Abstract:
An apparatus is provided for aiding students to perfect their form of kicking. A box is fixedly attached to a base with a telescoping post. The post can be arranged to adjust the height of the box. Once adjusted, the apparatus is placed in a room and the base made immobile. When suitably arranged, the box gives a visual cue to the student of the parameters of a proper kick. The box is large enough to enable the student to place their foot and leg into the box while practicing the kick. If the student&#39;s body touches the box, the student knows that the kick is out of optimum bounds, and to adjust their kicking style accordingly. Students may thus practice their kicks and be given tactual feedback on their progress and technique.

Description:
BACKGROUND OF THE INVENTION  
       [0001]     1. Field of the Invention  
         [0002]     The present invention is related to sporting equipment. More particularly, the present invention is related to an apparatus to aid karate students to develop better kicking habits without incurring injury.  
         [0003]     2. Background of the Related Art  
         [0004]     The art of karate includes moves and routines that require kicking. To advance within the art (i.e., achieve higher ranked belts), students must perfect their form, including their form of kicking. Various types of kicks are taught to karate students (such as the side kick, roundhouse kick, front snap kick, axe kick, hook kicks, etc.). In the past, students have used other students and kicking bags to practice their kicking techniques. The practice of using other students and kicking bags to practice kicking techniques places the “target” student in some danger if the practice kicker is not experienced. Moreover, the practice kicker must contend with the understandable desire of the target student to move away from the path of the kick at judicious moments. Hitting a practice target or kicking bag does not address the fundamental problem of knee, leg and foot positioning in order to deliver a proper kicking technique. There is a need, therefore, in the art for an apparatus that enables students to practice kicking techniques without injury to themselves or to others.  
       SUMMARY OF THE INVENTION  
       [0005]     The present invention solves some of the problems inherent in the prior art by providing a mechanism for enabling Martial Arts students to perfect their kicking form. A box is fixedly attached to a base via a post. The post can be adjusted to vary the height of the box to suit the particular student. Once adjusted, the box gives a visual cue to the student of the parameters of a proper kick. The box is large enough to enable the student to place his or her foot and leg into the box while practicing the kick. If the student&#39;s body touches the box, the student knows that the kick is out of optimum bounds, and to adjust their kicking style accordingly. The box, while fixedly attached to the post, may be removed and replaced with a box of a different shape that is optimized for a different style of kick. Students may thus practice their kicks and be given tactile feedback on their progress and technique.  
         [0006]     In another embodiment of the present invention, a video feedback system allows the student to record the kick for immediate or delayed playback regarding their progress and technique. By optimizing foot and leg positioning, the student can more accurately perform kicking tasks.  
         [0007]     In another embodiment, the system is equipped with a timing device and/or a video camera to allow the student or the instructor to evaluate the speed, power and technical correctness of the kick.  
         [0008]     In another embodiment, the system is also equipped with an adjustable mechanical foot brace with ankle strap. The ankle strap and foot brace can be adjusted to fit the particular student&#39;s size and stature. The mechanical foot brace can also be pivoted out of the way in order for the unit to be used without a foot brace. Without the foot brace, the user will be required to stand a prescribed distance from the kicking tunnel (box) in order to assure proper kicking technique. 
     
    
     BRIEF DESCRIPTION OF THE DRAWINGS  
       [0009]     A more complete understanding of the present disclosure and advantages thereof may be acquired by referring to the following description taken in conjunction with the accompanying drawings, in which like reference numbers indicate like features, and wherein:  
         [0010]      FIG. 1  is a side view of the stand according to the teachings of the present invention.  
         [0011]      FIG. 2  is a front view of the main tube according to the teachings of the present invention.  
         [0012]      FIG. 3  is a side view of the apparatus according to the teachings of the present invention. 
     
    
       [0013]     The present disclosure may be susceptible to various modifications and alternative forms. Specific exemplary embodiments thereof are shown by way of example in the drawing and are described herein in detail. It should be understood, however, that the description set forth herein of specific embodiments is not intended to limit the present disclosure to the particular forms disclosed. Rather, all modifications, alternatives, and equivalents falling within the spirit and scope of the invention as defined by the appended claims are intended to be covered by the appended claims.  
