middle of the chest area of the player at region  68 . Like one of the tight ends, halfback  66  will be in a three-point stance with one hand anchored to the ground. The rear view of  FIG. 2  shows halfback  66  in a three (3) point stance and the word “Halfback” appears in the center of the buttock at region  70 .  
         [0059]     Fullback  72  is positioned behind quarterback  60  as indicated in  FIG. 1  or  FIG. 2 . Fullback  72  will have the words “Fullback” preferably printed in the middle of the chest area of the player at region  74 . Like several linemen as discussed earlier, fullback  72  is in a four-point stance with both hand anchored to the ground. The rear view of  FIG. 2  shows fullback  72  in a four (4) point stance and the word “Fullback” appears in the center of the buttock at the region  76 .  
         [0060]     In the frontal view of  FIG. 1 , tailback  78  is positioned behind quarterback  60 . Tailback  78  will have the words “Tailback” printed in the middle of the chest area of the player preferably at region  80 . Tailback will be in a upright stance with both hands resting on its thigh pads.  
         [0061]     In a rear view as per  FIG. 2 , tailback  78  in a upright stance and the word “Tailback” appears in the center of the shoulder pads at the region  82 .  
         [0062]     Referring now to  FIG. 3  and  FIG. 4 , there are seen the various models  14  used for the defensive team  13 .  
         [0063]     Defensive tackles  102  have the word “Defensive Tackle” on the center of the chest at region  104 . Like several previous models  14 , the right arm is held in a ninety degree angle with clenched fist and the left arm is anchored on the ground to provide a three point stance. The head is held straight with both eyes focused. The Defensive Tackle is also in a squat position.  
         [0064]     The rear view of  FIG. 4  shows the words “Defensive Tackle” on the center of the buttock at the region  106 . The Defensive Tackle has both feet spread apart. Preferably two defensive ends  108  are positioned as indicated in the frontal view of  FIG. 3  wherein each defensive end  108  preferably shows the word “Defensive End” on the center of the chest at region  110 . Defensive end  108  is in an upright position with both hand extended forward and legs spread apart in a wide stance. The head is held straight with both eyes focused. Optionally, the right arm may held in a ninety degree angle with clenched fist while the left arm is anchored on the ground. In  FIG. 4  each defensive end  108  shows the words “Defensive End” on the center of the buttock or top of the shoulder. The right arm is held in a 90 degree angle with clenched fist. The left hand is planted firmly on the ground. The Defensive End is also in a squat position with both feet spread apart.  
         [0065]     Defensive middle linebackers  112  are positioned behind the defensive line as indicated in  FIG. 3  and  FIG. 4 . Defensive middle linebackers  112  have the word “Middle Linebacker” printed in the middle of the chest area at region  114 . Defensive middle linebackers  112  are preferably in an upright stance with both hands extended forward. Rear view  FIG. 4  shows the words “Middle Linebacker” printed in the middle of the shoulder pads at region  116 .  
         [0066]     In  FIG. 3 a  frontal view of defensive outside linebackers  118  is shown. Defensive outside linebackers  118  have the word “Outside Linebacker” printed in the middle of the chest area at region  120 . They are in an upright stance with both hands extended forward. A rear view from  FIG. 4  shows the words “Outside Linebacker” printed in the middle of the shoulder pads at region  122 .  
         [0067]     In  FIG. 3 a  frontal view of cornerbacks  122  and safety  124  is shown in a typical respective position with respect to other defensive players. These defensive players will have the word “Cornerbacks” and “Safety”, respectively, printed in the middle of the chest area at respective positions  126  and  128 . In  FIG. 4 a  rear view is show cornerbacks  122  and safety  124  with respective labels at  130  and  132 . They are in an upright stance. Cornerbacks  122  preferably have one hand extended forward and one hand resting on its thigh.  
         [0068]     The above stances are the presently possible stances and are typical of those used for the respective positions. Should different stances be preferred, cut-outs or models players can be manufactured in those stances. The above is simply given as one possible embodiment of the invention and those skilled in the art may possibly make changes therein that are still intended to be covered by this specification, including the claims appended hereto.  
