JP2019037781A - Training ball, and method for producing training ball - Google Patents

Abstract

To provide a training ball that can change a user's awareness and correct the user's body motion according to the change in awareness, and a method for producing a training ball.SOLUTION: The center of a sphere 2 is provided with a spherical core 3 with a heavier mass than that of the sphere 2, and an outer diameter D2 of the core 3 is set to 1/2.4-1/2.5 of an outer diameter D1 of the sphere.SELECTED DRAWING: Figure 1

Description

  The present invention relates to a training ball and a method for manufacturing the training ball.

  Various balls have been proposed as training balls. For example, a ball imitating a baseball has a hole formed from the surface to the deep part, and a finger is trained by putting a finger in the hole. Thus, the training ball is formed so as to correct a part of the body or apply a load. Then, by training using such a training ball, a part of the body is corrected or trained.

JP 2010-279777 A

By the way, the conventional training ball does not take into account how the user's skeleton and muscles are attached, and may cause injury if used forcibly.
For this reason, this inventor considered changing the user's consciousness and performing training without difficulty by correcting the movement of the body from the change of consciousness. However, it has been difficult to change the user's consciousness using a conventional training ball and correct the body movement from the change of consciousness.

  Therefore, the present invention has been made in view of the above-described circumstances, and it is possible to change a user's consciousness, a training ball capable of correcting a user's body movement from a change in consciousness, and a training ball A manufacturing method is provided.

  In order to solve the above problems, the training ball according to the present invention is provided with a spherical core having a heavier mass than the sphere at the center of the sphere, and the outer diameter of the core is set to 1 / out of the outer diameter of the sphere. It is characterized by being set to 2.4 to 1 / 2.5.

  In the training ball according to the present invention, the sphere may have a diameter of 72.9 mm to 74.8 mm, and the core may have a diameter of 30 mm.

  In the training ball according to the present invention, the weight of the sphere may be 10.2 g, and the weight of the core may be 265.7 g.

  In the training ball according to the present invention, the sphere may be made of a porous material, and the core may be made of metal.

  In the training ball according to the present invention, the core may be formed of a stainless material.

  In the training ball according to the present invention, a spherical core visible from the outside of the sphere is provided at the center of the transmissive sphere, and the diameter of the sphere is 72.9 mm to 74.8 mm. Is characterized by being 20 mm to 30 mm.

  In the training ball according to the present invention, the sphere has a seam that imitates a baseball, so that the narrowest gap between the seams fits between the narrowest seams when viewed from the radially outer side of the sphere. In addition, the core may be disposed.

  In the training ball according to the present invention, a spherical core visible from the outside of the sphere is provided at the center of the transmissive sphere, and the outer diameter of the core is 1 / 5.5 to 1 of the outer diameter of the sphere. It is characterized by being set to / 3.

  In the training ball according to the present invention, the sphere may have a diameter of 42.67 mm to 42.8 mm, and the core may have a diameter of 8 mm.

  In the training ball according to the present invention, the surface of the core may be colored with hue numbers 2 to 7 in the PCCS hue ring.

  The training ball according to the present invention is provided with a spherical core that is visible from the outside of the spheroid at the center of a spheroid that can be obtained with the major axis as a rotation axis, and the outer diameter of the core is It is characterized by being set to 1/3 or less of the minor axis of the spheroid.

  In the training ball according to the present invention, a spherical weight having a heavier mass than the spheroid is provided at the center of the spheroid obtained using the major axis as a rotation axis, and the outer diameter of the weight is set to be equal to that of the spheroid. It is characterized by being set to 1/2 or less of the short axis.

  A training ball manufacturing method according to the present invention is a training ball manufacturing method in which a spherical core is provided at the center of a sphere, and the step of manufacturing the two spheres by dividing the sphere in half, A step of forming a recess for arranging the core in the radial center of the mating surfaces of the semicircles; a step of housing the core in the recess and joining the mating surfaces of the semicircles; Polishing the outer peripheral surfaces of the mating surfaces of the two semicircular bodies that are joined together, and covering the outer peripheral surfaces of the mating surfaces with a transparent coating material.

  According to the present invention, the user's consciousness can be directed to the center (core) of these spheres and spheroids without being limited by the size of the spheres and spheroids. And the handling of a sphere or a spheroid can be changed from the change in consciousness. This makes it possible to correct the movement of the user's body when handling a sphere or a spheroid.