       DETAILED DESCRIPTION  
       [0014]      FIG. 1  illustrates a side view of an embodiment of the present disclosure. The apparatus  100  is provided with a base  102 . The base  102  can be made mobile by use of one or more casters  104 . In operation, the base is made steady or immobile. Thus, if casters  104  are used, they could be made to lock, or some other mechanism may be employed to fixedly attach the base to the floor. In another embodiment, the base  102  is heavy to give the apparatus  100  a low center of gravity for improved stability, particularly if mounting directly to the floor is not foreseen.  
         [0015]     A post  106  is fitted upon the base  102 . The post  106  can come in a variety of forms. In one embodiment, the post  106  is a large spring, which will enable the box  112  to move when a student accidentally hits it (so as not to injure the student). Alternatively, as illustrated in  FIG. 1 , the post  106  contains a telescoping portion  108  that is slideably arranged to the lower portion  106  so that the height of the box can be adjusted. Although a wide variety of adjustment mechanisms are possible with the embodiments disclosed herein, the embodiment of  FIG. 1  shows the telescoping portion  108  fitted with a series of holes  110 , preferably along a line called an adjustment line, through which pins (not shown) may be placed. The lower portion  106  may also be fitted with a hole  110 , so that the pin (not shown) may be slid through the hole  110  in the post  106  and a corresponding hole  110  in the telescoping portion  108 , thereby locking the lower post  106  and the telescoping portion  108  together at the desired height.  
         [0016]     In an embodiment, the post  108  is fitted with attitude adjustment mechanisms  150  and  160  that allow the attitude of the box  112  (that is attached to the attitude adjustment mechanisms  150  and  160 , to be adjusted (e.g., the yaw angle, pitch angle and roll angle) so that a greater number of kicks for a larger number of students may be attempted with the same box  112  configuration. The box  112  may also be fitted with sides  113  that can be swung open for those kicks (such as the roundhouse kick) that have wide or lateral swinging motions.  
         [0017]     In one embodiment, the attitude adjustment mechanisms  150  and  160  enable the box  112  to be rotated up to 90 degrees (e.g., vertical) as opposed to the horizontal position illustrated in  FIG. 1 . Such flexibility in attitude angle enables the same box  112  to service more than one type of kick. In addition, opening one of the sides  113  of the box  112  while the adjustment mechanisms  150  and  160  have placed the box  112  in the vertical position enables other types of kicks to be performed without removal or replacement of the box  112 .  
         [0018]     In one embodiment, the telescoping portion  108  may be constructed of Lexan and may have one or more pads. The flexibility of Lexan enables the box to move in response to being kicked by a student, and thus reduce the likelihood of injury to the student. Similarly, the pads can be fitted to the box  112 , sides  113 , telescoping portion  108 , post  106 , and base  102  to help prevent injury to a student who commits an errant kick.  
         [0019]     The box  112  can come in a variety of shapes and sizes. Size, of course, can vary depending upon the size of the student involved, with smaller boxes for younger students, and larger boxes (of the same general shape) for adolescents and adults. Conversely, the shape of the box can be varied to accommodate different styles of kicks, such as side, roundhouse, front snap, axe, and hook kicks. The box  112  can be made of a variety of materials, although plastic, carbon fiber, lexan or wood are suggested, depending upon the need for durability, flexibility, and the cost of procurement and construction, although other materials could be used. Generally, it would be better if the box were relatively lightweight, so that logistical problems related to the removal and replacement of the box  112  by younger assistants is ameliorated, and that the center of gravity of the apparatus  100  be as low as possible for greater stability.  
