Abstract:
A board training device for skateboards and the like comprises an elongated board having a pair of socket holes therein centered on a longitudinal axis of the board and spaced apart approximately the shoulder width of a user, each hole sized to capture and releasably hold a solid elastomeric ball of polymer, gum rubber or polyurethane. The training device enables balance training indoors over substantially the full range of pivotal motion encountered during maneuvers on a skateboard without actually skating and without damage to flooring or furniture.

Description:
BACKGROUND 
       [0001]    This invention relates to board training devices for assisting individuals in acquiring balancing skills, muscle strength and agility for board sports and activities such as skateboarding, snowboarding, surfing and the like, and more particularly to a board training device that simulates the full range of pivotal motion required by such activities. 
         [0002]    Sports and activities involving boards on which a user rides such as skateboards, snowboards and surfboards require a combination of balancing skills, muscle strength and agility that are frequently difficult and time-consuming to acquire and maintain. Without adequate training and experience there is a risk of the user falling and being injured. This is particularly true of advanced skateboards maneuvers which are performed on hard surfaces. Moreover, balancing skills, muscle memory, strength and agility may degrade rapidly if they are not used regularly, and these must be relearned unless they are maintained through consistent activity. It is a problem to maintain regular boarding activities, such as skateboarding, during foul weather conditions or after daylight hours when indoor skate facilities may not be available. Thus, an alternative training arrangement is necessary. 
         [0003]    One approach to addressing this problem is to use one of the common well known balance boards. A wide variety of different balance boards exist, but they generally have limited functionality and are inadequate for skateboard training for number of reasons. One known balance board which is intended primarily as a training device for surfing is disclosed in U.S. Pat. No. 6,916,276 to Robinson. The disclosed balance board comprises an oval shaped board member which sits atop a cylindrical roller that supports the board member on the floor for reciprocal movement either in the direction of a longitudinal axis of the board or in the direction of a lateral axis of the board. Pairs of stop members are removably attached to the underside of the board to limit the range of reciprocal motion of the roller in the selected direction. To change the direction of movement, the rider must stop and change the orientation of the cylindrical roller relative to the board member and the locations of the pairs of removable stops. This arrangement does not permit the full range of continuous pivotal motion and precise control experienced by actual skateboarders. It does not afford the full continuous circular and rotational articulation of the various muscles in the foot and leg, including coordinated motions of the fibula, tibia and femur that are occasioned by uninterrupted change of direction and are required to maintain precise positions on the board and balance. 
         [0004]    Another possible approach to skateboard training is to use a normal skateboard indoors. However, this is not practical because the wheel and truck assemblies of the board can cause damage to flooring and furniture. It is also not effective to render a conventional skateboard stationery for training by removing or immobilizing the wheels because the resulting apparatus would be too stable to simulate an actual skateboard activity or to afford a good exercise for the required muscles. 
         [0005]    There is a need for a board training device that addresses the foregoing and other problems of known board training devices, and that simulates actual boarding activities by affording the full continuous circular and rotational articulations and coordinated motions of the foot and leg muscles that are necessary to develop the balance, muscle strength and agility required by skateboarding. The training device must additionally be convenient to use indoors when an actual board terrain is inaccessible or the outdoor conditions are not suitable for actual boarding. It must further enable frequent and regular exercising. The invention provides a board training device that satisfies these needs. 
     
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         [0006]      FIG. 1  is a top plan view of a skateboard training device in accordance with an embodiment of the invention; 
           [0007]      FIG. 2  is a side view of the skateboard training device of  FIG. 1 ; 
           [0008]      FIG. 3  is an end view of the skateboard training device of  FIGS. 1 and 2 , the view being the same from opposite ends of the training device; 
           [0009]      FIG. 4  is an exploded perspective view looking from the bottom of the skateboard training device; 
           [0010]      FIG. 5  is a partial cross-sectional view of the skateboard training device of  FIG. 1  taken approximately along the lines  5 A- 5 A; and 
           [0011]      FIG. 5B  is a partial cross-sectional view similar to  FIG. 5  of an alternative embodiment of the skateboard training device. 
       
    
    
