EXERCISE DEVICE AND METHODS

Abstract

Methods and devices for use in shuttle drills. The exercise device includes a base having a plate and a central vertical member configured to receive blocks retrieved during a shuttle drill, and several blocks configured to be placed at varying distances from the base and to be picked up by a participant and stacked on the base. The method includes placing blocks of varying colors at varying distances from a base that has a plate and a central vertical member. A participant is instructed to run to the block closest to the base, pick up the block closest to the base, run back with the block to the base and stack the block around the central vertical member, and to repeat the running, picking up, and running back steps until there are no more blocks to be picked up and all blocks are stacked around the central vertical member.

Claims

1. An exercise device for use in shuttle drills, the exercise device comprising: a base having a plate and a central vertical member configured to receive blocks retrieved during a shuttle drill; and a plurality of blocks configured to be placed at varying distances from the base and to be picked up by a participant in the shuttle drill and stacked on the base.

2. The exercise device of claim 1, further comprising a handle configured to be attached to the base for carrying the device and for securing the blocks to the base when the exercise device is not in use.

3. The exercise device of claim 2, wherein the handle is a kettle bell.

4. The exercise device of claim 1, wherein each block has a polygonal cross section and has a central hole for accommodating the central vertical member.

5. The exercise device of claim 1, wherein each block has a unique color.

6. The exercise device of claim 1, wherein the outside diameter of a block is approximately 13 cm.

7. The exercise device of claim 1, wherein the thickness of a block is approximately 4 cm.

8. The exercise device of claim 1, wherein the weight of a block is approximately 140 g.

9. The exercise device of claim 1, wherein the blocks are made of polypropylene.

10. The use of a device in accordance with claim 1 in running a shuttle drill.

11. A method for organizing a shuttle drill, comprising: placing blocks of varying colors at varying distances from a base including a plate and a central vertical member; instructing a participant to run to the block closest to the base; instructing the participant to pick up the block closest to the base; instructing the participant to run back with the block to the base and stacking the block around the central vertical member; and instructing the participant to repeat the running, picking up, and running back steps until there are no more blocks to be picked up and all blocks are stacked around the central vertical member.

12. The method of claim 11, wherein the shuttle drill is performed while being timed.

13. The method of claim 11, wherein the shuttle drill is performed simultaneously by individual users in a competition.

14. The method of claim 11, wherein the blocks are stacked onto the central vertical member in order to visually indicate how far along the shuttle drill a participant has reached.

15. The method of claim 11, wherein the blocks are placed at equal distances from one another.

16. The method of claim 11, wherein the blocks are placed on the ground.

17. The method of claim 11, wherein the blocks are placed on an indoor course.

18. The method of claim 11, wherein the blocks are placed on an outdoor course.

Description

BRIEF DESCRIPTION OF THE DRAWINGS

[0017] FIG. 1 shows a schematic view of an empty base 102 of the exercise device 100, in accordance with one embodiment.

[0018] FIG. 2 shows a schematic view of the base 102 of FIG. 1, in which a couple of blocks 104, 106 have been stacked on the base 102, in accordance with one embodiment.

[0019] FIG. 3 shows a schematic view of the base 102 of FIG. 1, fully stacked with six blocks 104-114, and a kettle bell handle 116 on top, in accordance with one embodiment.

[0020] FIG. 4 shows a schematic birds eye view of an exercise course 400, in accordance with one embodiment.

[0021] FIG. 5 shows a flowchart for an exercise method using the exercise device 100, in accordance with one embodiment.

[0022] FIGS. 6A-6C show a side view, a top view, and a perspective view, respectively, of a hexagonal block, in accordance with one embodiment.

[0023] Like reference symbols in the various drawings indicate like elements.

DETAILED DESCRIPTION

[0024] The various embodiments of the invention pertain to methods and devices for performing interval exercises, such as shuttle drills. As can be seen in FIGS. 1-3, in one embodiment, the exercise device 100 includes a base 102, a number of blocks 104-114, and a kettle bell 116. The blocks 104-114 are stackable on the base 102, and the kettle bell 116 can be attached to the top of the base 102, for example by screwing the kettle bell 116 onto the base 102, and serve as a handle for carrying the exercise device 100. FIG. 1 shows a schematic view of an empty base 102, FIG. 2 shows a schematic view of a base 102 with two blocks 104, 106 placed on the base 102, and FIG. 3 shows a fully assembled exercise device 100, including base 102, blocks 104-114 and kettle bell 116.

