TRAINING DEVICE FOR A GAME OF HOCKEY

Description

CROSS-REFERENCE TO RELATED APPLICATION

This application claims the benefit of U.S. Provisional Application No. 63/733,368, filed Dec. 12, 2024, which is incorporated herein by reference in its entirety, including but not limited to those portions that specifically appear hereinafter, the incorporation by reference being made with the following exception: In the event that any portion of the above-referenced provisional application is inconsistent with this application, this application supersedes said above-referenced provisional application.

FIELD OF INVENTIONS

The present invention relates to a training device for sports, and more particularly, the present invention relates to a training device for a game of hockey. The invention relates to a dynamic dribbling device for use in training athletes, particularly hockey players. The device enables multi-axis motion control, allowing for enhanced dribbling practice, including rotation, vertical, and lateral movements of the stick, with reduced friction and increased precision over existing static dribbling devices.

BACKGROUND

Field hockey is one of the oldest and most popular outdoor games played in teams. Also, called hockey, the term field hockey (hockey) is generally used to distinguish it from ice hockey. Hockey is a game that requires that players learn highly technical skills. In hockey, a small hard ball is maneuvered with a hockey stick, Maneuvering the ball is generally referred to as stick work or dribbling. Some of the basic skills desired in field hockey are dribbling (moving the ball), trapping (receiving the ball), passing, and tackling. Field hockey players. use stick work to move the ball in the desired direction including left, right, forwards, backward, and diagonally. The stick work is used to maneuver the ball when running and position the ball for passing and shooting. It is difficult to learn to maneuver the ball with a stick. Current methods used for learning the stick work include learning the correct grip, stick motion when dragging or popping the ball, and rotating the stick over the ball to change the direction of the ball through instruction by coaches and practice by players. Becoming an advanced dribbler of the ball can take many years of practice and gameplay. One measure of a player's ability to dribble the ball can be measured by the number of times they can drag the ball over one meter in one minute. At each extreme of the drag left to right and right to left, the stick must be rotated quickly and efficiently over the ball. The most efficient method for rotating the stick over the ball is to have the stick in contact with the ball during the rotation over the top of the ball. A further measure of a player's ability to dribble the ball can be measured by the number of times they can drag the ball over one meter in one minute while they keep the stick in contact with the ball during the entire motion and the stick vertical when dragging the ball from right to left and pulling from left to right.

Stick work is used to move the ball with the stick's toe when the toe is pointing down, and the straight part of the stick when the toe is pointing up. The left hand rotates the stick from a toe up position (the forehand or front stick side) to a toe down position (the reverse stick position). When the stick is in the front stick position, ideally the ball should be centered on the straight part of the stick on the heel of the stick. When the stick is in the reverse stick position, ideally the ball should be on the end of the toe. During the rotation over the ball from the front stick to the reverse stick position, the ball moves its relative position from the straight part of the stick to the toe. During the rotation over the ball from the reverse stick to the front stick position, the ball moves its relative position from the end of the toe to the straight part of the stick. The right hand is used to move the stick and hence the ball back and forth in front of the player's feet or forwards and backward along the right side of the player or diagonally or in a curve from right to left (the drag). When the ball is being dragged back and forth, at the left and right extremes or an intermediate point of the ball movement, the stick will rotate over the ball so that the stick can then move the ball in the opposite direction or stop the ball. If the player wants to move the ball beyond the limit that the stick can move when the left hand is stationary and the right hand has moved to the extreme left or right, thus moving the ball to the extreme left of right, the player can then move their left hand further left or right. It is desirable that the player does not move their left hand left or right unless necessary as described in the previous sentence. It should be noted that the left hand, during the rotation of the stick from the reverse stick position lowers the handle down by approximately 1-1 stick handle diameters. This can be simulated by placing the back of the left hand on the left quad in the reverse stick position and rotating/rolling the left hand down the inside of the quad into the front stick position. The device teaches the player the lowering movement when the device is used correctly by the player.

Dribbling has several different axes of movement that the stick moves through when the player is dribbling the ball. The two primary movements of the stick used to propel the ball along the ground and to change the direction of the ball are the movement of the ball sideways or forwards and backward or diagonal or in a curl and turning the stick over the ball. There are desired or more efficient movements of the stick that gives the player greater control over the ball and allow the player to move the ball more quickly than less efficient movements of the stick. The first important movement is the rotation of the stick relative to the end of the stick handle. The desired movement is rotating the stick relative to the end of the stick and not to some point below the end of the handle where the left hand or the right hand is holding onto the stick. A line from the center of the end of the handle to the center of the ball is the center of the rotation of the stick around the ball. Players make a mistake by moving the left hand, left and right when rotating the stick when moving the ball over small distances (1-1.5 meters). There are many reasons why the stick should be rotated around the end of the center of the handle. If the left hand does not move and the stick is rotated around the end of the center of the end of the handle, then the stick face will move around the ball in the correct position on the ball. In order to develop advanced dribbling skills, the player must learn to roll the right hand down slightly when rotating the stick from the reverse to the front stick position and hence lower the end of the handle slightly. The second important movement of the stick is the movement of the end of the stick along a line from left to right and right to left relative to the shoulders or forwards and backward on the right side or left side. The end of the handle is the pivot point for the movement from left to right and from right to left. When the ball reaches a point which requires the left band to move then only then the left hand moves left or right and not before.

There are different types of dribbles and different types of ways of moving the ball left and right. Advanced dribble involves moving the stick like a clock hand from right to left which projects the stick pass the ball when executed correctly and pulling the ball rapidly from left to right. The movement of the stick along with a line relative to the shoulders is important. While pulling the ball from left to right and from right to left, in most instances it is especially important to maintain the position of the stick face on the same relative position on the ball. The movement of the hands and the stick in a direction not in line with the shoulders is sometimes done in advanced dribbling. When running with the ball and dribbling the ball from left to right or right to left, which is the most common instance of dribbling, it is important to keep the same distance of the hands from the body to maintain the same relative position of the ball to the feet. Advanced dribbling skills, involve accelerating the ball away from the feet to eliminate defenders. This. requires tight control over the ball and keeping the ball in a position from which it can be accelerated.