It is a perspective view of a training ball in an embodiment of the present invention. BRIEF DESCRIPTION OF THE DRAWINGS It is explanatory drawing of the training method using the training ball in embodiment of this invention, Comprising: (a) is the figure which looked at the state which the user grasped the training ball from the back side of the hand, (b) is a user training It is the figure which looked at the state which grasped the ball from the side on the little finger side. It is explanatory drawing which shows the difference with the case where it does not utilize the case where the training ball in embodiment of this invention is utilized. It is a figure for demonstrating the experimental result of the 1st Example and 2nd Example in embodiment of this invention. It is a figure for demonstrating the experimental result of the 3rd Example in embodiment of this invention. It is a figure for demonstrating the manufacturing method of the training ball in embodiment of this invention. It is a perspective view of the training ball in the 2nd modification of an embodiment of the present invention. It is a perspective view of the training ball in the 3rd modification of an embodiment of the present invention. It is a perspective view of the training ball in the 5th modification of an embodiment of the present invention. It is a figure which shows how four stances appear in the 4 stance theory of embodiment of this invention, (a) is a figure of a toe inner side center of gravity, (b) is a figure of a toe outer side center of gravity, (c) is a toe. FIG. 4D is a diagram of the outer center of gravity, and FIG. It is explanatory drawing which shows a motion of the leg | foot at the time of the cross type walk in embodiment of this invention, (a)-(d) shows operation | movement. It is explanatory drawing which shows a motion of the leg | foot at the time of the cross type walk in embodiment of this invention, (a), (b) shows operation | movement. It is explanatory drawing which shows the motion of the leg | foot at the time of the parallel type walk in embodiment of this invention, (a)-(d) shows operation | movement. It is description of the force added to the ball | bowl (sphere | ball) in embodiment of this invention. It is description of the force added to the ball | bowl (sphere | ball) in embodiment of this invention. It is description of the force added to the ball | bowl (sphere | ball) in embodiment of this invention. It is explanatory drawing of frame | skeleton interlock | cooperation at the time of ball release of each type in embodiment of this invention, (a) shows type 1 (A1 type, B1 type), (b) shows type 2 (A2 type, B2). Type). It is an image figure of the type of impact point of the toe inner center of gravity in the embodiment of the present invention. It is an image figure of the type of impact point of the toe outside centroid in the embodiment of the present invention. It is an image figure of the impact point of the heel inner side center of gravity type in embodiment of this invention. It is an image figure of the impact point of the type of the outer side gravity center in the embodiment of the present invention. It is explanatory drawing which shows the procedure of the axial exercise | movement exercise in embodiment of this invention, (a) is the figure which looked at the user P from the front, (b) is the figure which looked at the user P from the side. FIG. 23 in the embodiment of the present invention is an explanatory view showing the procedure of the axial motion exercise, (a) is a view of the user P viewed from the front, and (b) is a view of the user P viewed from the side. It is explanatory drawing which shows the procedure of the axial exercise | movement exercise in embodiment of this invention, (a) is the figure which looked at the user P from the front, (b) is the figure which looked at the user P from the side. It is explanatory drawing which shows the procedure of the axial exercise | movement exercise in embodiment of this invention, (a) is the figure which looked at the user P from the front, (b) is the figure which looked at the user P from the side. It is explanatory drawing which shows the procedure of the axial exercise | movement exercise in embodiment of this invention, (a) is the figure which looked at the user P from the front, (b) is the figure which looked at the user P from the side. It is explanatory drawing which shows the procedure of the axial motion exercise in embodiment of this invention, (a) is the figure which looked at the user P from the side, (b) is the figure which looked at the user P from the front, (c) is the user It is the figure which looked at P from the side, and is a figure which shows the attitude | position different from (a). The A type hand which touches the training ball in an embodiment of the present invention is shown, (a) is a figure seen from the top, and (b) is a figure seen from the side. It is a figure which shows the A1 type hand which touches the training ball | bowl in embodiment of this invention. It is a figure which shows the A2 type hand which touches the training ball | bowl in embodiment of this invention. The B type hand which touches the training ball | bowl in embodiment of this invention is shown, (a) is the figure seen from the top, (b) is the figure seen from the side. It is a figure which shows the B1 type hand which touches the training ball | bowl in embodiment of this invention. It is a figure which shows the B2 type hand which touches the training ball | bowl in embodiment of this invention. It is the schematic of the training ball | bowl in the 7th modification of embodiment of this invention. It is explanatory drawing about the handling of the body axis at the time of the gravity center stabilization in the sloping ground in the cross type in embodiment of this invention. It is explanatory drawing about the handling of the body axis at the time of the gravity center stabilization in the inclined ground in the parallel type in embodiment of this invention.

  Next, embodiments of the present invention will be described with reference to the drawings.

  First, in explaining the training ball 1, in the competition (ball game) using the ball (sphere), it is recognized that the prospect of improving the performance by being aware of the center (core) of the ball is already well known. By the way. Below, the core was found as a result of researching how the player (how to feel, sense of vision, weight balance, etc.) and how to incorporate that information and how it can be used to improve performance. The ball (training ball 1) will be described.

