SELF-SNAPPING TRAINING DEVICE

Description

CROSS-REFERENCE TO RELATED APPLICATION AND PRIORITY CLAIM

This application claims priority under 35 U.S.C. § 119(e) to U.S. Provisional Patent Application No. 63/680,563 filed on Oct. 9, 2024, which is hereby incorporated by reference in its entirety.

TECHNICAL FIELD

This disclosure relates generally to athletic training equipment. More specifically, this disclosure relates to a self-snapping training device that allows a user to self-snap an American football.

BACKGROUND

The position of quarterback is central to the sport of American football. The quarterback is the core of offensive play, and is responsible for moving the ball downfield-whether by passing or handing-off the ball to a teammate or by running the ball themselves. However, the quarterback does not begin an offensive play with the ball. The ball is placed on the ground at the line of scrimmage, and another offensive player (typically the center) begins play by snapping the football to the quarterback—that is, by passing the ball from the ground backwards to the quarterback.

As part of their routine training, quarterbacks practice receiving snaps. It is crucial for a quarterback to have access to accurate and consistent snaps to develop timing and precision in receiving snaps. This is not a problem during team training sessions, in which a quarterback is able to practice with the team's center. Solo training, on the other hand, presents a unique challenge for the quarterback. Without access to another person who can properly snap the ball, it becomes inefficient or even impossible for a quarterback to practice.

Additionally, 7-on-7 flag football has gained significant popularity as a non-contact variant of traditional American football. In flag football, a short (e.g., 7 second) pass clock is implemented. The pass clock begins counting down from the snap, and the quarterback must release the ball to another player before the pass clock expires. This adds an additional challenge to solo practice for 7-on-7 flag football quarterbacks-typically another person is needed to start and monitor the pass clock.

SUMMARY

This disclosure relates to a self-snapping athletic training device.

In a first embodiment, an athletic training device comprises a top rail having a first end and a second end opposite the first end, a pedal coupled to the first end of the top rail, a ball holder coupled to the second end of the top rail, a base configured to support the training device in an upright orientation, and a pivot assembly having a first end and a second end opposite the first end. The pivot assembly is rigidly coupled to the base proximate the first end and rotatably coupled to the top rail at a fulcrum point proximate the second end. The ball holder is configured to support a ball, and the top rail is configured to rotate around the fulcrum point and propel the ball toward a user in response to the pedal being pressed down by the user.

In a second embodiment, a method of using an athletic training device comprises placing a ball in a ball holder of the device, wherein the ball holder is coupled to a second end of a top rail of the device and a pedal is coupled to a first end of the top rail opposite the second end, and wherein a pivot assembly of the device having a first end and a second end opposite the first end is rigidly coupled to a base of the device proximate the first end and rotatably coupled to the top rail at a fulcrum point proximate the second end. The method further comprises pressing down on the pedal to cause the top rail to rotate around the fulcrum point and propel the ball toward a user.

Other technical features may be readily apparent to one skilled in the art from the following figures, descriptions, and claims.

Before undertaking the DETAILED DESCRIPTION below, it may be advantageous to set forth definitions of certain words and phrases used throughout this patent document. The terms “include” and “comprise,” as well as derivatives thereof, mean inclusion without limitation. The term “or” is inclusive, meaning and/or. The phrase “associated with,” as well as derivatives thereof, means to include, be included within, interconnect with, contain, be contained within, connect to or with, couple to or with, be communicable with, cooperate with, interleave, juxtapose, be proximate to, be bound to or with, have, have a property of, have a relationship to or with, or the like.

As used here, terms and phrases such as “have,” “may have,” “include,” or “may include” a feature (like a number, function, operation, or component such as a part) indicate the existence of the feature and do not exclude the existence of other features. Also, as used here, the phrases “A or B,” “at least one of A and/or B,” or “one or more of A and/or B” may include all possible combinations of A and B. For example, “A or B,” “at least one of A and B,” and “at least one of A or B” may indicate all of (1) including at least one A, (2) including at least one B, or (3) including at least one A and at least one B. Further, as used here, the terms “first” and “second” may modify various components regardless of importance and do not limit the components. These terms are only used to distinguish one component from another. For example, a first device and a second device may indicate different devices from each other, regardless of the order or importance of the devices. A first component may be denoted a second component and vice versa without departing from the scope of this disclosure.