The third important movement of the stick is. the turning of the stick over the ball at the extreme left or right movement of the ball with the stick's toe up or down respectively. Learning how to roll the stick over the ball without moving the end of the handle left or right and lowering the height of the end of the stick handle when rotating the stick from left to right and without changing the relative position of the hands. relative to the shoulders and the relative position of the hands relative to the ground is difficult and takes many years. Introducing controls over the end of the stick movement with a training device can drastically reduce the amount of time it takes to learn the rotational movement and can be used to refine advanced dribbling skills.

The fourth important movement of the stick is the extension of the stick past the ball when the ball is being dragged to the left. The extension of the stick past the ball prevents the ball from running off the end of the stick. Leaming to use the end of the stick as the pivot point and positioning the ball on the straight part of the stick and not the curved part of the stick is key to preventing the ball from running off the end of the stick.

The fifth movement of the stick is the movement of the stick forwards and backward. This is a more advanced movement that is usually used to move the ball forward and backward in a more upright position. The Sixth movement of the stick is the movement of the right hand slightly up and down vertically during the rotation of the stick over the ball. When the stick rotates over the ball, the stick should move up slightly over the ball. The center of the end of the stick should be at a 90 degree angle to the ground then moving the ball with the front or reverse stick forward or backwards, left or right or diagonally. This is a difficult skill to learn and most players will start the rotation of the stick much too early instead of waiting until the stick reaches the point where it should turn over the ball. A control device and sensors can give feedback to the player about the angle of the face of the stick relative to the ground. There are other advanced movements of the stick derived from the basic dribbling movements. The different dribbling movements are difficult to learn and master. A player starts by learning the basic skills under the supervision of a coach. Learning how to dribble a hockey ball requires. that the player does not introduce incorrect movements of the hands or legs or body during the dribbling motion. Any introduction of incorrect movements of the hands or legs or body during the dribbling motion results in exaggerated movements of the stick and undesirable changes of the relative position of the stick face to the ball. The primary mission of the dribbler is to maintain the correct relative position of the face of the stick on the ball, the correct direction of the stick, and the correct rotation at the correct time of the face of the stick. Mistakes include sliding the stick across the face of the ball which results in the stick face traveling on a different line than the line that the ball is traveling resulting in the ball running off of the end of the stick and the loss of control over the ball, and rotating the stick over the top of the ball and moving it horizontally when the stick face is facing down. Learning or mastering the skills to control the ball with the hockey stick is difficult and takes a lot of time and practice. Multiple factors are involved in the use of the hockey stick to control the ball including the position and angle of the hockey stick and the motion of the hockey stick along the ground and over the ball. The movement of the stick is controlled by the grip used, the movements of the right and left hands and arms, and the body posture. Thus, supervised learning in the presence of a coach is important to learn correct techniques and avoid practicing the wrong techniques. However, the supervision of the coach may not always be available. Moreover, in the presence of a coach, the coach cannot devote all the time to a single player. It takes hundreds, if not thousands of hours, to become an advanced dribbler. Therefore, a training device that gives physical and sensory feedback is needed that controls the motion of the stick over the ball and maintains the angle of the stick relative to the ground to assist a player in learning and training their muscle memory, by practicing the correct technique of dribbling a hockey ball.

Replication of the natural dynamic motions necessary for comprehensive dribbling practice is important in the proper training of athletes.

SUMMARY

The following presents a simplified summary of one or more embodiments of the present invention in order to provide a basic understanding of such embodiments. This summary is not an extensive overview of all contemplated embodiments and is intended to neither identify key or critical elements of all embodiments nor delineate the scope of any or all embodiments. Its sole purpose is to present some concepts of one or more embodiments in a simplified form as a prelude to the more detailed description that is presented later.

The principal object of the present invention is therefore directed to a training device and a method for learning and mastering dribbling skills in a game of hockey by practicing.

It is another object of the present invention is to allow a player to improve their dribbling skills without the supervision of a coach.

It is still another object of the present invention that the training device helps a player to learn the correct stickwork technique.

It is yet another object of the present invention that the training device can be used with a standard hockey stick or a specially designed lightweight training stick.

It is a further object of the present invention that the training device can be economical to manufacture.

In one aspect, disclosed is a training device and a method for improvising the dribbling skills in the game of hockey. The training device includes a disc of a shape ranging from round to oval to, elliptical and/or non-elliptical, such as a half cam shape or a full elliptical. A tower is attached to or integral to a training device disc. The training device tower is configured to be mounted to a standard hockey stick. The disc can include a central section and a peripheral rim around the central section. The central section can include an optional sleeve or aperture configured to receive a handle and a shaft of the hockey stick. The sleeve further includes a fastening member configured to secure the training device to lower part of the shaft of the hockey stick, wherein the disc extends radially in a direction substantially perpendicular to the tower holding the shaft. The exact position of the training device on the hockey stick may depend on the dribbling movement being practiced and can be determined by suitable experimentation and minor adjustments can be made as desired by the trainee or the disc tower can be permanently affixed to the stick using screws.

In one aspect, the shape and dimensions of the central section can be varied, for example, the central section can be planar, or consists of a series of spokes extending from the sleeve to the peripheral rim, or the central section can be solid with multiple cutouts, or can resemble a shape of an airfoil i.e., curved from the sleeve to the peripheral edge.

In one aspect, the optional sleeve can be at the center of the central section. Alternatively, the sleeve can be off-center.

In one aspect, the training device disc is configured to place the stick in a position on the disc based on the expected length of the head, heel to toe.

In one aspect, the sleeve can have a tower configured to secure the shaft of the stick to the disc.

In one aspect, the peripheral rim can have a smooth planar or round surface.

In one aspect, the peripheral rim can be integral with the central section to form a single unit.

In one aspect the peripheral rim and the central section can be integral, and the central area attached to the sleeve.

In one aspect, the sleeve can have shims to adjust the angle of the stick relative to the surface of the disk and a rubber gasket to prevent the stick from sliding on the tower.

In one aspect, the training device includes sensors, such as a gyroscope and accelerometer to detect tilt, rotation, and movement of the training device. The sensor can transmit timing and position information to a cell phone or computer for analysis and competition.

In one aspect, disclosed is a method of training dribbling technique in the game of hockey. The training device can guide the path of a hockey stick in two or more axis of motion during a dribble in order to keep the stick face and toe on the ground and on the ball during the left to right and right to left motion and keep the stick on the ball during the rotation over the ball in order to position the stick face and toe on the ball in the optimal position for the given stick and ball position and to maintain control over the ball.