(Training ball)
FIG. 1 is a perspective view of a training ball 1 simulating a baseball ball.
As shown in the figure, the training ball 1 has a sphere 2 simulating a baseball, and a spherical core 3 provided at the center of the sphere 2.
The sphere 2 is formed of a transparent member that can be transmitted, for example, transparent rubber. In addition, the spherical body 2 should just be formed with the member which can permeate | transmit, for example, may be formed with the cloudy transparent member. Further, the outer diameter D1 of the sphere 2 is set to about 7.4 cm, for example.

  On the other hand, the core 3 has a visible coloring on the surface. As a chromatic color, any visible color may be used, but a bright color such as orange is preferable to a so-called dark color such as black or gray. The outer diameter D2 of the core 3 is set to 1/3 or less of the outer diameter of the sphere 2. The outer diameter D2 of the core 3 of the present embodiment is set to about 2 cm, and is set to 1/3 or less of the outer diameter D1 of the sphere 2.

When the color of the core 3 is fluorescent, the core 3 tends to appear blurry. Therefore, it is preferable to set the outer diameter D2 of the core 3 to be smaller than when the bright color is applied. When the sphere 2 is shaped like a baseball, the outer diameter D2 of the core 3 may be set to the same diameter as the outer diameter of the core of the baseball.
The core 3 can employ various materials such as resin and rubber.

Next, a training method using the training ball 1 will be described with reference to FIG.
2A and 2B are explanatory diagrams of a training method using the training ball 1. FIG. 2A is a diagram showing a state where the user holds the training ball 1 from the back side of the hand, and FIG. It is the figure which looked at the state which grasped ball 1 from the side on the little finger side.
When performing training using the training ball 1, after using the training ball 1, a pitch is performed with the ball that is actually used. Specifically, first, the training ball 1 is naturally held as shown in FIG. By grasping naturally, the core 3 can be visually recognized from between the second joint of the user's index finger and the second joint of the middle finger. That is, the training ball 1 can visually recognize the core 3 smaller than the outer diameter D1 of the actual sphere 2 gripped by the user. Then, the user is conscious of the core 3.

Subsequently, as shown in FIG. 2B, the training ball 1 is positioned above the palm with the user's palm facing upward. In this state, the training ball 1 is thrown upward (tossed), and the training ball 1 that has fallen is gripped again. Repeat this several times. As a result, the user can be further conscious of the core 3.
Further, for example, assume that the pitching is performed so that the training ball 1 is rotated. At this time, the user has an image of throwing so as to apply a propulsive force to the training ball 1 while being conscious of the core 3.

  Here, for example, as shown in FIG. 3, when the player tries to throw a white sphere by simply rotating it, the player's consciousness tends to be directed to the surface of the sphere. As a result, the player pitches with the intention of applying a rotation to the surface of the sphere (see arrow Y1 in FIG. 3), so the player often twists the wrist unnecessarily, causing the wrist to hurt. .

  However, by performing training using the training ball 1 as described above, the consciousness is directed to the core 3 that is smaller than the sphere 2 and a large rotational force is applied to the outer surface of the ball by applying a propulsive force to the core 3. (See arrow Y2 in FIG. 3). As a result, the wrist is not hurt, and the wrist is not damaged. Furthermore, it is possible to perform pitching in which an ideal rotation is applied to a ball that is actually used.

  Thus, in the above-described embodiment, the spherical core 3 that is visible from the outside of the spherical body 2 is provided at the center of the transparent spherical body 2. Further, the outer diameter D2 of the core 3 is set to 1/3 or less of the outer diameter D1 of the sphere 2. For this reason, the user's consciousness can be directed to the center (core 3) of the sphere 2 without being trapped by the size of the sphere 2. And how to handle the sphere 2 (how to throw) can be changed from the change in consciousness. Thus, by performing the pitching practice using the training ball 1, it becomes possible to correct the movement of the user's body when the ball 2 is thrown (handled).

  Moreover, after performing the training using the training ball 1, it is possible to perform training closer to the actual battle by performing training using the normal sphere 2.

In the above-described embodiment, the case where the sphere 2 is formed of a transparent member that is transmissive has been described. However, the present invention is not limited to this, and a member that cannot pass through the sphere, for example, a sphere 2 colored in white may be used.
However, in this case, the weight 4 is used instead of the core 3 so that the user's consciousness is directed toward the center of the sphere 2. The weight 4 is set to be sufficiently heavier than the mass of the sphere 2.

Hereinafter, the first to fourth examples and the first to ninth comparative examples will be specifically described, and the results will be described.
Here, as mentioned above, with regard to the size of the core 3 of the training ball 1, the player improves the performance by incorporating how and how the sense (tactile sensation / vision / weight balance, etc.) is used. It is important to be connected to For this reason, the appropriate numerical range of the core 3 can be set by making the human body skeleton and sensibility and the human body parts (hands, feet, eyes, etc.) in contact with the sphere 2 subjective.