     DESCRIPTION OF PREFERRED EMBODIMENTS 
       [0012]    The invention is particularly well adapted to a skateboard training device for training riders for skateboarding activities, and will be described in that context. It will become apparent, however, that this is illustrative of only one utility of the invention, and that the principles of the invention are applicable to training devices for other types of activities. 
         [0013]    Referring to the figures, an embodiment of a training device in accordance with the invention is illustrated. As shown, the training device comprises an elongated board  10  having an upper surface  12 , a lower surface  14  and a central longitudinal axis  16 . The board may be formed of different materials, such wood, plastics or metal, for example, and may have a variety of different shapes and dimensions. In a preferred embodiment, the board has the shape and size of a conventional skateboard, comprising an elongated board having a length (e.g., 30 inches) greater than the shoulder&#39;s width of a user, a width wider than about one-half the length of the user&#39;s foot, and having rounded ends  18 ,  20 . A central portion  22  of the board may be generally planar, and the ends  18  and  20  may curve upwardly relative to the planar central portion  22  of the board, as best shown in  FIG. 2 . 
         [0014]    A pair of spaced socket holes  26 ,  28  are formed in the board centered on the longitudinal axis  16 . The socket holes, which are described in more detail in connection with  FIGS. 5A and 5B , may be spaced apart approximately the user&#39;s shoulder width, about 14-16 inches, for example, and may be sized to capture solid elastomeric spherical balls  30 ,  32  on the underside of the board and firmly seat the balls so that they remain in the socket holes as the user exercises on the board, while releasably holding the balls so that they may be easily removed. The balls support the board on a hard surface  36  such as the floor, as shown in  FIGS. 2 and 3 , and serve as pivot points so that the board may rotate in a variety of different directions in use. The balls may be formed of a material having sufficient flex to seat firmly in the socket holes and to maintain their spherical shape under the full body weight of the user, and to have sufficient grip to provide stability under body weight on a hard floor. In a preferred embodiment, the balls may comprise gum rubber, polyurethane or another polymer having a durometer hardness of approximately 50 A to 70 A. They have a diameter (of about 2.4 inches) that is approximately that necessary to correctly simulate an average skateboard height when seated in the socket holes. Moreover, the balls are made from materials that will not mark or damage a floor or furniture, enabling the training device to be used indoors. 
         [0015]      FIGS. 5A and 5B  illustrate two different embodiments of the socket holes which may be employed. As shown in  FIG. 5A , a socket hole  26 , for instance, may comprise a generally cylindrically shaped hole through the board  10  and have a hole diameter sized such that when the ball  30  is seated in the hole, the top of the ball is flush with or slightly below the upper surface  12  of the board. As shown, the lower circular edge  40  formed by the hole sidewall and the bottom surface  14  of the board engages the surface of the ball, and under body weight may cause the ball surface to flex slightly to frictionally engage and releasably capture the ball within the hole. Alternatively, the socket hole  26  may have a truncated cone shape, being tapered from the upper surface  12  to the lower surface  14  of the board. 
         [0016]    In another embodiment, as shown in  FIG. 5B , the sidewall of the socket hole  42  may be contoured to match the curvature of the spherical surface of the ball  44 . This embodiment affords greater surface area contact between the ball and the hole sidewall in the board. This distributes the body weight of the user over a greater surface area of the ball, and can facilitate maintaining the ball seated within the hole during board movements, as well as recapturing the ball when the board is pivoted slightly upwardly from the ball during use. 
         [0017]    To use the training device, the balls  30  and  32  are placed firmly in the socket holes  26  and  28 , respectively, on the bottom of the board, and the board is placed on the floor resting on the balls and leaning onto one edge of the board that contacts the floor. To mount the board, the user places the ball of one foot firmly on the top center line (longitudinal axis) of the board adjacent to one of the socket holes, and rotates the board to a neutral position parallel to the floor. The user may then step onto the board with the other foot on the center line and adjacent to the other socket hole, and attempt to maintain balance with the board in the neutral position parallel to the floor. In doing so, the board may rock back and forth pivoting on the balls about the center line, while the user attempts to maintain balance with the board in the neutral position by coordinated movement of the muscles of the legs and feet to shift his weight accordingly. This strengthens and trains the user&#39;s muscles and balancing skills. 
         [0018]    Various movements are possible with the training device. For instance, with the board balanced in the neutral position, the user may intentionally rock the board back and forth pivoting on the balls about the longitudinal axis to simulate a turning motion on a skateboard while shifting his weight to compensate for the movement of the board to maintain balance. The user may also rock the board fore and aft, pivoting on the balls about a lateral axis normal to the longitudinal axis, by shifting his weight back and forth between a front foot to a back foot. Advantageously, the user may change directions of pivoting movement smoothly and continuously by merely shifting his weight and position on the board without having to stop to adjust the board to allow for changes in direction. 
         [0019]    Furthermore, more advanced movements are also possible with the training device to simulate other skateboard scenarios by making a variety of adjustments to body position, weight distribution and muscle force to pivot the board on one or both balls about multiple different axes. For instance, with the board balanced in the neutral position, the user may shift his weight slightly to one foot to pivot on the adjacent ball and execute a circular motion about an inclined axis (relative to horizontal) through the adjacent ball while sliding the other ball across the floor. Additionally, the user may remove one ball completely and pivot on a variety of different axes through the remaining ball to execute continuous circular and rotational motions with the board at varying angles to the floor. 
         [0020]    As will be appreciated from the foregoing, a board training device in accordance with the invention has a simple construction, is easy to operate, and allows simulating the full range of continuous pivotal motion and control experienced by skate and other boarders during advanced maneuvers, motions that are not possible with known balance boards. Additionally, it will be appreciated that while the invention has been described with reference to particular preferred embodiments, changes to these embodiments may be made without departing from the principles of the invention, the scope of which is defined by the appended claims.