It will be understood that, when an element (such as a first element) is referred to as being (operatively or communicatively) “coupled with/to” or “connected with/to” another element (such as a second element), it can be coupled or connected with/to the other element directly or via a third element. In contrast, it will be understood that, when an element (such as a first element) is referred to as being “directly coupled with/to” or “directly connected with/to” another element (such as a second element), no other element (such as a third element) intervenes between the element and the other element.

As used here, the phrase “configured (or set) to” may be interchangeably used with the phrases “suitable for,” “having the capacity to,” “designed to,” “adapted to,” “made to,” or “capable of” depending on the circumstances. The phrase “configured (or set) to” does not essentially mean “specifically designed to.” Rather, the phrase “configured to” may mean that a device can perform an operation together with another device or parts.

The terms and phrases as used here are provided merely to describe some embodiments of this disclosure but not to limit the scope of other embodiments of this disclosure. It is to be understood that the singular forms “a,” “an,” and “the” include plural references unless the context clearly dictates otherwise. All terms and phrases, including technical and scientific terms and phrases, used here have the same meanings as commonly understood by one of ordinary skill in the art to which the embodiments of this disclosure belong. It will be further understood that terms and phrases, such as those defined in commonly-used dictionaries, should be interpreted as having a meaning that is consistent with their meaning in the context of the relevant art and will not be interpreted in an idealized or overly formal sense unless expressly so defined here. In some cases, the terms and phrases defined here may be interpreted to exclude embodiments of this disclosure.

Definitions for other certain words and phrases may be provided throughout this patent document. Those of ordinary skill in the art should understand that in many if not most instances, such definitions apply to prior as well as future uses of such defined words and phrases.

None of the description in this application should be read as implying that any particular element, step, or function is an essential element that must be included in the claim scope. The scope of patented subject matter is defined only by the claims. Moreover, none of the claims is intended to invoke 35 U.S.C. § 112(f) unless the exact words “means for” are followed by a participle. Use of any other term, including without limitation “mechanism,” “module,” “device,” “unit,” “component,” “element,” “member,” “apparatus,” “machine,” or “system,” within a claim is understood by the Applicant to refer to structures known to those skilled in the relevant art and is not intended to invoke 35 U.S.C. § 112(f).

BRIEF DESCRIPTION OF THE DRAWINGS

For a more complete understanding of this disclosure and its advantages, reference is now made to the following description taken in conjunction with the accompanying drawings, in which:

FIG. 1 illustrates a front perspective view of an example self-snapping training device in accordance with this disclosure;

FIG. 2 illustrates a rear perspective view of the example self-snapping training device in accordance with this disclosure;

FIG. 3 illustrates a detail view of the central pivot assembly of an example self-snapping training device with a removably insertable timer in accordance with this disclosure;

FIG. 4 illustrates a side view of the example self-snapping training device in accordance with this disclosure;

FIG. 5 illustrates a rear view of the example self-snapping training device in accordance with this disclosure;

FIG. 6 illustrates a front view of the example self-snapping training device in accordance with this disclosure;

FIG. 7 illustrates a top plan view of the example self-snapping training device in accordance with this disclosure;

FIG. 8 illustrates a bottom plan view of the example self-snapping training device in accordance with this disclosure;

FIG. 9 illustrates a bottom perspective view of the example self-snapping training device showcasing an example of foot rotation in accordance with this disclosure;

FIG. 10 illustrates an exploded view of the example self-snapping training device in accordance with this disclosure;

FIG. 11 illustrates a front perspective view of the example self-snapping training device set for operation in accordance with this disclosure; and

FIG. 12 illustrates an example method of using a self-snapping training device in accordance with this disclosure.

DETAILED DESCRIPTION

FIGS. 1 through 12, discussed below, and the various embodiments of this disclosure are described with reference to the accompanying drawings. However, it should be appreciated that this disclosure is not limited to these embodiments, and all changes and/or equivalents or replacements thereto also belong to the scope of this disclosure. The same or similar reference denotations may be used to refer to the same or similar elements throughout the specification and the drawings.

As noted above, solo training presents a unique challenge for football quarterbacks, as receiving the snap is a critical part of each offensive play but typically the quarterback relies on another person to make the snap. Without a way to snap the ball a quarterback is unable to effectively develop their skill at receiving snaps.