[0025] The base 102 is used to stack the blocks 104-114 as each block is returned to the base 102 during a shuttle drill, as will be explained in further detail below. The base 102 is also used to secure the blocks 104-114 when carrying and storing the exercise device 100.

[0026] In one embodiment, there are six blocks 104-114. It should be noted that while they are referred to as “blocks” throughout this specification, they may have any shape, e.g., circular, oval, polygonal, etc. The only common features of the blocks is that they have a hole in the center so they can be stacked on the base 102. In one embodiment, the blocks 104-114 are hexagonal, which ensures that they are easy to pick up and stack on the base 102. Having a polygonal shape may also be beneficial in situations when a block 104-114 is placed on its side, which may be the case, for example, in varied terrain and to ensure that the block 104-114 does not move once placed on the ground. FIGS. 6A-6C show a side view, a top view, and a perspective view, respectively, of a hexagonal block, in accordance with one embodiment.

[0027] It should also be noted that the number of blocks can be variable, for example, in some embodiments there may be only four blocks, and in others there can be a larger number of blocks, depending on the height of the base 102 and the type of exercise to be performed. For example, a longer exercise may require more blocks 104-114 than a shorter exercise.

[0028] In one embodiment, the blocks 104-114 are created such that they are easily handled and carried by the human hand, that is, not too heavy and not too light, not too big and not too small, which could make it difficult to stack the blocks 104-114 onto the base 102. In one embodiment, the outside diameter of the blocks 104-114 is approximately 13 cm, the inside diameter of the blocks 104-114 is approximately 6 cm and the thickness is approximately 4 cm. However, as the skilled person realizes, these dimensions can vary. Also, the blocks 104-114 do not necessarily need to be the same size and shape. Different sizes and shapes can be used as long as they are stackable onto the base 102.

[0029] Another consideration is that the blocks 104-114 should preferably be heavy enough to remain in position while placed on the ground, even if they are used outside and it is windy, or if they are used on an incline. At the same time, the blocks 104-114 should preferably remain light enough that a grade school child could carry them with ease. In one embodiment, the weight of each block is approximately 0.3 lbs (or approximately 140 g). The base 102 should preferably also be heavy enough to support the blocks 104-114 in an upright position as they are returned to the base 102. In one embodiment, the weight of the base 102 is approximately 0.7 lbs (or approximately 300 g). In one embodiment, the blocks 104-114 are made out of polypropylene. However, as the skilled person realizes, many other materials can also be used, such as wood, stone, aggregate, metal (e.g., aluminum, steel, titanium), plexiglass, plastics, carbon fiber, cloth or natural fiber, glass, and rubber, just to mention a few examples.

[0030] The blocks 104-114 form the basis for the accountability, and visible indicators, of the shuttle drill. Before the exercise starts, each block is laid down at a certain distance from the starting line, where the base 102 is placed, and during the shuttle drill, the athletes retrieve the blocks 104-114 and return them to the base 102. This will be explained in further detail below with respect to FIGS. 4 and 5.

[0031] In one embodiment, each block 104-114 has a unique color. This improves the visual indicators, such that it is easier for a spectator/trainer to determine how far along the course a competitor has reached. However, it should be realized that the blocks 104-114 can also have a single color and the same determination can be made, although perhaps not as easily, by looking at the height of the stacked blocks 104-114 on the base 102 during the competition.

[0032] The kette bell handle 116 is used to carry and store the exercise device 100 when not in use for shuttle drills. In one embodiment, the kettle bell handle 116, twist locks onto the base 102 to secure the blocks 104-114 and prevent them from falling off the base 102 when the exercise device is being carried. In one embodiment, the weight of the kettle bell handle 116 is approximately 0.5 lbs (or approximately 200 g), and just like the blocks 104-114, it can be made of polypropylene, or any other type of suitable material. Thus, in an embodiment that includes the base 102, six blocks 104-114, and the kettle bell handle 116, the total weight of the exercise device 100 would be approximately 3 lbs (or approximately 1400 g).

[0033] It should also be realized that the kettle bell handle 116 is not an integral piece to the exercise device 100, and that there may be embodiments in which a different kind of top (e.g., a generic screw top) is used to secure the blocks 104-114 to the base 102, or in which the blocks 104-114 are not secure but simply placed loosley on the base 102. An example of an exercise method in accordance with one embodiment, will now be described with reference to FIGS. 4 and 5.