In one aspect, the training device may include two or more rails to control the path of the ball. The rails may be mounted perpendicular to each other, allowing the stick and ball to move side-to-side (X direction) and forward-backward (Y direction) over a low-friction surface. The rails can be straight or curved.

In one aspect, the training device may include a channel to control the path of the ball. The rails may be mounted perpendicular to each other, allowing the stick and ball to move side-to-side (X direction) and forward-backward (Y direction) over a low-friction surface. The channel can be straight or curved.

In one aspect, the training device may include a one or two rails on the platform to guide the disc.

In one aspect, the training device may include hinged segments enabling both raising/lowering and forward-backward motion of the stick, critical for simulating the elevation control needed in dribbling skills.

In one aspect, the training device may include bearings or other friction reducing objects or surfaces that reduce friction when rotating the stick or when moving the stick from left to right front or back or up and down.

In one aspect, the training device may include rails which guide the ball left and right.

In one aspect, the training device may include a grooved low-friction surface where the groove guides the ball left and right.

In one aspect, the disclosed training device can guide the shaft of a hockey stick during a dribble in order to keep the end of the handle in the same position during the left to right and right to left motion and keep the stick on the ball during the rotation over the ball.

In one aspect, the present invention overcomes undesirable friction between the training device and the training surface limiting the realistic practice of various dribbling techniques.

In one aspect, the invention is capable of controlling several axes of motion for the hockey stick, allowing it to rotate, move laterally (in both forward and backward directions) and vertically with reduced resistance. This provides athletes with a more comprehensive and realistic training experience. By incorporating bearings, swivel mounts, cantilevers, rails, and optional ball containment and guiding elements, the dribbling device minimizes friction and maximizes the replication of real game scenarios. Additionally, sensors may monitor the dribbling performance, tracking stick rotations, speed, and other metrics, The sensor information may then be transmitted to electronic devices such as “smart” phones, tablets and/or computers (servers, desk top and/or laptops) for analysis of the training events recorded. Transmission may be by any method available, including Bluetooth, Wi-Fi, cellular, and/or wire.

BRIEF DESCRIPTION OF THE DRAWINGS

The accompanying figures, which are incorporated herein, form part of the specification and illustrate embodiments of the present invention. Together with the description, the figures further explain the principles of the present invention and to enable a person skilled in the relevant arts to make and use the invention.

FIGS. 1A and 1B are perspective views of a training system, including a cam member, a sleeve, and a tower in place on a hockey stick in position with an elevated platform, also illustrating lateral and front ball control elements, motion sensors and disc rotation markers, according to an exemplary embodiment of the present invention.

FIG. 2 is a schematic diagram of a control system, with sensors feeding information regarding the location, speed and other physical attributes to a computer program, here illustrate as a cell phone, which may be in communication with one or more servers.

FIG. 3 is a close-up view of a stick support sleeve and/or tower with fastening members.

FIG. 4 is a cross-sectional side view of the sleeve and/or tower with fastening members, showing the layered construction with shims and an anti-slip surface.

FIGS. 5A to 5E illustrate the cam lift profile during disc rotation, with 5A being a start position and 5E being the full rotation position, reversal from toe to heal being a revered rotation. FIGS. 5B, 5C and 5D being the rapid progression of the stick over the ball.

FIGS. 6-8 are a side view of an elevated platform, with a lateral ball control system, bumpers or guide elements and sensors. These figures also illustrate lateral motion of the ball from a proximate position (FIG. 6) on the ball control system to a middle position (FIG. 7) and a distal position (FIG. 9), these are shown with the stick rotation being in the initial position, a middle of rotation position, and in the final rotation position. The viewer will note that these stick rotation positions will all occur with the ball in a generally stable location.

FIGS. 9A & 9B illustrate the off center location of the sleeve in both the vertical and horizontal directions. These distances being defined by ball height and the toe configuration and/or length.

FIGS. 10 & 11 illustrate a sleeve and fastening members attached to the shaft of a hockey stick from a view obliquely down the shaft of the stick and a side view of the head of the stick below the disc. Markers indicate the most desirable initial and final contact points between the ball and the head/toe of the stick.

FIG. 12 illustrates an adjustable sleeve/tower positioning system configured to allow a user to adjust the training device to match the characteristics of their personal hockey stick, the sleeve/tower being adjustable in the X directions as illustrated in FIG. 15 using different fastening member pathways to adjust the sticks position relative to the training device.

FIG. 13 illustrates an adjustable sleeve/tower positioning system configured to allow a user to adjust the training device to match the characteristics of their personal hockey stick, the sleeve/tower being adjustable in the Y directions. For example, the sleeve/tower of FIG. 13 may utilize fastening devices, such as a nut and bolt system, that allows the sleeve/tower to be moved up or down in the Y axis of the training device.

DETAILED DESCRIPTION

Subject matter will now be described more fully hereinafter with reference to the accompanying drawings, which form a part hereof, and which show, by way of illustration, specific exemplary embodiments. Subject matter may, however, be embodied in a variety of different forms and, therefore, covered or claimed subject matter is intended to be construed as not being limited to any exemplary embodiments set forth herein; exemplary embodiments are provided merely to be illustrative. Likewise, a reasonably broad scope for claimed or covered subject matter is intended. Among other things, for example, the subject matter may be embodied as methods, devices, components, or systems. The following detailed description is, therefore, not intended to be taken in a limiting sense.

The word “exemplary” is used herein to mean “serving as an example, embodiment, instance or illustration.” Any embodiment described herein as “exemplary” is not necessarily to be construed as preferred or advantageous over other embodiments. Likewise, the term “embodiments of the present invention” does not require that all embodiments of the invention include the discussed feature, advantage, or mode of operation.

The terminology used herein is to describe particular embodiments only and is not intended to be limiting of embodiments of the invention. As used herein, the singular forms “a”, “an”, and “the” are intended to include the plural forms as well, unless the context indicates otherwise. It will be further understood that the terms “comprises”, “comprising.” “includes” and/or “including”, when used herein, specify the presence of stated features, integers, steps, operations, elements, and/or components, but do not preclude the presence or addition of one or more other features, integers, steps, operations, elements, components, and/or groups thereof.

The following detailed description includes the best currently contemplated mode or modes of carrying out exemplary embodiments of the invention. The description is not to be taken in a limiting sense but is made merely to illustrate the general principles of the invention since the scope of the invention will be best defined by the allowed claims of any resulting patent.