As also noted above, 7-on-7 flag football rules include a pass clock, which is typically 7 seconds long and reflects how much time the quarterback has to release the ball to another player after the snap. If the quarterback does not release the ball before the pass clock expires, then their team receives a penalty. The pass clock thus adds another level of importance to practicing with realistic snaps for flag football quarterbacks, and creates another challenge for solo practice: accurately starting and stopping the pass clock. Without a way to practice receiving snaps with an accurate pass clock timer, it is exceedingly difficult for flag football quarterbacks to develop the skills needed to execute their play from snap to release without violating the pass clock.

This disclosure provides a device and method that enables individual football quarterback training with self-snapping. As described in more detail below, a user may place a ball on the disclosed device, adjust the device for a desired angle and trajectory of snap, and step on a pedal of the device to snap the ball. By varying the force of their step they can further adjust the trajectory of the snap. In some embodiments, the device may be adjusted to limit the force of the snap to a desired amount. The device is portable and can be configured with different feet for stability on different play surfaces.

In this way, embodiments of this disclosure enable a quarterback to develop the full range of their skills at any time and in any place, whether or not they have another player or coach available to train with them.

FIG. 1 illustrates a front perspective view of an example self-snapping training device 100 in accordance with this disclosure.

The device 100 has a frame comprised of a top rail 102 and a bottom rail 104 joined together by a central pivot assembly 106. The top rail 102 is rotatably coupled to the central pivot assembly 106 by a fulcrum element 112. In the example illustrated in FIG. 1, the fulcrum element 112 is installed inside of, and rotatably coupled to, the central pivot assembly 106. A slot that matches the profile of the top rail 102 is formed through the fulcrum element 112, and the top rail 102 is inserted through the slot. In some embodiments, the fulcrum element 112 may be integrally formed around the top rail 102. In other embodiments, the top rail 102 may be removable from the fulcrum element 112, or the fulcrum element 112 may be slidable along the length of the top rail 102, and the top rail 102 may be securely locked at a given position by, e.g., a set screw, a locking knob, detents, or the like in the fulcrum element 112. Additionally, the central pivot assembly 106 may be slidable along the bottom rail 104, or the bottom rail 104 may be removable from the central pivot assembly 106, and the bottom rail 104 may be securely locked at a given position by, e.g., a set screw, a locking knob, detents, or the like in the central pivot assembly 106. The top rail 102 and central pivot assembly 106 form a lever with a fulcrum defined by fulcrum element 112.

A pedal 108 is attached to the end of the top rail 102 that is closest to the central pivot assembly 106. A tee 110 is attached to the opposite end of the top rail 102. When a user steps on the pedal 108 the top rail 102 pivots around the center of the fulcrum element 112, thereby pushing the tec 110 upwards to propel a football (not shown) off of the tec 110 and towards the user at an angle and speed that simulates a realistic snap. The pedal 108 may have a textured surface 109 to increase grip when the user steps on the pedal 108. The user can adjust the force of the snap by adjusting the force applied to the pedal 108. In some embodiments, the mechanical advantage of the lever may be adjusted by sliding the central pivot assembly 106 along the top rail 104 and bottom rail 105. This allows the user to adjust the maximum force with which the football is propelled off of the tec 110 to simulate different snaps, or to more reliably reproduce a snap with a particular desired force. In some embodiments, the rotational resistance of the fulcrum element 112 may be adjustable to achieve a similar effect.

The bottom rail 104 is equipped with a foot assembly 114 at each end. Each foot assembly 114 includes at least two feet 116 that are arranged on opposite sides of the bottom rail 104. A bumper 118 is attached at each end of the bottom rail 104 to provide a durable stop to the rotation of the top rail 102 in either direction (e.g., by stopping the pedal 108 and the tec 110). The bumpers 118 may be formed of rubber or any other suitable material. The bumpers 118 may be removable (e.g., to allow replacement as they are worn). As illustrated in FIG. 1, the bumpers 118 are attached to the top of each foot assembly 114 where the pedal 108 or the tee 110 would contact the foot assembly 114 during rotation. It is understood, however, that other arrangements are possible. For example, the bumpers 118 could be attached directly to the bottom rail 104 and formed to extend upward from the bottom rail 104 to come into contact the top rail 102 during rotation and before the pedal 108 or tee 110 contact a foot assembly 114.