(First embodiment)
The conditions of the balls of the first example and each comparative example are as follows. That is, the size and weight of the sphere 2 are common to the first embodiment and each comparative example. The spherical body 2 is colored in a non-transparent member, for example, white. The sphere 2 is made of hard foamed urethane. On the other hand, the core 3 has a weight 4 and is made of stainless steel. The core 3 is different in size and weight between the first embodiment and each comparative example.

·sphere:
1. Outer circumference: 22.9 cm to 23.5 cm
2. Diameter: 72.9mm-74.8mm
3. Weight; 10.2g
-Core (weight) (first embodiment):
1. Diameter: 30mm
2. Weight: 112.1g
・ Core (weight) (first comparative example):
1. Diameter; 40mm
2. Weight: 265.7g
・ Core (weight) (second comparative example):
1. Diameter: 20mm
2. Weight; 33.2g
-Core (weight) (third comparative example):
1. Diameter: 10mm
2. Weight; 4.2g

The total weight as a training ball is as follows.
-1st Example: 122.3g
-1st comparative example: 275.9g
Second comparative example: 43.4g
Third comparative example: 14.4 g
Further, the weight difference between the sphere and the core (the weight of the core−the weight of the sphere) is as follows.
-1st Example: 101.9g
First comparative example: 255.5 g
・ Second comparative example: 23 g
Third comparative example: -6g
For reference, the difference between the total weight (official baseball rules: 141.7 g to 148.8 g) of the official baseball (hereinafter simply referred to as the official ball) (first embodiment, total weight of each comparative example-141. 7g) is as follows.
First example: slightly light (about 19.4 g light)
-1st comparative example: Remarkably heavy (about 134.2g heavy)
Second comparative example: very light (about 98.3 g light)
-3rd comparative example: Remarkably light (about 127.3g light)

(experimental method)
Throw the official ball to the target 5m ahead and check the number of balls required to hit 10 balls (the 10-ball hit is not necessarily at the center of the target). The ball of the first embodiment and each comparative example is handled at the stage before throwing the official ball, and the influence on the official ball of the baseball thrown after that is verified. That is, the training ball (the ball of the first embodiment and each comparative example) is not used for throwing.
・ Specification (size)
A circle with a radius of 25 cm and a concentric circle with a radius of 50 cm (so-called double circle).
The experimental method is the same for the verification of the following second and third embodiments.

(Demonstration of ascent / descent of ball control)
Verify the accuracy (increase / decrease in control performance) when throwing an official ball by feeling / handling (consciousness) balls with different core sizes and weights. This verification method is the same for the verification of the following second and third embodiments.

(Experiment contents)
1. First, throw a hard ball toward the target. (Until 10 balls are hit)
2. Next, grasp the ball of the first embodiment and each comparative example, and toss lightly on the hand several times while feeling the size and weight of the core. Here, the balls of the first embodiment and each comparative example are not thrown toward the target.
3. After that, throw a hard ball again to find the number of balls required to hit 10 balls again.
The throwing method shall be throwing well, and the subjects shall be elementary, middle and high school students and their instructors (non-professional baseball players, professional baseball players, professional baseball players).
The contents of this experiment are the same for the verification of the following second and third embodiments.

(Experimental result)
<When first throwing a hard ball>
Average number of balls required to hit 10 balls: 17 balls <when thrown after using the ball of the first embodiment>
Average number of balls required to hit 10 balls: 14 balls <when thrown after using the ball of the first comparative example>
Average number of balls required to hit 10 balls: 21 balls <when thrown after using the ball of the second comparative example>
Average number of balls required to hit 10 balls: 24 balls <when thrown after using the ball of the third comparative example>
Average number of balls required to hit 10 balls: 31

(Verification of experiment)
FIG. 4 is a diagram for explaining experimental results of the first embodiment and a second embodiment described later.
The experimental results are verified with reference to FIG.
<When using the ball of the first embodiment>
The average number of balls required to hit 10 balls was 14 balls, which was achieved with fewer balls than when a hard ball was thrown without doing anything at first. The hit points were scattered on the top, bottom, left and right of the target on average.
<When using the ball of the first comparative example>
The average number of balls required to hit 10 balls was 21, which was slightly higher than when a hard ball was thrown without doing anything at first. In addition, the hit points tended to gather downward.
<When using the ball of the second comparative example>
The average number of balls required to hit 10 balls was 24, which required more balls than when a hard ball was thrown without doing anything at first. In addition, there was a tendency for the hit points to gather upward from the target horizontal center line.
<When using the ball of the third comparative example>
The average number of balls required to hit 10 balls was 31, which was significantly higher than when a hard ball was thrown without doing anything at first. The hit points tended to be scattered above and below the target horizontal center line. There were also cases where the target was largely missed.