Disclosed is a training device, also referred to herein as a training device, for learning and mastering the dribbling technique by practicing in game of stick and ball such as field hockey that involves repetitive motions used to control a ball. The disclosed training device can be used to learn different techniques in addition to the dribbling technique without departing from the scope of the present invention.

In certain embodiments, the training device can stabilize the hockey stick and/or ball, resulting in a gain of control over the ball while practicing so that the trainee can pay attention to different aspects of the technique and can learn the correct technique by repeatedly practicing the different dribbling movements. The disclosed training device can help the trainee with proper hand positioning and gripping of the hockey stick which may otherwise go unnoticed and the trainee learning incorrect handling. This is the primary reason behind the trainee not learning or practicing the most important movement in dribbling i.e., the rotation of the stick relative to the end of the stick handle. Not controlling the rotation point of the end of the handle can lead to learning the wrong technique. The disclosed training device can help a trainee maintain the correct rotational point.

Referring to FIG. 1, which shows an exemplary embodiment of the training system for use with a hockey stick 200. The training system can include a disc 110, shown in more detail in FIGS. 9, 10 and 11, which includes a peripheral rim 130. It is understood that although referred to herein as a disc for explanatory purposes, that disc can be of any other shape and may not have to be a rounded disc. In one implementation, the disc is elliptical or cam-shaped disc or half cam. Also, the central section can be solid or spoked. In elliptical or alternatively-shaped disc geometry is useful for encouraging a user to follow the varying elevations required during stick rotation. For example, a non-elliptical or oval profile ensures that, as the disc is rotated, the vertical height of the stick changes in a manner controlled by the disc shape.

An elevated platform or sloped surface that elevates the disc, allows the disc's size to be reduced compared to a larger disc rotating in contact with the same surface as the ball. The elevated platform or sloped surface may also facilitate the disc face and/or edges remaining clear of the ball during rotation. In the drawings, the elevated platform is drawn with a sloped surface, however, the flat top of the platform, under the stick shaft, area may also be the contact surface for the disc. A sloped surface may provide more user reference for the angle of the hockey stick during dibbling practice.

The aperture in the disc, which is located off-center, allows the hockey stick to be positioned through the disk. This aperture may be an open slot extending to the disk's perimeter, facilitating easier insertion and removal of the stick. The sleeve or stick support tower is adjacent to or a part of the aperture. The sleeve and/or tower may be secured to the disc through screws, a slot-mounted locking mechanism, or other fasteners. Some embodiments feature an adjustable slot that permits changing the tower's radial position to vary the stick's rotation arc and distance from the disc center.

In one implementation, the sleeve and/or support tower may include an angle adjustment mechanism that allows a user to fine-tune the elevation of the stick's head over the ball. An angle adjustment may also address a bow in the stick. Examples of angle adjustment mechanisms include, but are not limited to, shims and/or wedges to be inserted between the stick and the tower, an adjustable sleeve and/or tower interface (e.g., a pivoting or slotted mounting bracket) and/or a custom-fit sleeve and/or tower designed for specific stick models.

The disc, the sleeve, and the fastening member can be made from any rigid and lightweight material that does not undesirably increase the weight of the stick. For example, the training device can be made from plastic material or lightweight metal. The peripheral rim 130 of the disc 110 can be smooth or rubberized. The smooth surface of the peripheral rim can slide over a surface smoothly offering less friction. A rubberized or other friction increasing surface on the other hand may offer more resistance against the sliding motion but can roll on the surface, thereby providing user feedback and/or hindering an undesired movement in a non-desired direction. Such a frictional surface may be permanently attached or may be an optional attachment. A low friction peripheral rim 130 will both reduce the rolling friction but allow the trainee to move the ball in an arcing pattern or practice dribbling in a side to side direction. The central section can be of a shape ranging from round to oval. The central section can be of a shape from planar to an airfoil shape. The central section can be made from spokes extending from a sleeve radially. Alternatively, a continuous disc or a continuous disc with cutouts can be provided. Spokes or cutouts can help make the training device lighter.

The central section and the peripheral rim can be separate or integral. When separate, the peripheral rim 130 can be continuously connected to the central section. When the peripheral rim and the central section are integral, the central section can be integral or separate from the sleeve. When integral, the peripheral rim 130, the central section, and the sleeve can be integral to form a single unit.

FIGS. 1A and 1B are oblique top views of systems showing an elevated platform (400) having a disc contact surface (480) to be contacted by the peripheral rim (130) of the disc (110), this embodiment further illustrating lateral and/or vertical control elements (440) that may be placed on the contact surface (480). In another embodiment, not illustrated, the disc contact surface (480) may be a flat surface. The elevated platform (400) may also include optional painted, printed or other markings indicating desired lateral limits (450, Left 450L and Right 450R, respectively) indicating the maximum desired travel range of the disc (110) toward the left and right sides, respectively. Perimeter bumpers (440) may optionally be located beyond and/or at the limit markings (450) to prevent the disc (110) from being moved beyond the platform's boundaries. Movement sensors (460) may also be positioned on or adjacent to the bumpers (440) and/or the training device to detect the disk's position as it approaches the lateral limits. Movement sensors (460) may also be incorporated on or in the disc (110). The central ball containment zone (470) indicates the area where the ball (300) is positioned during use and is bounded by perimeter wall 112. In FIGS. 1A and 1B, the central ball containment zone, further comprises an optional directional control system (500), illustrated here as two parallel rods or rails (513) or channel in the surface. A directional control system (500) may control or assist in restricting or limiting a travel path for the ball (300). A directional control system may be accomplished by any method known in the art and is an optional addition to the training device 100 and/or the elevated platform (400). FIG. 1A illustrates an elevated platform having a sloped surface (480) with an elevated height relative to the central ball containment zone (470) bounded by perimeter wall (112), which has side bumpers (111) disposed thereon aligned with the parallel rods or rails (513). Disc guide rails (490) are disposed on the sloped surface (480). The disc guide rails may be removable. FIG. 1B illustrates an elevated platform having a sloped surface (480) without the disc guide rails, and shows light assemblies (496) and guide marks (497) that are visible to the user. The light assemblies may be multicolor LEDs and may be used as discussed further herein as part of a training program.