As illustrated in FIG. 1, each foot 116 is contained in a housing 120 of the foot assembly 114. Each foot 116 has two opposing contact surfaces-a cleated surface 122 and a non-marring surface 124. The cleated surface 122 is designed to provide sufficient grip on grass or turf to prevent the training device 100 from moving during use (e.g., when a user is stomping on and pushing off of the pedal 108 during training). The non-marring surface 124 is designed to provide sufficient grip on smooth surfaces such as concrete or indoor flooring (e.g., gymnasium flooring) to prevent the training device 100 from moving during use while also protecting indoor flooring from damage. The feet 116 may be formed from hard rubber, or any other suitable material. In some examples, each surface of the feet 116 may be formed from a different material that is particularly suited to its purpose—e.g., the cleated surface 122 may be formed from metal, while the non-marring surface 124 is formed from a non-marring rubber.

In the example of FIG. 1, each foot 116 is rotatably attached to the foot assembly 114 by a pin 126, and is reversible between the cleated surface 122 and the non-marring surface 124. In one embodiment, the feet 116 may be freely rotatable about the pins 126. In another embodiment, detents may be formed in the feet 116, pins 126, or housings 120 to hold the feet 116 in the desired position. In yet another embodiment, the feet 116 may be friction fit into the housing 120 without the use of pins 126, and a user may simply pull the feet out of the housing 120 and reinsert them with the desired side facing downwards. Different sets of feet with different surfaces may be inserted in such a manner (e.g., feet with only one of the cleated surface 122 or non-marring surface 124, or feet with additional types of surfaces). Alternatively, the foot assemblies 114 may have a non-marring surface formed directly on the bottom side, such that the foot assemblies 114 function as non-marring feet when feet having the cleated surface 122 are removed.

The top rail 102, bottom rail 104, foot assemblies 114, and central pivot assembly 106 may be made out of a hard plastic, reinforced composite, or metal that is durable enough to sustain repeated use and sufficiently heavy to form a stable base that will resist bouncing when a user steps on and pushes off of the pedal 108 repeatedly during training. The pedal 108 and tee 110 may be formed from the same material, or may be formed of a softer material (e.g., to avoid damage to the ball or to cushion impact on the user's feet during training). In some embodiments, different components may be made out of different materials. For example, the bottom rail 104, central pivot assembly 106, and foot assemblies 114 may be formed of metal to provide a stable base, while the top rail 102 is formed of a lighter metal or a hard plastic that is durable enough to withstand repeated training use while reducing the amount of force required to use the device.

In some embodiments, the training device 100 may include a timer 128. The timer 128 may be connected to a switch (not shown) which is actuated by movement of the tec 110. The timer 128 may be set to a desired time interval (e.g., 7 seconds), and then set to begin a countdown when the tee 110 is lifted from the initial position illustrated in FIG. 1. By beginning countdown as the snap leaves the ground, the timer 128 can be used to accurately simulate the play clock of 7-on-7 flag football. The countdown may be actuated by a sensor integrated into one or both of the tec 110 and the bottom rail 104. For example, a Hall Effect sensor may be used to detect the tee 110 lifting away from the bottom rail 104. Alternatively, a physical switch may be used to detect that the tee 110 has lifted from its initial position. In some embodiments, the sensor may be a microphone. The timer 128 may detect a sound (e.g., a clap or whistle) and begin the countdown in response. Alternatively, the timer 128 may detect verbal commands (e.g., “Snap”, “Hut”, or any other predetermined phrase) and begin the countdown in response. The microphone may be included in the timer 128 or may be external to the timer 128 and electrically or wirelessly coupled to the timer 128.

The timer 128 may be an electronic device that includes a display 130 and buttons 132. The display 130 may be used to display the countdown time interval, as well as to display any other settings-related information. The buttons 132 may be used to set the countdown time interval, reset the countdown, and the like. The timer 128 may be configured to automatically reset to the last programmed time interval after use—e.g., when the countdown has expired and the sensor detects that the tee 110 has returned to its initial position, or after a predetermined period of time has expired since the countdown timer expired. In some embodiments, the tee 110 may incorporate an additional sensor that detects when the ball is placed on the tee 110, and the timer 128 may be configured to automatically reset upon detecting that the ball is placed and the tee 110 is in the initial position. The timer 128 may also include a speaker (not shown), which may be configured to emit an audible signal (e.g., buzzing or beeping) when the countdown expires. The timer 128 may also include a visual indicator (not shown) that visually alerts the user when the countdown expires. In some embodiments, the display 130 may be configured to act as the visual indicator by, e.g., flashing.