(Conclusion and discussion of the first embodiment)
When using the ball of the first embodiment, it can be confirmed that the number of balls required for hitting 10 balls is the smallest. That is, it can be confirmed that the control accuracy (handling of the ball) is increased by using the ball of the first embodiment.
On the other hand, when the ball of the first comparative example was used, a slightly larger number of balls was required. In particular, considering the tendency of hit points to concentrate below the target, it becomes so-called that it is not so suitable.
Moreover, when the ball | bowl of the 2nd comparative example was used, many ball numbers were required. In particular, the tendency to deviate from the target is not suitable because it becomes so-called.
Furthermore, when the ball of the third comparative example was used, a larger number of balls was required. In particular, the fact that there is a tendency to go up and down is not suitable because the release timing seems completely out of order.
Thus, each comparative example can confirm that the control accuracy of the ball (handling of the ball) has decreased.

  It can be said that the number of balls required to hit 10 balls is proportional to the size of the core (weight). That is, the diameter of the core (weight) is most effective at 30 mm. When the diameter of the core (weight) increases to 40 mm, it decreases slightly, and when it decreases to 20 mm, it further decreases, and when it decreases to 10 mm, it decreases significantly. Therefore, it can be concluded that it is optimal to use a stainless steel material having a diameter of 30 mm for the core (weight). This coincides with the average finger width of the second and third fingers when the ball is gripped by a straight ball.

(Second embodiment)
Next, a second embodiment will be described.
In the second embodiment, the material of the core (weight) is verified.
The conditions of the balls of the second example and each comparative example are as follows. That is, the size and weight of the sphere 2 are common to the second embodiment and each comparative example. The spherical body 2 is colored in a non-transparent member, for example, white. The sphere 2 is made of hard foamed urethane. On the other hand, the core 3 has a weight 4 and a common diameter (30 mm), and the weight and material are different between the second embodiment and each comparative example.

·sphere:
1. Outer circumference: 22.9 cm to 23.5 cm
2. Diameter: 72.9mm-74.8mm
3. Weight; 10.2g
-Core (weight) (second embodiment):
1. Weight: 112.1g
2. Material: Stainless steel / core (weight) (fourth comparative example):
1. Weight: 159.7g
2. Material: Lead core (weight) (fifth comparative example):
1. Weight: 16.9g
2. Material: Hard rubber core (weight) (sixth comparative example):
1. Weight: 5.7g
2. Material: Polybutadiene

The total weight as a training ball is as follows.
-Second embodiment: 122.3 g
-4th comparative example: 169.9g
-5th comparative example: 27.1g
-6th comparative example: 15.9g
Further, the weight difference between the sphere and the core (the weight of the core−the weight of the sphere) is as follows.
-2nd Example: 101.9g
-Fourth comparative example: 149.5 g
-5th comparative example: 6.7g
-Sixth comparative example: -4.5 g
For reference, the difference (the second embodiment, the total weight of each comparative example-141.7 g) from the total weight of the official baseball (official baseball rules: 141.7 g to 148.8 g) is as follows. is there.
-2nd Example: Slightly light (about 19.4g light)
-4th comparative example: Heavy (about 28.2g heavy)
Second comparative example: very light (about 114.6 g light)
Third comparative example: extremely light (about 125.8 g light)

(Experimental result)
<When first throwing a hard ball>
Average number of balls required to hit 10 balls: 17 balls <when thrown after using the ball of the second embodiment>
Average number of balls required to hit 10 balls: 13 balls <when thrown after using the ball of the fourth comparative example>
Average number of balls required to hit 10 balls: 22 balls <when thrown after using the ball of the fifth comparative example>
Average number of balls required to hit 10 balls: 25 balls <when thrown after using the ball of the sixth comparative example>
Average number of balls required to hit 10 balls: 34

(Verification of experiment)
The experimental results are verified with reference to FIG.
<When using the ball of the second embodiment>
The average number of balls required to hit 10 balls was 13 balls, which was achieved with fewer balls than when throwing a hard ball without doing anything at first. The hit points were scattered evenly in all directions, up, down, left and right.
<When using the ball of the fourth comparative example>
The average number of balls required to hit 10 balls was 22 balls, which was slightly higher than when throwing a hard ball without doing anything at first. In addition, there was a tendency that the hit points gathered below the target horizontal center line.
<When using the ball of the fifth comparative example>
The average number of balls required to hit 10 balls was 25, which was higher than when throwing a hard ball without doing anything at first. In addition, there was a tendency for the hit points to gather upward from the target horizontal center line.
<When using the ball of the sixth comparative example>
The average number of balls required to hit 10 balls was 34, which was significantly higher than when a hard ball was thrown without doing anything at first. The hit points tended to be scattered above and below the target horizontal center line. There were also cases where the target was largely missed.