FIG. 2 is a schematic diagram of a sensor system (600). Disc sensors, such as rotational sensors (650) and movement sensors (460L, 460R) are shown communicating wirelessly and/or via wired connection to a monitoring and/or display device (700), such as a mobile device, a computer, visual display or other device capable of receiving and displaying the sensor input, running an application (710) with a graphical user interface configured to properly display the sensor information. The monitoring device (700) displays real-time feedback on the rotational angle(s), lateral movement(s), ball and/or stick speed and travel direction(s) and travel distances, and/or stick elevation during training sessions. An optional server (720) or other intermediate communication platform may receive data from the training device for remote monitoring and analytics, for example on a mobile device (700).

FIG. 3 is a close-up view of a sleeve/tower (160) with fastening members (150). The support tower (160) which may have a flat surface against which the stick shaft is held and/or include a channel, not illustrated, into which the stick shaft is inserted, and a set of fastening members (150) securing the stick in place. A tacky material insert, such as rubber or silicone, may be positioned on the support tower (160) and/or within a channel in the support tower (160) to reduce stick slippage during rotation and/or dribbling motions. Adjustment shims may be placed between the stick shaft and the support tower (160) to alter the stick's angle relative to the platform. In one aspect, the shims may compensate for a bow in the stick. The fastening members (150) may be held in place relative to the sleeve/tower (160) by passage through an orifice (135) or a groove (136). It will be appreciated that in other embodiments, the sleeve/tower 160 bay be attached to the stick using alternative fasteners such as wood screws.

FIG. 4 is a side view of the sleeve/tower (160) and fastening members (150), showing a layered construction. The sleeve and/or tower support (160) are part of and/or attached to the central section of the disc with the peripheral rim (130) shown. The support tower (160) further comprises shims (170) which may be used to compensate or correct for a bow in the stick shaft and an anti slip material (180), such as rubber or other high friction surface that will reduce movement of the stick shaft (210) relative to the support tower (160).

In FIG. 5A-5E, the stick toe 220 is shown in different positions during disc rotation. FIGS. 5A and 5E illustrate the correct head/toe position for most ball (300) movements to be performed on the hockey field. FIG. 5C illustrates the desired position of the face of the toe 220 at the mid point of the rotation of the stick face from one side of the. ball to the other. FIGS. 5A-5E illustrate direct contact between the stick and ball (300) at all times for the purpose of stressing the desired training of a stick motion in very close proximity to the ball. Depending on the friction between the ball and the playing field, direct low pressure passage over the ball is the shortest path to reversing the stick face direction. Thereby speeding up the player's abilities in competitive situations. When the ball and field have lower friction, it is some times desirable to move between the positions illustrated in FIG. 5A and FIG. 5E with as little space between the toe 220 and ball 300 as possible. A problem that players should overcome is the temptation to essentially move the ball when the stick face is in the position of FIG. 4C and then rotate the stick into position 5A or 5E. The present training device assists players in correcting the timing and stick positioning when moving the toe (220) through the positions shown in FIGS. 5B through 5D. By configuring the dimensions of the disc and aperture to match the stick length, height of any elevated platform and/or toe 220 length a limited set of discs may be used by a wider range of players differing in ability, height and/or playing style. Lateral ball movement being done primarily or entirely when the toe is positioned as shown in FIGS. 5A and 5E.

FIGS. 6, 7 and 8 are side views of an elevated platform (400) having a disc contact surface (480) to be contacted by the peripheral rim (130) of the disc, this embodiment further illustrating a vertical restraining bumper (440) that may be placed on the contact surface (480) to prevent or hinder the disc from falling off the contact surface (480). Perimeter bumpers (440) may optionally be located beyond and/or at the limit markings to prevent the disc from being over-rotated, and/or sliding beyond the platform's boundaries. Movement sensors (460) may be positioned, as illustrated here, on the lateral perimeter of the elevated platform (400), but they may also be positioned in other locations. The type of movement sensor and its method of operation will determine the appropriate locations.

FIG. 7 shows the stick (210) position relative to the ball (300) at the midway point of the toe rotation over the ball and midway in the rotation of the disc.

FIG. 8 shows the stick position relative to the ball (300) at the full rotation point of the toe having traveled over the ball and reached the full rotation of the disc (110).

In FIGS. 6-8, the central ball containment zone further comprises an optional directional control system, illustrated here as two parallel rods or rails (513). A directional control system may control or assist in restricting or limiting a travel path for the ball (300) by any method known in the art and is an optional addition to the training device and/or the elevated platform (400). FIGS. 6-8 illustrate an elevated platform having a sloped surface (480) with an elevated height relative to the ball (300) and rails (513). FIGS. 6-8 illustrate the ball and stick traveling along the course of the elevated surface for dramatic effect. In use, the stick in the training device would make little to no lateral movement with the peripheral rim being rolled against the elevated platform at or near the end of the lateral ball movement.

FIG. 9A illustrates the location of the aperture with a stick shaft (210) illustrated in the aperture and its position relative to the center of an ellipse shaped disc. An oval or ellipse will have an X axis (810) and a Y axis (820). The location of the sleeve defining an aperture is influenced by the length of the head (heel to toe) and the precise shape of the head and any curvatures in the splice area of the stick. The distance from a vertical line (Y axis 820) of the aperture is related to one half the length of the head, heel to toe and is the Y axis offset (dy 840). The distance of the aperture from a horizontal line at about the midpoint of an ellipse, the X axis offset (dx 830) is related to the diameter of the ball and the desired clearance of the stick head while passing over the ball during rotation of the training device.

FIG. 9B illustrate the radial pattern for movement of a stick from one side of the ball to the other. Point (850) being the center of the stick front. Relative to the stick front (850), rotation of the disc will provide points where a vertical line may be drawn from point 850 to a point on the arc. Lines (860) illustrate five exemplary points in the rotation of the peripheral rim (130) of the disc. The lines, radial distances (870), represent the change in stick center height produced by an oval of the shape illustrated. The stick height change is what is needed to move the head from the heel/toe up position and over the ball (with at least some clearance (such as 0-0.5 mm or greater) at the apex of the stick path) and then to the toe down position. Hence, the radial distances (870) reflect the necessary change in the stick center height relative to the platform on a 90° perpendicular angle to the stick during rotation of the training device for a particular hockey stick in order to lift the stick over the ball and remain in contact or above the ball so that the ball does not move backwards into the platform and the user's muscle memory is trained to rotate the stick over the ball correctly. This change in the stick center height is primarily a reflection of the difference between the stick height at heel down relative to the stick height at the toe down position, and vice versa. By such path measurements, disc shapes may easily be created for multiple hockey stick configurations.