         [0069]      FIG. 5-7  discloses some features of model  14  aside the view found thereon. In  FIG. 5 , a basic shape or outline is provided that may be used for models that are in the 3-point or 4-point stance discussed above. The same or preferably a taller model  14  is preferably used for those models in standing positions as noted above. Model  14  may be mounted by various types or placements of shoes or stand  150  as discussed subsequently along with other some other possible mounting techniques. A top view of model  14  in  FIG. 7  and side view is shown in  FIG. 8  shows that model  14  is essentially a two-dimensional figure because the width is quite small as compared to the length and breadth and images are preferably shown only on the front and back. The width will be selected for sufficient strength depending on the type of material used. Plastic, wood, or metal sheet or other materials could be used and would be selected for strength, manufacturing costs, and ease of transportation. The interior may be filled if desired with light weight material such as foam. For instance, the width may be 1 inch whereas the height is 30 to 70 inches, depending on the size players. However in the weight mounted embodiment of  FIG. 13  and  FIG. 14 , the width may preferably be somewhat wider but still appear substantially rectangular from the side so as to form a 2-D figure. The breadth from the frontal or rear view may range approximately from 15 to 40 inches. In other words, models  14  are essentially, flat two-dimensional cut-outs for each position represented. Preferably handles are available for easy carrying and a presently inexpensive handgrip  152  is simply provided through head or upper portion  154 .  
         [0070]      FIG. 8  discloses a possible shoe or stand  150  and model foot or edge region  156  with notches or grooves  158  for slidably mating by insertion into clamp portion  160  in shoe or stand  150 . In this embodiment, stakes, screws, or the like  162  may be used for securing shoe or stand  150  to the ground by insertion through holes  161 , if necessary due to high winds. Shoes or stands  150  can be selected to have a substantial length (one to two feet), if desired, to typically avoid the need for stakes during normal weather conditions. As well, poles could be used with the model being mounted therebetween, if desired.  
         [0071]      FIG. 9  discloses one possible embodiment using spring-loaded stakes  164  in shoes or stand  150 . Spring-loaded stakes  164  are normally in an up position due to spring  166  but may be compressed by stepping on pad  166 . At a desired depth preferably spring-loaded lock members  168  snap into a locking position to hold rods  170  in a locked or extended position. Lock members  168  could be rods, pins or other members. In this embodiment, lock members easily release by pressing on lock tabs  172  to release rod  170 . Lock tabs  172  are biased by spring  174 .  FIG. 10  depicts a larger view of spring-loaded stakes  164 . A notch or hole  180  may be used at a desired position along rods  170  into which detent or rod or catch  182  after rod  170  is extended a certain distance downwardly. As indicated in  FIG. 9 , to connect foot or edge  156  a spring-loaded pull down member  176  is used in this embodiment. Pull down member  176  is biased upwardly and may be pulled down and rotated ninety degrees to fit into latch groove  178 .  
         [0072]     In  FIG. 11 , model  14  is shown with spring-loaded stakes  168  positioned in a central portion  186  of model  14 . In the embodiment of the invention shown in  FIG. 12 , model  14  is shown with spring-loaded stakes  168  at a more outwardly position and permanently secured to model  14 . In this embodiment, one spring-loaded stake is extended such that rod  170  extends into the earth to secure model  14  in position.  
         [0073]      FIG. 13  and  FIG. 14  show another possible embodiment of the invention that includes model  214 . Model  214  is shaped from the front and rear substantially the same as model  14  and embodiments thereof discussed hereinbefore. Model  214  is held in position on the field by weight  216  in base portion  218  and is also held upright thereby as discussed below. Base portion  218  may be built to include other types of weights but preferably includes chamber or section  220  formed therein that may be filled with weighting material such as sand, gravel, or the like. For this purpose, if desired, an opening may be provided in the bottom or side  223  of base portion  218  with opening means such as zipper  222  shown in  FIG. 14 . As well, the opening for filling could be a plug or the like that would give internal access to section  220 . Although weight would add to shipping costs, model  214  could be made with the weight permanently in position, as desired.  
         [0074]     In upper section  226 , model  214  is preferably substantially filled with lightweight material such as foam or other lightweight material. An outline of foam filling is indicated by  227  that may include stitching or the like to hold material, such as vinyl or other flexible, long-lasting and durable material, in surrounding relationship to the foam interior. The foam is preferably of a type that is somewhat flexible as well as light weight, such as rubber or plastic foam. The foam can be sufficiently firm to maintain the shape of model  214  rather than depending on an external outer region therefore.  