[0034] FIG. 4 shows a schematic birds eye view of an exercise course 400, in accordance with one embodiment. While the exercise course 400 in this embodiment is illustrated as an indoor gym, it should be noted that the exercise device 100 could also equally well be used in any type of course, such as a soccer field, ice rink, football field or basketball court or similar type area or field.

[0035] Before the exercise starts, the blocks 104-114 are placed at different sizes from the base 102, for example, at 20 feet intervals. While similar distances between the blocks 104-114 are shown in FIG. 4, it should be realized that variable distances could also be used. Similarly, while the number of blocks in FIG. 4 are six, fewer or more blocks 104-114 could be used.

[0036] The blocks 104-114 typically have different colors, e.g., red, orange, yellow, green, blue and gold. When the course 400 is set, the closest block 104 to the base 102 will be the red block and the furthest block 114 will be the gold block. The participant then walks back to the base 102. The object is to run to each colored block 104-114, pick up the block 104-114 and return it to the base 102, while being timed. This exercise is described with respect to the flow chart 500 of FIG. 5.

[0037] As can be seen in FIG. 5, the shuttle drill 500 starts by the athlete 402 running to the first block 104 (red) and picks it up in step 502. The athlete 402 then runs back with first block 104 and places it on the base 102 in step 504. Next the athlete 402 runs to the second block 106 (orange) and picks it up in step 506. The athlete then runs back with the second block 106 and places it on the base 102 in step 508. Next the athlete 402 runs to the third block 108 (yellow) and picks it up in step 510. The athlete then runs back with the third block 108 and places it on the base 102 in step 512. Next the athlete 402 runs to the fourth block 110 (green) and picks it up in step 514. The athlete then runs back with the fourth block 110 and places it on the base 102 in step 516. Next the athlete 402 runs to the fifth block 112 (blue) and picks it up in step 518. The athlete then runs back with the fifth block 112 and places it on the base 102 in step 520. Next the athlete 402 runs to the sixth block 114 (gold) and picks it up in step 522. Finally, the athlete runs back with the sixth block 114 and places it on the base 102 in step 524, which concludes the shuttle run.

[0038] As can be seen from the above explanation, the exercise device 100 and methods described herein can be used for several reasons, such as drill, coaching, training, competition or race. The exercise device 100 and methods described above provide motivation and fun to what might otherwise often be a bland concept of running a hill or touching lines.

[0039] In a competition, the course can be set up similarly to the cardiovascular exercise as described above, but each participant has their own exercise device 100. The first person to successfully stack the six blocks 104-114 onto the base 102 will be the winner, or expressed differently, the first person to stack the gold (or final) block 114, completes the drill first.

[0040] As was described above, when a participant is completing a shuttle drill, it is important to know who is in the lead, when the lead changes and when a participant gains or loses time (beginning, middle or end). Using the exercise device 100 will help a coach or athlete to recognize where more work needs to be done and where an athlete should spend their time training. Runners, athletes, teammates or students can compete against each other to identify areas of deficiency and become stronger, more agile and faster.

[0041] The descriptions of the various embodiments of the present invention have been presented for purposes of illustration, but are not intended to be exhaustive or limited to the embodiments disclosed. Many modifications and variations will be apparent to those of ordinary skill in the art without departing from the scope and spirit of the described embodiments. For example, while the exercises described herein have been described with blocks 104-114 placed on the ground, this is no requirement. In some alternative embodiments, for example, the blocks 104-114 could be placed at different distances and/or at different heights, requiring participants to climb certain structures to retrieve the blocks 104-114. The blocks 104-114 can also be placed in “hidden” locations that are marked on a map (e.g., similar to orienteering or a “scavenger hunt”) and from which they have to be retrieved and returned to the base 102. In some embodiments, the blocks can be used in a “relay fashion,” i.e., with a team of runners, where each team member takes turns to pick up a particular block 104-114. In yet other embodiments, Global Positioning System (GPS) or Radio Frequency Identifier (RFID) technology can be used in conjunction with the shuttle drill (for example, by being incorporated into the blocks) to calculate exact distance between each block 104-114, total drill distance, pace and time during the drill. This technology can be linked, for example, to an app to store and record data for individual users to track their progress over time, or to a score board to display user standings during a competitive event. These are merely some examples of alternative embodiments, and as the skilled person realizes, there are many other variations that can be accomplished with the methods and devices of the invention.

[0042] The terminology used herein was chosen to best explain the principles of the embodiments, the practical application or technical improvement over technologies found in the marketplace, or to enable others of ordinary skill in the art to understand the embodiments disclosed herein.