FIGS. 10 and 11 illustrate the stick support tower 160 and attachment members 150 attached to a field hockey stick shaft 210 from two different angles. The sleeve/tower is shown attached to the disc (110) as the training device (100). Also illustrated are optional ball contact markers (900), which indicate the correct location for the ball to be in contact with the toe when starting the rotation and when the rotation is completed FIG. 11 further illustrates tower fasteners (137), such. as the nut and bolt system illustrated in this figure. FIG. 11 illustrates the ball contact markers (900).

FIGS. 12 and 13 illustrate an exemplary embodiment of an adjustable sleeve/tower (160) system. In FIG. 12 the sleeve/tower has multiple holes (135) configured to allow fastening members to be inserted through different orifices, thereby allowing adjustment in the dx direction (830 of FIG. 9A). FIG. 12 also illustrates and exemplary embodiment wherein the sleeve/tower has tower attachment orifices (138) facilitating attachment to the central section of the disc. In FIG. 13 the aperture (139) is adjustable in the dy direction. The disc being configured to allow tower fasteners to be inserted through different orifices (138) in the central section of the disc, thereby allowing adjustment in the dy direction (840 of FIG. 9A).

In one implementation, the peripheral surface of the disc may be angled relative to one or more faces of the central portion.

In one implementation, the training device can control the vertical travel of the shaft of the stick. In another implementation, the training device ensures that the vertical travel of the shaft of the stick is such that the end of the stick where the toe contacts the ball is on the ball without moving it backwards into the platform or is above the ball.

Moreover, while dribbling, the user can focus on the rotation of the end of the handle and keeping the stick face on the ball, while the angle of the stick can be controlled by the training device. This makes the complex learning task of dribbling easier for the trainee and the trainee can learn the correct technique and perform the movements with or without the supervision of the coach. In one implementation, the distance of the stick to the ground is determined by the distance that the stick has to be from the ground to be in the correct relative position on the ball at each point during the rotation over the ball, such that the toe of the stick can turn over the ball. The angle of the stick relative to a horizontal plane is determined by the distance that the disc lifts the intermediate point of the shaft of the stick off the ground and hence the end of the stick on or over the ball.

In one implementation, the training device also comprises an elevated platform and/or sloped surface that allows the disc to be in contact with the elevated platform and/or sloped surface, thereby elevating the disc relative to the location of the ball. Elevation of the disc reduces the size/circumference necessary for the disc to control the motion of the stick, thereby quickening the rotation of the stick over the ball.

In one implementation, the elevated platform is designed with low-friction or friction-free surfaces. In another implementation the elevated platform comprises perimeter bumpers that prevent the disc from sliding off the platform during training.

In one implementation, raised bumpers or sidewalls surround the elevated platform, preventing the disc from sliding off during rotational or lateral movement. These bumpers may be sized to confine the disk's maximum travel area.

In one implementation, sidewalls can be used as rebound devices so that the user can practice passing the ball and receiving left or right. Optional rubber pads can be placed on part of the left and right walls next to the platform to provide a greater rebound when a pass is made.

In one implementation, the training device is configured such that the radial offset of the sleeve is optimized to prevent the disc edges from making contact with the ball during rotation.

In one implementation, the sleeve may further comprise adjustable components, including, but not limited to, shims, support tower and/or sleeve alignment mechanisms, and fastening straps, thereby facilitating a sleeve capable of accommodating various stick types and user preferences, while maintaining correct positioning and elevation of the stick head over the ball and the correct angle of the stick in the toe down and toe up positions.

In one implementation, the support tower can be mounted at an offset in from the edge of the disc where the stick is placed in order to angle the stick towards the outer rim of the disc.

In one implementation, the training device may also comprise a ball practice surface having rails or walls that may be placed around the surface to prevent the ball from rolling out of the training area.

In one implementation, the sleeve/tower may have orifices in the tower configured to accept a fastening member that passes through orifices in the stick shaft itself. For example passage of a bolt though the hole in the stick and the tower with a bolt or other retaining device. A hockey stick with appropriately located orifices may be part of the training device itself. The orifices facilitate repositioning the tower on the disc which has the advantage of changing the angle of the stick relative to the disc.

In one implementation, a cantilever mechanism provides vertical stick control with stoppage and/or increased resistance if a player strives to raise the toe (heel) above an optimal height, a Z axis of motion. In one implementation, the cantilever mechanism provides approximately two inches of travel in the Z axis. The cantilever mechanism also allows for rotation of the stick about the axis of the shaft of the stick.

Rails and/or other directional controls offer lateral and/or vertical movement control and assist in developing player ball control in the X and/or Y axes of motion. An optional ball containment system ensures the ball remains within the practice area.

In one implementation, the training device mounted to the stick can control the motion of the stick handle during the player's movements of the stick and maintain the end of the stick in an optimal position relative to the ball during all movements. The training device can control and/or limit the range of motions of the stick during the repetitive motion. In other words, the number of variables can be reduced during different movements of the stick and the trainee can focus on limited variables. The repetitive motion can be executed by the trainee using the training device to move the ball. The repetitive motion of the stick guided by the training device trains the player's neuromuscular system to move the stick along or around the correct axis of motion. Movement of the stick along or around an incorrect axis can be prevented by the introduction of movement limiting mechanisms by the training device. The training device guides the movement of the stick along the correct axis of motion and rotation, reducing the number of variables that the player has to manage with their hands. The reduction in the number of variables facilitates a rapid learning process. The trainee can now focus on limited variables while the rest can be unconsciously learned by repetitive practice and the correct technique.

In one implementation, the training device can include sensors, such as accelerator and gyroscope, or other optical, electrical or physical sensors, to track the movements of the training device and/or ball for analysis. It is also envisioned to use a camera or a laser system to measure the distance that the ball travels left to right, the speed at which the ball travels, the number of repetitions, the percentage of time that the stick is in contact with the ball, the motion of the stick on the different axis, the contact between the stick and ball, the angle for the stick in relation to the ground and during the movement All the information gathered from the sensors, cameras, or the laser system can be stored in an external memory which can be analyzed in real-time and/or later using appropriate analytical techniques. The result of the analysis can be displayed on a screen or printed on a physical medium. The information and the analytical tools can be stored in any suitable medium, including a mobile device, such as a phone or tablet, less mobile mediums. such as computers or a server, or other mediums including a cloud server, so that the trainee or concerned person such as a coach can access the information anytime and from anywhere. A dashboard application can also be developed and/or utilized that displays the performance of the trainee and other statistical analyses of the training in graphical forms and can further show trends over time. Comparisons with the other trainees can also be made using the stored information.