(Conclusion and discussion of the second embodiment)
When the ball of the second embodiment, which is slightly lighter than the hard ball, was used, the number of balls required to hit 10 balls was the smallest. That is, it can be confirmed that the control accuracy (ball handling) increases when the ball of the second embodiment is used.
As in the fourth comparative example, it seemed that the core (weight) should be heavier, but it took slightly more balls. In particular, considering the tendency of hit points to concentrate below the target, it becomes so-called that it is not so suitable.
When a core having a light core (weight) was used as in the fifth comparative example, a large number of balls were required. In particular, the tendency to deviate from the target is not suitable because it becomes so-called.
When a core (weight) having a remarkably light core was used as in the sixth comparative example, a larger number of balls was required. In particular, the fact that there is a tendency to go up and down is not suitable because the release timing seems completely out of order.
Thus, each comparative example can confirm that the control accuracy of the ball (handling of the ball) has decreased.

It can be said that the number of balls required to hit 10 balls is proportional to the weight difference between the sphere and the core (weight). That is, a weight difference of about 101.9 g is the most effective. When the difference is larger than 149.5 g, it slightly decreases. When the difference is smaller than 6.7 g, it is further reduced. When the difference is -4.5 g and the core (weight) becomes light, the difference is significantly reduced.
We also experimented with stainless steel cores with a core diameter of 4 cm (slightly half the diameter of the hard sphere) and 1.5 cm (half the diameter of this experiment). became. Therefore, it can be concluded that it is optimal to use a stainless steel material having a diameter of 30 mm for the core (weight).

(Third embodiment)
Next, a third embodiment will be described.
In the third embodiment, a case where a transparent member capable of transmitting through the sphere 2 is used will be described.
The conditions of the balls of the third example and each comparative example are as follows. That is, the size and weight of the sphere 2 are common to the third embodiment and each comparative example. The spherical body 2 is formed of a transparent member that can be transmitted. On the other hand, the diameter of the core 3 differs between the third embodiment and each comparative example. The total weight as the training ball is common to the third embodiment and each comparative example.

·sphere:
1. Outer circumference: 22.9 cm to 23.5 cm
2. Diameter: 72.9mm-74.8mm
3. Material: Epoxy resin (resin cast)
・ Core material (all common contents): Polybutadiene ・ Total weight of training ball (all common contents): 218.5 g
For reference, the difference (total weight of the training ball-141.7 g) from the total weight of the official baseball balls (official baseball rules: 141.7 g to 148.8 g) is heavy (about 76.8 g heavier). In addition, as the epoxy resin, a base agent (bisphenol A type liquid epoxy resin) and a curing agent (modified alicyclic polyamine) are mixed, stirred, and transparent when injected into a predetermined mold. In the following description, the same applies when an epoxy resin is described.
-Core (third embodiment):
1. Diameter: 20mm
2. Appearance: The point where the interval between the seams of the ball is the narrowest and the core appear to be almost the same size. Core (seventh comparative example):
1. Diameter; 40mm
2. Appearance: The part where the distance between the seams of the balls is the widest and the core appear to be almost the same size. ・ Core (eighth comparative example):
1. Diameter: 10mm
2. Appearance: The core appears to be even smaller than where the ball seam spacing is narrowest. Core (9th comparative example): No core

(Experimental result)
<When first throwing a hard ball>
Average number of balls required to hit 10 balls: 17 balls <when thrown after using the ball of the third embodiment>
Average number of balls required to hit 10 balls: 14 balls <when thrown after using the ball of the seventh comparative example>
Average number of balls required to hit 10 balls: 24 balls <when thrown after using the ball of the eighth comparative example>
Average number of balls required to hit 10 balls: 26 balls <when thrown after using the ball of the ninth comparative example>
Average number of balls required to hit 10 balls: 19

(Verification of experiment)
FIG. 5 is a diagram for explaining the experimental results of the third embodiment.
The experimental results are verified with reference to FIG.
<When using the ball of the third embodiment>
The average number of balls required to hit 10 balls was 14 balls, which was achieved with a smaller number of balls than when a hard ball was thrown without doing anything at first. The hit points were scattered evenly in all directions, up, down, left and right.
<When using the ball of the seventh comparative example>
The average number of balls required to hit 10 balls was 24, which required more balls than when a hard ball was thrown without doing anything at first. The hit points tended to gather in the vertical direction from the target horizontal center line.
<When using the ball of the eighth comparative example>
The average number of balls required to hit 10 balls was 26, which was higher than when throwing a hard ball without doing anything at first. In addition, there was a tendency for the hit points to gather upward from the target horizontal center line.
<When using the ball of the ninth comparative example>
The average number of balls required for hitting 10 balls was 19, which was slightly more than when throwing a hard ball without doing anything at first. The hit points were scattered relatively evenly in the vertical and horizontal directions of the target horizontal center line.