         [0075]     In the embodiment of  FIGS. 13 and 14 , the width of model  214  may tend to be wider so that sufficient weighting material can be positioned at base portion  218  for more stability. However, the width is preferably kept to a minimum to reduce storage space. Preferably the weighting material is kept as close to the ground as possible for maximum effect. Model  214  therefore is held in an upright position by gravity acting on rounded bottom  224  as a biasing element to bias model  214  into an upright position. Bottom  224  preferably is rounded and may be rounded more or less semicircularly or arc-shaped, as desired. Some flattening of the arc defined by  224  may be used to increase upright stability, if desired. Increasing stability can also be accomplished by increasing the width. The point is that Model  214  will typically preferably automatically right itself if knocked down. Thus, if contact is made, either intentionally or unintentionally, with model  214  so as to knock it down, then model  214  simply rights itself automatically as the weight acts as a biasing element, by action of gravity, that tends to urge rounded bottom  224  to center in the general region of center point  228 . If model  214  is made with durable materials, then model  214  can be designed to be knocked down repeatedly as desired. The light weight upper material is preferably resiliently firm enough to maintain its shape and the weighting material in base  218  returns model  214  to an upright position each time it is knocked down.  
         [0076]     After filling of chamber  220  with weighting material such as sand, the sand will tend to conform to bottom  224  to have a substantially semi-circular cross-section or at least an arc-shaped cross-section. A steel or lead bar or other weight might also be inserted into a smaller chamber  220  to provide the same effect and with sufficient material to support and cushion the weight. As with other embodiments, model  214  is preferably made from a durable and somewhat pliable so that contact, either accidental or purposeful, will not be harmful.  
         [0077]      FIGS. 15, 15A ,  16  and  16 A disclose football player model  300  which comprises another embodiment of the invention. In addition to other features discussed hereinbefore, football player model  300  is three-dimensional and hollow with a profile that preferably gradually and/or smoothly decreases in size. In this way, multiple football player models  300  can simply be stacked on top of each other by inserting each model into the bottom of another model. This permits compact storage of the football player models. In one preferred embodiment, aperture  302  provides a convenient handgrip. Football player model  300  may also comprise flange  304  at the bottom thereof so as to be stable on a football field. If desired, flange  304  or other portions of player model  300  may be weighted for stability. Flange  304  may also be provided with holes for stakes. Flange  304  may also comprise skids, rather than purely flat surfaces as shown. Preferably, football player  300  comprises flexible synthetic material which is long-lasting and durable such as, for example only, rubber, rubber-like, or plastic materials. If desired, the numbers, names, figures and the like may be permanently formed on the surfaces of football player model  300 .  
         [0078]     In operation, an embodiment of the present invention, a method is provided to assist coaches to help little league, junior high, high school, and other football players visualize their positions (both offensive and defensive) through the use of a set of preferably twenty-two life-sized (little league to adult) durable plastic (wood, metal or other) cut-outs of uniformed players in proper position and stance for their individual positions in different offensive and defensive formations and plays. It may be sufficient for some to have silhouettes or models with the names of the positions printed thereon.  
         [0079]     In another embodiment, preferably a method is given to provide a turn key teaching system with preferably twenty two life-size football cut-outs of various stances and positions (such as five 3 point stances, four 4-point stances, two tight ends, one quarterback, one center, and ten upright stances) that feature carrying (handle) slots, interchangeable numbers and position signs with hook and loop fasteners, such as VELCRO® fasteners or other suitable fasteners (magnetic, clamp, etc), a footing support stand, and an offensive and defensive play book.  
         [0080]     For handling and storage, opening  154 , preferably in the tops of the helmets may be used for gripping and lifting. At the end of practice, the stand may be removed and/or stacked for easy storage.  
         [0081]     The foregoing disclosure and description of the invention is illustrative and explanatory thereof, and it will be appreciated by those skilled in the art that various changes in the size, shape and materials, as well as in the details of the illustrated construction or combinations of features of the various football teaching system elements, may be made without departing from the spirit of the invention.