EXTENDABLE AND RETRACTABLE TRAINING DEVICE FOR SNOWBOARDING

Abstract

A training device for teaching a user how to snowboard is disclosed. The training device includes a telescoping unit, a hinge unit, a locking mechanism, and a handlebar. The telescoping unit includes telescoping sections that are slidably coupled with one another, with a first end of the telescoping unit including a grip. The hinge unit is coupled to a second end of the telescoping unit. The locking mechanism is adjustably coupled to the hinge. The handlebar is coupled to the hinge a center region thereof such that opposing longitudinal distal ends of the handlebar are spaced from the hinge unit. Further, the handlebar is rotatable between: a first position, where the handlebar extends substantially perpendicular relative to the telescoping unit, and a second position, where the handlebar extends substantially parallel relative to the telescoping unit.

Claims

1. A training device for snowboarding, the training device comprising: a telescoping unit comprising a plurality of telescoping sections that are slidably coupled with one another, with a first end of the telescoping unit comprising a grip; a hinge unit coupled to a second end of the telescoping unit; a locking mechanism adjustably coupled to the hinge; and a handlebar coupled to the hinge a center region thereof such that opposing longitudinal distal ends of the handlebar are spaced from the hinge unit, with the handlebar being rotatable between: a first position, where the handlebar extends substantially perpendicular relative to the telescoping unit, and a second position, where the handlebar extends substantially parallel relative to the telescoping unit.

2. The training device of claim 1, wherein the plurality of telescoping sections are slidable between an extended position and a retracted position.

3. The training device of claim 2, wherein the locking mechanism is configured to lock the handle bar in either the first position or the second position.

4. The training device of claim 3, wherein the handlebar is configured to rotate via the hinge unit.

5. A method of teaching snowboarding, the method comprising the steps of: providing the training device of claim 1; removing the training device from a storage location; sliding the plurality of telescoping sections to an extended position; rotating the handlebar from the second position to the first position; and adjusting the locking mechanism to lock the handlebar in the first position.

6. The method of claim 5, further comprising the steps of: grasping the handlebar with first and second hands of a first user; and grasping the grip with at least one hand of a second user.

7. The method of claim 6, wherein, when grasping the handlebar, the first user stands on a snowboard.

8. The method of claim 7, wherein the handlebar is configured to rotate via the hinge unit.

9. The method of claim 8, further comprising the steps of: adjusting the locking mechanism to unlock the handlebar from the first position; rotating the handlebar from the first position to the second position; sliding the plurality of telescoping sections to a retracted position; and inserting the training device into the storage location.

10. The method of claim 9, wherein the storage location is a pocket.

Description

BRIEF DESCRIPTION OF THE DRAWINGS

[0010] The following figures are included to illustrate certain aspects of the present disclosure and should not be viewed as exclusive embodiments. The subject matter disclosed is capable of considerable modifications, alterations, combinations, and equivalents in form and function, without departing from the scope of this disclosure.

[0011] FIG. 1 is a perspective view of an embodiment of the present invention, shown in an extended, in-use position;

[0012] FIG. 2 is a perspective view of an embodiment of the present invention, shown in a retracted, storage position;

[0013] FIG. 3 is an exploded view of the embodiment of the present invention;

[0014] FIG. 4 is a front view of the embodiment of the present invention, showing both the extended and retracted positions thereof, with the extended position illustrated in phantom;

[0015] FIG. 5 is a perspective view of the embodiment of the present invention, shown in-use; and

[0016] FIG. 6 is a front view of the embodiment of the present invention, shown in the retracted position and disposed in a storage location.

DETAILED DESCRIPTION OF THE INVENTION

[0017] The subject disclosure is described with reference to the drawings, wherein like reference numerals are used to refer to like elements throughout. In the following description, for purposes of explanation, numerous specific details are set forth in order to provide a thorough understanding of the present disclosure such that one skilled in the art will be enabled to make and use the present invention. It may be evident, however, that the present disclosure may be practiced without some of these specific details. For the purpose of clarity, technical material that is known in the technical fields related to the present invention has not been described in detail so that the present invention is not unnecessarily obscured

[0018] Broadly, one embodiment of the present invention is an extendable and retractable training device for snowboarding that includes a telescoping unit, a hinge unit, a locking mechanism, and a handlebar.

[0019] Referring now to FIGS. 1-6, an extendable and retractable training device 10 generally includes: a grip or handle 12, a plurality of telescoping sections 14, 16, 18, a hinge 20, a hinge ring 22, a locking mechanism 28, 30, and a handlebar 26.

[0020] As shown in FIGS. 1 and 2, the grip 12, the first telescoping section 14, the second telescoping section 16, third telescoping section 18, and hinge 20 collectively form a telescoping unit which can be selectively retracted (FIG. 2) and extended (FIG. 1). The telescoping unit is lockable such that varying lengths can be achieved, which is useful when users need greater or smaller distancing between a trainer 34 and a student 32.