(Conclusion and discussion of the third embodiment)
When the ball of the third example was used, the number of balls required to hit 10 balls was the smallest. That is, it can be confirmed that the control accuracy (ball handling) increases when the ball of the third embodiment is used.
In the seventh comparative example, where the core is the largest, the number of balls required to hit 10 balls increased. It can be said that it is not very suitable because it results in unstable ball muscles.
In the eighth comparative example in which the core appears to be the smallest, the number of balls required to hit a 10 ball has increased. It can be said that it is not suitable to have a tendency to deviate upward from the target because it becomes so-called. There is not much difference between the seventh comparative example and the eighth comparative example.
In the ninth comparative example without a core, although the number of balls required to hit a 10-ball hit is slightly increased, it can be said that there is not much change. This can be assumed from the fact that the balls were scattered relatively evenly in the vertical and horizontal directions, the same as when the hard balls were first thrown. However, it can be said that there is no change (good effect).
Thus, each comparative example can confirm that the control accuracy of the ball (handling of the ball) has decreased.

  Therefore, when the sphere 2 is formed of a transparent member that is transmissive, an optimum performance can be obtained by using a core having a diameter of 20 mm. In other words, it can be said that it is desirable to set the diameter of the core to 20 mm to 30 mm so as to be arranged in the narrowest portion of the seam of the ball. This is because the relationship between the average size of the fingers (second finger / third finger) is greatly affected when the player mainly considers the hand handling the ball. When a player handles a ball (tool) (handles it comfortably), the player can draw out the optimum performance by handling it within the skeleton size of each human part.

(Fourth embodiment)
Next, a fourth embodiment will be described.
In the fourth embodiment, the sphere 2 is a transparent member that can be transmitted, and the color of the core is described.
Here, in verifying the “establishment of hitting” as performed in the experiments of the above-described examples and comparative examples, the color of the core is referred to as the core color in addition to the size (dimension), weight, and material. There is a big influence from the viewpoint.

First, chromatic colors are more effective than achromatic colors. And even if it is a chromatic color, I think that a color with a long wavelength is better. That is, in order of the chromatic basic color names, it can be said that red, yellow red, yellow, yellow green, green, blue green, blue, blue purple, purple, and red purple (10 types) are effective in this order. Speaking of these 10 types, red is the most effective and magenta is the least effective. When applied to the “PCCS hue ring” below, 2: R to 7: rY is effective, 8: Y to 12: G is slightly effective, 13: bG to 24: RP and 1: pR are not very effective. It becomes. Speaking of these three attributes of color, it is effective in the order of blue series → green series → yellow series → red series, and it is desirable that the brightness is brighter than dark, and the saturation is more vivid.
In consideration of the above conditions, it is important to determine the core color. That is, bright and bright red is ideal. In addition, when the core is separately painted with two colors, a color having a complementary color relationship may be used. For example, 2: R and 14: BG. However, this is not strict, and it can be considered that the similar colors are not used.

(Method for manufacturing training balls)
Next, a method for manufacturing the training ball 1 will be described with reference to FIG.
FIG. 6 is a diagram for explaining a method of manufacturing the training ball 1.
As shown in FIG. 6, first, two hemispheres 10 having a shape obtained by dividing the training ball 1 in half are manufactured (step of manufacturing a hemisphere).
Subsequently, a recess 11 for disposing the core 3 is formed in the center in the radial direction of the flat bonding surface 10a that bonds the hemispheres 10 to each other (step of forming a recess).
In the step of forming the recess 11, the recess 11 is formed so that the hemisphere of the core 3 that is a sphere can be accommodated. In FIG. 6, only the hemisphere of the core 3 is shown for easy understanding.

Then, the core 3 is arrange | positioned in the recessed part 11 of one hemisphere 10 of the two hemispheres 10, and the bonding surfaces 10a of the two hemispheres 10 are joined (joining process).
At this time, the core 3 is inserted into the recess 11 of the other hemisphere 10 out of the two hemispheres 10. For joining, for example, a transparent adhesive is used.
Next, the outer peripheral surface of the place where the two hemispheres 10 are bonded together is polished. For this polishing, for example, water-resistant paper is used. Then, rough polishing, medium polishing, and fine polishing. Thereafter, the outer peripheral surface of the bonded portion is covered with a transparent coating material (covering step). Thereby, manufacture of the training ball 1 is completed.
The manufacturing process described above is the same for both the case where the transmissive sphere 2 is used and the case where the non-permeable sphere 2 is used. However, when the non-transmissive sphere 2 is used, it is not necessary to use a transparent color for the adhesive. Moreover, when using the sphere 2 which cannot pass, after polishing the outer peripheral surface of the location which bonded the two hemispheres 10, it is not necessary to coat | cover the outer peripheral surface of the bonded location with a coating material.