         [0020]     In another embodiment, the apparatus  100  is fitted with a foot brace  120 , which may be adjustably mounted onto the base  102  as illustrated in  FIG. 1 . The brace  120  enables a student to place their foot in the proper position vis-à-vis the box  112 . The foot brace  120  can be adjusted both inward and outward (longitudinally) from the base  102  to enable students of various sizes to be placed comfortably in position next to the box  112 . For example, younger/smaller students would normally be positioned closer to the box  112  (with the box lowered) and thus the foot brace  120  would be positioned closer to the base  102 . Similarly, larger students would have the foot brace  120  placed farther away (and the height of the box positioned upward). The foot brace  120  can also be adjusted laterally with respect to the box  112 . For some kicks, either the right foot or the left foot leads, depending upon the style of kick and whether the left or right foot is the striking foot. Consequently, it is best to have the foot brace  120  adjustable along a range of positions laterally (side to side) with respect to the box  112  so that the student can start the kick in the proper stance. An ankle strap  124  may be optionally placed at the end  122  of the brace  120 . The optional ankle strap  124  ensures that the foot does not move out of position during the kick.  
         [0021]     In another embodiment, one or more sensors  140  can be placed within the box  112  as illustrated in  FIG. 2  in order to measure the force of the kick. The sensor  140  may be placed at various places within the box  112  and can, for example, be made the aim point for the student. The sensor  140  may be equipped with a force sensor, such as a piezoelectric sensor. Depending upon the placement of the sensor  140 , whether the student performed the kick improperly by detecting where within the box  112  the student touched the box  112 . Thus, when the student strikes the sensors  140 , they can be graded both on their technique, as well as the force and/or placement of the kick.  
         [0022]     In another embodiment, one or more video cameras  130  may be position with respect to the apparatus  100  in order to record the kick. Both the video camera  130  and/or the sensors  140  are connected to a recording device, such as a VCR, DVD, or personal computer (not shown) in order to record the measurements for later analysis and commentary.  
         [0023]     In another embodiment, the sensor  140  can be included with (or act as) a timing mechanism to record the amount of time it takes the student to perform the kick. For example, the timer may be equipped with a timer pad  170  upon which rests one of the student&#39;s feet at the beginning of the kick. For example, the timer can be started when the student lifts his/her foot from the pad at the start of the kick, with a another triggering event when the student hits one or more of the sensors  140 , and another triggering event when the student places their kicking foot back onto the pad  170 . In this way, the complete duration of the kick (setup, hit, and return) can be measured. Alternatively, the timer in the sensor  140  may be initiated by the instructor. Impact with the sensor  140  or placement of the foot back onto the starting pad  170  by the student can be used to stop the timer. As with the other example, the measurements may be forwarded to a recording device, such as a personal computer. Similarly, video taken from camera  130  may also be forwarded to the same or different recording device for later review.  
         [0024]      FIG. 2  is a front view of the apparatus  100  illustrated in  FIG. 1 . FIG.  2  illustrates additional features for alternate embodiments. Specifically, an arrangement of sensors  140  is illustrated at the back of the box  112 . In the embodiment of  FIG. 2 , the sensors  140  are attached to the frame  114  of the box  112  by springs  116 . Having the sensors  140  attached by springs  116  reduces the likelihood injury to the student when they strike with their kick.  
         [0025]      FIG. 2  also nicely illustrates the flexibility of the sides  113  being hinged  115  on the top of the box  112 . Alternatively, the sides can be hinged  115  from the bottom or the back of the box  112 .  
         [0026]      FIG. 3  is a side view of the apparatus  100  in use by a student  302 .  FIG. 3  illustrates the use of the ankle strap  124  in the brace  120 . In addition, both sides  113  are swung open during the kick, and the camera  130  has sufficient line of sight to record the kick within the box  112 , and even, perhaps, film some of the movement of the student&#39;s waist and upper body during the kick.  FIG. 3  also illustrates the student  302  kicking one of the sensors  140 .  
         [0027]     The invention, therefore, is well adapted to carry out the objects and to attain the ends and advantages mentioned, as well as others inherent therein. While the invention has been depicted, described, and is defined by reference to the exemplary embodiments of the disclosure, such references do not imply a limitation on the invention, and no such limitation is to be inferred. The invention is capable of considerable modification, alteration, and equivalents in form and function, as well occur to those ordinarily skilled in the pertinent arts and having the benefit of this disclosure. The depicted and described embodiments of the invention are exemplary only, and are not exhaustive of the scope of the invention. Consequently, the invention is intended to be limited only by the spirit and scope of the appended claims, giving full cognizance to equivalents in all respects.