[0021] The hinge 20 is disposed on an opposite side of the telescoping unit relative to the grip 12. The hinge ring 22 is rotatably coupled to the hinge 20 via hinge fingers 24, with a locking mechanism 28, 30 extending on opposite sides and through the hinge fingers 24. The hinge 20 and hinge ring 22 collectively form a hinge unit. The locking mechanism 28, 30 is adjustable to selectively lock and unlock the handlebar 26 in its position. For example, the locking mechanism 28, 30 can lock the handlebar 26 such that it extends perpendicular to the telescoping unit (FIG. 1), and it can also lock the handlebar 26 such that it extends parallel to the telescoping unit (FIG. 2).

[0022] In certain embodiments, the locking mechanism 28, 30 may include an adjustment member 28 which is threaded onto a connector 30. Thus, rotation of the adjustment member 28 selectively applies and releases pressure on the hinge joint at the fingers 24, thus locking and unlocking the handlebar 26 for rotation, as needed.

[0023] The handlebar 26 is coupled to the hinge ring 22 of the hinge unit. As described above, it is rotatable between a position perpendicular to the telescoping unit and parallel thereto. As shown in FIG. 4, the handlebar 26 is coupled to the hinge unit at a central portion thereof such that it extends approximately the same lateral distance away from the hinge ring 22 of the hinge unit in both directions, forming a T-shape when the training device 10 is in an extended position. More specifically, opposing distal ends (relative to the lengthwise longitudinal direction of the handlebar 26) are distanced from the hinge unit by this configuration. Thus, both sides of the handlebar 26 can be grasped by both hands of a student 32, as demonstrated in FIG. 5.

[0024] An exemplary use case is as follows. A teacher or trainer 34 may retain the training device 10 in a retracted position in their pocket, bag, backpack, or other storage location 40, as shown in FIG. 6. Due to the compact size of the device 10, it may be stored in any number of places conveniently. When ready to use the device 10, the trainer 34 first removes it from where it is being stored. Then, the telescoping unit may be slid out to an extended position, and the handlebar 26 may be rotated from parallel the telescoping unit to perpendicular thereto. The locking mechanism 28, 30 may be adjusted to retain the handlebar in position. The trainer 34 may grasp the handle 12 and direct a student 32 (e.g., a child) to grasp the handlebar 26 with both of their hands. In certain embodiments of this method, the trainer 34 may be standing on the ground, but those with skill in the art will appreciate that the trainer 34 may also be on a snowboard helping to guide the student 32 down a snow-covered slope. When the training device 10 is no longer needed, the locking mechanism 28, 30 can be adjusted to permit the handlebar 26 to rotate parallel the telescoping unit, and the telescoping unit can be collapsed back down to a retracted position for storage and transport.

[0025] While the primary use case intended is to be used as a teaching aid for snowboarding students, other uses may be appropriate that require a telescoping portion with a rotatable handlebar, and are within the spirit and scope of the present disclosure.

[0026] To make the present invention, a plurality of telescoping sections may be formed from any appropriate materials (e.g., plastic, aluminum, etc.). A rubber grip may be added to the outermost section to form the handle 12. The handlebar 26 may be formed from, for example, cut tubing, and may be coupled to or formed as integral with the hinge. The hinge should be formed such that the handlebar 26 is rotatable relative to the telescoping sections including: perpendicular to the telescoping section and parallel to the telescoping section. Those with skill in the art will appreciate that, while many of the components are described as separate, such as the hinge 20 and telescoping unit, in certain embodiments the hinge 20 may be directly incorporated or integral with the telescoping unit to reduce the cost and complexity of the design, while maintaining the same functionality.

[0027] While one or more preferred embodiments are disclosed, many other implementations will occur to one of ordinary skill in the art and are all within the scope of the invention. Each of the various embodiments described above may be combined with other described embodiments in order to provide multiple features. Furthermore, while the foregoing describes a number of separate embodiments of the apparatus and method of the present invention, what has been described herein is merely illustrative of the application of the principles of the present invention. Other arrangements, methods, modifications, and substitutions by one of ordinary skill in the art are therefore also considered to be within the scope of the present invention, which is not to be limited except by the claims that follow.

[0028] While apparatuses and methods are described in terms of “comprising,” “containing,” or “including” various components or steps, the apparatuses and methods can also “consist essentially of” or “consist of” the various components and steps. All numbers and ranges disclosed above may vary by some amount. For example, the terms parallel and perpendicular are intended to encompass angles approximately at 0 degrees and approximately at 90 degrees. Also, the terms in the claims have their plain, ordinary meaning unless otherwise explicitly and clearly defined by the patentee. Moreover, the indefinite articles “a” or “an,” as used in the claims, are defined herein to mean one or more than one of the elements that it introduces. If there is any conflict in the usages of a word or term in this specification and one or more patent or other documents that may be incorporated herein by reference, the definitions that are consistent with this specification should be adopted. Moreover, the use of directional terms such as above, below, upper, lower, upward, downward, left, right, and the like are used in relation to the illustrative embodiments as they are depicted in the figures, the upward or upper direction being toward the top of the corresponding figure and the downward or lower direction being toward the bottom of the corresponding figure.