As shown in FIG. 1, the timer 128 may be positioned inside the central pivot assembly 106. This arrangement protects the timer 128 from impact and positions the display 130 for easy viewing by the user. The timer 128 may be permanently integrated into the central pivot assembly 106, or may be removably inserted into the central pivot assembly 106. In other embodiments, the timer 128 may be attached to the training device 100 in a different location or may be wirelessly connected to the sensors of the training device 100, thus allowing for the timer 128 to be carried by a user, placed on the ground near the training device, carried by a coach or game official, or the like.

Although FIG. 1 illustrates one example of a self-snapping training device 100, various changes may be made to FIG. 1. For example, as illustrated in FIG. 1 each foot assembly 114 is perpendicular to the bottom rail 104, but it is understood that different shapes may be used for the foot assemblies so long as the feet 116 are coplanar with each other and equidistant from the axis of the bottom rail 104 to provide a stable base. As a specific example, one or both foot assemblies 114 could be formed to extend outward from the bottom rail 104 at an angle, placing the feet 116 past the endpoint of the bottom rail 104. Such a foot assembly 114 may be coplanar with the bottom rail 104, or may be angled downward from the bottom rail 104 such that the bottom rail 104 is raised above the feet 116, so long as the feet 116 are arranged to provide at least four coplanar points of contact with the surface.

FIG. 2 illustrates a rear perspective view of the example self-snapping training device 100 in accordance with this disclosure. For simplicity, redundant descriptions of previously-described parts of the self-snapping training device 100 are omitted. Unless otherwise noted, it is understood that all parts are as described with respect to FIG. 1.

As illustrated in FIG. 2, the timer 128 may include a speaker grille 202 to aid the audibility of signals produced by a speaker in the timer 128. The timer 128 may also include various ports, such as a port 204. In this example, the port 204 is a USB type C port that may serve as both a data port and a charging port. The port 204 may be used to connect the timer 128 to sensors in the training device 100 (e.g., to the actuation sensor that detects movement of the tec 110). Alternatively, the timer 128 may be hardwired to such sensors. Wiring connecting such sensors to the timer 128 may be installed internally in one or more of the top rail 102, bottom rail 104, and central pivot assembly 106. Alternatively, the sensors may be wirelessly connected to the timer 128.

As illustrated in FIG. 2, the tec 110 may include a riser 206 that can be used to adjust the angle at which a football rests on the tee 110. In some embodiments, the height of the riser 206 may be adjustable—e.g., by retracting into or extending outward from the surface of the tee 110—to enable changing the angle of the football. In other embodiments, the riser 206 may have differently angled side surfaces that enable changing the angle of the football by twisting the riser 206 to change the angle of the side surface on which the ball rests.

In some embodiments, the riser 206 may be movable along the axis of the top rail 102, allowing the riser 206 to be moved distal to the central pivot assembly 106 (effectively shortening the tee 110) or proximal to the central pivot assembly 106 (effectively lengthening the tee 110) to adjust how the football rests on the tee 110. Alternatively, the tee 110 may be movable along the axis of the top rail 102 while the riser 206 remains in place, to similar effect (for example, the riser 206 may be attached to the end of the top rail 102 and the tee 110 may be slidable along the top rail 102).

In some embodiments, the entire tec 110 may be detachable and replaceable with a different tee that accommodates a different size or shape of ball, or that sets the ball at a different angle.

By adjusting the angle of the ball and the trajectory of its propulsion off of the tee 110, the training device 100 may be configured to simulate various different snapping techniques, enhancing the realism of training sessions. For example, a user may be able to adjust the training device 100 to simulate the angle and velocity with which a specific teammate snaps the ball.

FIG. 3 illustrates a detail view of the central pivot assembly 106 of an example self-snapping training device 100 with a removably insertable timer 128 in accordance with this disclosure. For simplicity, redundant descriptions of previously-described parts of the self-snapping training device 100 are omitted. Unless otherwise noted, it is understood that all parts are as described with respect to the above figures.

As shown in FIG. 3, the timer 128 is a removable device with a housing 302. The housing 302 has a rail indentation 304 on each side, which slidably engage with matching guide rail protrusions on the interior of the central pivot assembly 106. The timer 128 may be secured in the fully inserted position by use of detents formed on the guide rail or in the rail indentations 304. Alternatively, the timer 128 may be secured by clips, by magnets, or in any other suitable manner to prevent unintentional removal of the timer 128 from the central pivot assembly 106.