In one implementation, the training system is configured to support multiple training modes with selectively restricted or unrestricted rotational or translational movement, the training modes being implemented using physical stops attached to the platform or indicators such as lights or marks on the platform, and wherein performance in each training mode is measured and recorded by the sensors and uploaded for review, with feedback provided to the user by sounds or colored lights, the training program further comprising a sequenced series of lights positioned at different locations on the platform that illuminate to indicate where the stick, and hence the ball, should be moved, the system being configured to record the accuracy and speed of the user's movements in response to the illuminated sequence.

In one implementation, the disc has a non-circular, e.g., an oval profile that controls the vertical movement of the stick head during rotation, raising and lowering the stick toe as it passes over the ball.

In one implementation, the disc profile may be configured to cause the stick's toe to elevate and lower during rotation, and be based on the length of the toe or other parameters of particular stick designs.

In one implementation, a lateral sliding motion of the disc concurrent with rotation is desired to teach a frequently used pattern of stick motion for advancing a ball. This embodiment allows the ability to implement a lateral sliding motion in combination with a rotation of the stick over the ball toward the end of the lateral sliding motion and combines both skills in one training device.

In one implementation, adjustable features such as a tower/sleeve position, stick angle alignment mechanisms, and/or securement straps enable customization to fit various stick models and player preferences in the sleeve.

In one implementation, the stick can be attached to the tower by drilling holes through the stick and using screws to attach the stick to the tower.

In one implementation, the sleeve and/or tower may have reference indicators to assist in aligning the stick at the correct angle (e.g., 35° to 55° relative to the ground).

In one implementation, the sleeve and/or tower may have adjustable fasteners, such as straps, and optionally a tacky surface (e.g., rubber), an anti-slop surface, to help secure the stick in place.

In one implementation the sleeve and/or tower may include shims or wedges to adjust the stick's angle.

In one implementation, the elevated platform incorporates low-friction surfaces and surrounding bumpers to keep the disc centered and prevent the device from exceeding the platform's boundaries during use.

In one implementation, the platform and/or slope may include integrated and/or attachable bumpers. The bumpers may form a boundary wall that prevents the disc from sliding beyond a maximum safe limit. These mechanical constraints may serve as a hard stop, physically blocking excessive travel and preventing overextension or instability during fast drills.

In one implementation, a bumper may be adjustable and/or modular to allow a user to customize the allowable lateral range(s) in accordance with a particular or desired skill level.

In one implementation, the training device further comprises a lower containment wall or platform with a cavity to retain a ball during use.

In one implementation, the training device further comprises a ball path guiding system, such as, but not limited to, rails, one or more indented paths or channels, and/or elevated members to make a ball guiding system, which will inhibit a user from moving the ball in an alternative direction relative to the to the path guiding system's intended path during rotation and/or sliding of the disc during use of the training device.

In one implementation, the training device further comprises one or more walls, rebound surfaces, or vertical boundary elements positioned adjacent to one or more edges of the platform, the walls being configured to receive a pass made by the player while the stick is maintained substantially perpendicular to the ground during dribbling. In some implementations, these may include bumpers on the perimeter wall aligned with the rails to receive a pass. The bumpers may be constructed oof rubber or other resilient material. Systems and device with such implementations can enable the player to (a) sustain a vertical-stick orientation while moving the stick laterally in a left-to-right or right-to-left motion, (b) pass the ball against the wall during said motion, and (c) receive the rebounding ball and continue the dribbling sequence without loss of control, thereby training the coordinated biomechanical skill of executing controlled passes while maintaining a vertical stick during continuous dribbling.

In one implementation, the training device further includes embedded sensors to track player performance, providing data that can be analyzed for player improvement. The real-time tracking feature allows for competition among users, fostering a game like element to the training.

In one implementation, the training device sensors may be visual, magnetic, reflective or other signal generating markers on the disc and/or platform. Examples of sensors include, but are not limited to cameras, magnetic detectors, or optical readers, and may be used to measure or track disc rotation, lateral movement and/or speed, stick position, ball movement and/or ball speed. The sensors may be in connection with a communication module to transmit sensor data to a mobile device, computer, screen and/or server.

In one implementation, a mobile application or onboard system may detect when the disc loses contact with the platform or the stick loses contact with the ball.

In one implementation, a mobile application or onboard system may measure rotational and lateral movement and compare them against predefined training goals.

In one implementation, a mobile application or onboard system may provide real-time audio or visual feedback to the player.

In one implementation, a mobile application or onboard system may record session data such as stick-to-disc contact time, rotation counts, and speed.

In one implementation, a mobile application or onboard system may upload data to a server where it may be ranked or compared with other users'performance.

In one implementation, the platform may be inclined at different angles to simulate different dribbling techniques.

In one implementation, the system may include removable weights attached to the disc to adjust rotational resistance to build up the strength of the muscles which are used during the dribbling motion.

In one implementation, the system may include QR codes or other identifiers on the platform and/or disc that enables automatic calibration of the software to the training device specifications. The QR codes or other identifiers may also provide platform angle and/or height.

In one implementation, the training device integrates sensors and/or visual markers on the disc and/or platform, These components enable the measurement of disc rotation, lateral movement, stick position, ball movements and ball speed, providing real-time feedback through an external application or integrated display. The system may also record performance metrics, support gamified training sessions, and enable competitive modes between players. This comprehensive approach helps players refine their dribbling mechanics with consistency and precision.

In one implementation, the training device sensors and communication to peripheral systems allows players to compete in timed drills or precision challenges.

In one implementation, the training device sensors and communication to peripheral systems record and/or transmit performance metrics (e.g., rotation speed, lateral range, accuracy) and may be ranked on a remote system, enabling comparisons between users. For example, the system may support competitions and leaderboard tracking through a web application.

In one implementation, the slope is an adjustable angle.

In one implementation, the disc's modular sizing, and the optional use of friction modifiers and weights allow the system to scale with a user's skill growth, providing progressive levels of challenge.