Although FIG. 3 illustrates one example of a removably insertable timer 128, various changes may be made to FIG. 3. For example, the timer 128 need not use rails, and may instead be configured to attach to the device 100 in any suitable manner.

FIG. 4 illustrates a side view of the example self-snapping training device 100 in accordance with this disclosure. For simplicity, redundant descriptions of previously-described parts of the self-snapping training device 100 are omitted. It is understood that all parts are as described with respect to the above figures.

FIG. 5 illustrates a rear view of the example self-snapping training device 100 in accordance with this disclosure. For simplicity, redundant descriptions of previously-described parts of the self-snapping training device 100 are omitted. It is understood that all parts are as described with respect to the above figures.

FIG. 6 illustrates a front view of the example self-snapping training device 100 in accordance with this disclosure. For simplicity, redundant descriptions of previously-described parts of the self-snapping training device 100 are omitted. It is understood that all parts are as described with respect to the above figures.

FIG. 7 illustrates a top plan view of the example self-snapping training device 100 in accordance with this disclosure. For simplicity, redundant descriptions of previously-described parts of the self-snapping training device 100 are omitted. It is understood that all parts are as described with respect to the above figures.

FIG. 8 illustrates a bottom plan view of the example self-snapping training device 100 in accordance with this disclosure. For simplicity, redundant descriptions of previously-described parts of the self-snapping training device 100 are omitted. It is understood that all parts are as described with respect to the above figures.

FIG. 9 illustrates a bottom perspective view of the example self-snapping training device 100 showcasing an example of foot rotation in accordance with this disclosure. For simplicity, redundant descriptions of previously-described parts of the self-snapping training device 100 are omitted. Unless otherwise noted, it is understood that all parts are as described with respect to the above figures.

As shown in FIG. 9, one of the feet 116 is mid-rotation to expose the non-marring surface 124 (and hide the cleated surface 122). The foot 116 rotates around pin 126 such that the previously-exposed cleated surface 122 moves inside the housing 120, while the previously-hidden non-marring surface 124 moves out of the housing 120.

FIG. 10 illustrates an exploded view of the example self-snapping training device 100 in accordance with this disclosure. For simplicity, redundant descriptions of previously-described parts of the self-snapping training device 100 are omitted. It is understood that all parts are as described with respect to the above figures.

FIG. 11 illustrates a front perspective view of the example self-snapping training device 100 set for operation in accordance with this disclosure. For simplicity, redundant descriptions of previously-described parts of the self-snapping training device 100 are omitted. Unless otherwise noted, it is understood that all parts are as described with respect to the above figures.

As shown in FIG. 11, a football 1102 rests on the tee 110 and is supported in an angled position by the riser 206. As discussed above, the angle of the football 1102 may be adjusted to the user's preference by changing position of the riser 206, the tee 110, or both. As also discussed above, the mechanical advantage of the lever formed by the training device 100 may be adjusted to the user's preference by adjusting the position of the central pivot assembly 106 relative to the top rail 102. When a user steps on the pedal 108, the football 1102 will be propelled towards the user with a force and trajectory of the user's choice. Additionally, the timer 128 will begin a countdown when the tee 110 begins moving away from the bottom rail 104.

FIG. 12 illustrates an example method 1200 of using a self-snapping training device in accordance with this disclosure. For ease of explanation, the method 1200 shown in FIG. 12 is described as being performed using the example self-snapping training device 100 as illustrated in FIGS. 1-11.

As illustrated in FIG. 12, a user places a ball in a ball holder of the device at step 1202. The ball holder may be a tee, such as tee 110 of FIGS. 1-11. In some embodiments, the ball is an American football. The ball holder is coupled to a second end of a top rail of the device (e.g., a top rail 102) and a pedal (e.g., a pedal 108) is coupled to a first end of the top rail opposite the second end. A pivot assembly of the device (e.g., a central pivot assembly 106) having a first end and a second end opposite the first end is rigidly coupled to a base of the device (e.g., a bottom rail 104 with foot assemblies 114) proximate the first end and rotatably coupled to the top rail at a fulcrum point (e.g., at a fulcrum element 112) proximate the second end.

The user may optionally adjust the angle at which the ball is supported in the ball holder at step 1204. For example, the user may adjust a riser (such as riser 206 of FIG. 2) that is attached to the ball holder. In other embodiments, the user may replace the ball holder with a differently sized or shaped ball holder.

The user may optionally move the pivot assembly along the length of the top rail to change the fulcrum point at step 1206. This may be done to adjust a trajectory of the ball when it is propelled towards the user in step 1210.

At step 1208, the user may set a predetermined time interval on a timer of the device (e.g., a timer 128). The time interval may correspond to the length of a 7-on-7 flag football pass clock, for example.

At step 1210, the user presses down on the pedal to cause the top rail to rotate around the fulcrum point and propel the ball toward the user along a trajectory that simulates an American football snap to the user. This may also cause the timer to begin a countdown of the predetermined time interval. In some embodiments, a sensor is electrically coupled to the timer and physically coupled to at least one of the ball holder or the base of the device, and pressing down on the pedal at step 1210 causes the sensor to detect movement of the ball holder which causes the timer to begin the countdown. The timer may be configured to produce at least one of an audible noise or a visual cue when the countdown ends.

Although FIG. 12 illustrates one example of a method 1200 of using a self-snapping training device, various changes may be made to FIG. 12. For example, while shown as a series of steps, various steps in FIG. 12 could overlap, occur in parallel, occur in a different order, or occur any number of times (including zero times).

The self-snapping training device 100 illustrated in FIGS. 1-11 is one example embodiment of the self-snapping training device according to this disclosure. In other embodiments, the self-snapping training device may include a laser alignment system. For example, the device may include a laser system that projects a beam onto the ground in front of the device at the location of the line of scrimmage, allowing the quarterback to easily visualize the line of scrimmage without a center or defensive line. This may be particularly useful in 7-on-7 flag football games in which the device is used to replace a center for snapping—the center typically serves as a reference for the position of the line of scrimmage, and the laser system allows the device to serve that purpose as well.

Some embodiments of the self-snapping training device include smart quarterback performance tracking features. For example, the device may provide dropback monitoring features, such as embedded motion sensors that measure step depth, speed, balance, and accuracy of footwork of the quarterback. The device may also provide pocket movement analysis—e.g., by tracking lateral and backward movement of the quarterback, efficiency of steps, and spatial awareness of the quarterback inside the pocket. The device may also measure throw force and mechanics—e.g., the device may detect torque, arm velocity, and ball speed, and may analyze throwing motion quality. The device may collect ball flight metrics by measuring spiral tightness, spin rate, velocity, trajectory, and flight distance. In some embodiments, the self-snapping training device may be paired with one or more other devices to aid in embodiments such as these. For example, a sensorized football may measure some of the above data and transmit it to the training device.

The training device may perform such analysis itself, or may offload the data to another device for analysis (e.g., the training device may transmit collected data to an external server for processing, or may save collected data to internal memory so that a user can download the data to an external computing device for processing).

This data analysis may be used to facilitate an integrated training ecosystem using the self-snapping training device. For example, the device may provide real-time coaching cues such as audio, visual, or haptic feedback alerts to the quarterback when their mechanics deviate from desired form. The device may generate a performance metric (e.g., a “quarterback training score”) based on performance metrics such as timing, mechanics, accuracy, and repetition quality. The device may provide long-term tracking and analytics by storing a performance history for a player and providing trend graphs with which players and coaches may track training progress. The device may allow for custom drill programming whereby a coach can preset training modes for a quarterback to practice with (e.g., a “3-step drop quick release” mode, an “escape drill” mode, a “timed throw under pressure” mode, etc.).

Performance metrics such as those discussed above may be synchronized with an application (e.g., a mobile device application) to further enhance the training capabilities of the device. For example, a camera integrated with or external to the training device may capture video with timestamps during use of the device for practice or gameplay. At the same time, the training device captures performance metrics-such as those discussed above—with timestamps. The device or associated application may synchronize the timestamps of the video with the timestamps of the performance metrics to facilitate video playback and other coaching tools using the performance metrics. The training device may support multiple player profiles to individually track and store data related to different players that use the training device.

The device (and application) may allow data sharing between players or coaches for comparison to other players. The device may additionally support a gamification mode whereby different quarterbacks on a team may compete with each other through, e.g., timed challenges, accuracy leaderboards, virtual defense simulations, or the like based on the data gathered during use of the training device.

Although this disclosure has been described with reference to various example embodiments, various changes and modifications may be suggested to one skilled in the art. It is intended that this disclosure encompass such changes and modifications as fall within the scope of the appended claims.