In one implementation, the slope or elevated platform allows advanced players to train and learn higher rotation speeds, longer lateral drags, and/or steeper stick angles. In another implementation, beginners may start with more constrained, error-free guidance, using a larger disc designed to be in contact with the ground that a ball will be on. In another implementation, the front edge of the elevated platform overlap with the platform can be adjusted. Beginners may want a higher edge to prevent the disk from sliding off of the front of the platform. A higher edge requires a larger disk in order to raise the stick off of the platform sufficiently in order to avoid the stick contacting the edge. Whereas advanced players may want a lower edge, and hence a smaller disk.

In one implementation, visual indicators may be applied directly and/or indirectly to a platform or slope surface. The indicators may denote such information as a maximum allowable lateral travel distances of the disc for a given training program or other useful constraints that a user should be confined to or aware of. These markings serve as clear visual feedback for players during real-time drills, helping to reinforce correct stick motions, such as, but not limited to, side-to-side range of motion.

In one implementation, visual indicators may be applied directly and/or indirectly to the disc 130. The indicators may denote such information as a maximum allowable lateral travel distances of the disc for a given training program or other useful constraints that a user should be confined to or aware of. These markings serve as clear visual feedback for players during real-time drills, helping to reinforce correct stick motions such as, but not limited to, side-to-side range of motion.

In one implementation, one or more electronic sensors (e.g., optical, magnetic, ultrasonic, or hall-effect) may be mounted on or near the elevated platform and/or slope and calibrated to detect the lateral displacement and speed of the disk or ball. Such sensors may measure any physical parameter including, but not limited to, real-time side-to-side motion, exceeding the target range, movement precision limits and/or target points for stick movements. The sensor data can be sent to a cloud based server and the metrics can be used to measure performance relative to targets and create competitions between players.

A fixed detector module is mounted to the elevated platform, beneath or adjacent to the edge of the rotating disk. The detector may be oriented radially or tangentially to the disk's circumference to detect specific rotational events.

One or more sensing modalities may be used, including:

• • 1. Optical sensors (e.g., IR photo reflective or break-beam sensors) that detect visually contrasting markers (such as reflective tape, dark bands, or coded tags) placed on the bottom or perimeter of the disk;
  • 2. Magnetic sensors, such as Hall-effect sensors, that respond to embedded magnets or ferromagnetic tags placed in the disk;
  • 3. Visual pattern recognition systems, including low-resolution cameras or line sensors, capable of identifying printed or engraved fiducial markers (e.g., barcodes or dots); and/or
  • 4. RFID readers paired with passive tags embedded in the rotating disk.

Markers may be evenly spaced to allow consistent angular position detection or asymmetrically placed to encode rotational direction and unique position references.

In a basic configuration, the disk includes two diametrically opposed markers, enabling measurement of half-rotations. When these markers pass the detector, the system records a timestamp and computes. rotational speed based on the time interval between detections. Additional markers (e.g., placed every 90° or 60°) allow finer angular resolution.

In an advanced configuration, a rotary encoder ring may be integrated around the disk's perimeter, allowing continuous angular position tracking. This enables real-time monitoring of:

• • 1. Degrees per second (rotational velocity);
  • 2. Total revolutions completed;
  • 3. Direction of rotation (clockwise vs. counterclockwise);
  • 4. Acceleration and deceleration curves; and/or
  • 5. Dwell times or hesitation events during the arc.

Sensor data may be fed into a microcontroller or embedded processor located within the platform housing. This processor is configured to: Compare rotation metrics against pre-programmed benchmarks; Detect anomalies in stick handling (e.g., incomplete rotations, erratic speed); Trigger visual (e.g., LEDs), auditory (beepers, tones), or haptic (vibration motor) feedback; and/or Transmit data via Bluetooth Low Energy (BLE), Wi-Fi, or USB to an external device.

An optional mobile or desktop app may display real-time graphs of movement data, issue coaching cues, or log session summaries. The system may further include: Auto-calibration routines to set zero position or sensitivity thresholds; Battery management modules if powered by rechargeable cells; Firmware update capabilities for new detection modes; and/or Multi-Sensor Enhancements.

In further embodiments, multiple sensors may be mounted radially around the disk or within or on the elevated platform, allowing: Multi-point confirmation of stick passage over the disk (e.g., to detect dragging vs. lifting); 3D motion reconstruction when combined with inertial sensors (accelerometers, gyroscopes); and/or Detection of lateral deviation or improper contact patterns during high-speed dribbles.

The sensor system allows detailed post-training analysis of user sessions, including: Rotational consistency scores; Left-to-right hand dominance tracking; Improvement curves over multiple sessions; and/or Heatmaps of stick contact points.

These features support both automated self-coaching and remote evaluation by human coaches, especially in skill certification programs.

Some embodiments feature an adjustable slot that permits changing the tower's radial position to vary the stick's rotation arc and distance from the disk center.

The elevated platform and/or slope leverage basic principles of rotational kinematics and dynamics to accelerate skill acquisition and simulate game-realistic stick movements. Key mechanical factors include reduced rotational inertia, increased angular velocity, and controlled torque application, all of which contribute to faster, more responsive stick rotation.

Rotational inertia (moment of inertia, I) for a flat rotating disc is proportional to its mass (m) and the square of its radius (r²). By reducing the disc diameter, the system substantially lowers the inertia. A smaller radius disc has significantly less inertia than a larger disk, meaning it requires less torque to initiate rotation. Likewise, a smaller disc radius can be accelerated and decelerated more quickly, teaching players to develop fast wrist and arm control. This allows the user to train at higher rotational speeds, mimicking the quick transitions required during competitive dribbling.

Angular velocity describes. how quickly an object rotates through an angle. For a given hand rotation speed, the linear speed of the disk's edge is lower for a smaller disk, allowing the player to rotate through the same angular displacement in less time and with faster stick response. This replicates high-tempo stick rotations that are otherwise difficult to practice without ball movement and/or error.

A user will apply torque through the handle of the stick, which is transmitted to the disc as rotational force. Because a smaller disc has low inertia, the same applied torque produces a higher angular acceleration, making errors in control more noticeable and forcing rapid corrections.

While the foregoing written description of the invention enables one of ordinary skill to make and use what is considered presently to be the best mode thereof, those of ordinary skill will understand and appreciate the existence of variations, combinations, and equivalents of the specific embodiment, method, and examples herein. The invention should therefore not be limited by the above-described embodiment, method, and examples, but by all embodiments and methods within the scope and spirit of the invention as claimed.