Here, the material (tactile sensation) of the surface of the sphere 2, its material, and finishing will be described in detail.
Basically, it is preferable that there is a material and surface processing close to the real thing (the ball material of the target competition). For example, a ball used for baseball has seams. For a golf ball to be described later, dimple processing is performed. This is because, when compared to baseball, the finger is always put on the seam when grasping the ball, and the weight is felt from that state, and the effect is demonstrated by visually recognizing the core. On the other hand, with a golf ball, the tactile sensation itself is close to the real thing by applying dimple processing.

For a ball with a core visible, it is important to improve the visibility while satisfying the above. Therefore, it is preferable to take the following procedure for rough polishing, medium polishing, and fine polishing.
That is,
1. For rough polishing, 240-320 water resistant paper is used.
2. For medium polishing, No. 800 water-resistant paper is used.
3. For fine polishing, use No. 2000 water-resistant paper.
By performing the above, high visibility (transparency) can be ensured, and smooth touch and seams and dimple irregularities can be felt. The same applies when the rigid foamed urethane foam is used as the sphere 2, for example.

  In addition, when a foamable material (rigid foamed urethane foam or polystyrene foam) is used for the sphere 2, a material with a small expansion ratio is preferable. This is because the smaller the expansion ratio, the higher the strength and the fine tactile sensation. In the case of a baseball, it is better to sew cowhide or synthetic leather and cover the sphere 2 (outer layer) in the same manner as the real ball. It should be noted that the material may need to be adjusted so that the weight difference between the core and the sphere + epidermis does not become too large.

(First modification)
In the above-described embodiment, the case where the sphere 2 simulates a baseball has been described. However, the present invention is not limited to this, and the sphere 2 may be put on a golf ball as shown in FIG.
Also in this case, the sphere 2 is formed of a transparent member that can be transmitted. Even when the sphere 2 is formed to resemble a golf ball, the outer diameter D2 of the core 3 is set to 1/3 or less of the outer diameter D1 of the sphere 2.

  When training is performed using such a training ball 1, the training ball 1 is hit with a golf club. At this time, the training ball 1 can visually recognize the core 3 smaller than the outer diameter D1 of the actual sphere 2. Then, the user is conscious of the core 3.

  When the training ball 1 is hit in such a state, the training ball 1 can be captured by the core of the driver head of the golf club, for example. Thus, by performing golf practice using the training ball 1, the center of the sphere 2 can be captured by the core of the golf club head.

(5th Example)
Hereinafter, the fifth example and the tenth to twelfth comparative examples will be specifically shown and the results will be described.
The conditions of the balls of the fifth example and each comparative example are as follows. That is, the size and weight of the sphere 2 are common to the fifth embodiment and each comparative example. The spherical body 2 is formed of a transparent member that can be transmitted. On the other hand, the diameter of the core 3 differs between the fifth embodiment and each comparative example. Further, the total weight as the training ball is common to the fifth embodiment and each comparative example.

·sphere:
1. Diameter: 42.67mm to 42.8mm
3. Material: Epoxy resin (resin cast)
・ Core material (all common contents): Iron ・ Core color (all common contents): Red series ・ Total weight of training ball (all common contents): 47.3 g
For reference, the difference (total weight of the training ball−45.93 g) from the total weight (Japan Golf Association official standard: 45.93 g) of the official ball of the golf ball (hereinafter simply referred to as the official ball) is slightly heavy ( About 1.37 g heavy).
-Core (5th Example):
1. Diameter: 8mm
2. The size of the core when viewed from the outside; appears to be about 1 cm in diameter. Core (10th comparative example)
1. Diameter: 150mm
2. The size of the core when viewed from the outside; it appears to have a diameter of about 2 cm. Core (11th comparative example):
1. Diameter: 4mm
2. The size when the core is viewed from the outside; the size that the core can be seen somehow ・ Core (12th comparative example): no core

(experimental method)
Put a certified ball into a cup 1 meter ahead and check the number of balls required to make a 10-ball cup-in. The ball of the fifth embodiment and each comparative example is handled at the stage before putting the official ball, and the influence on the official ball to be put after that is verified. That is, the training ball (the ball of the fifth embodiment and each comparative example) is not actually used for play.
-Putting environment Use a putting sheet (putter mat) for indoor practice that is not affected by turf or undulation.

(Demonstration of ascent / descent of ball control)
Recognize balls with different “core sizes” visually (consciously) and be aware of hitting the center of the ball to put the ball on the ball (shot). (Performance increase / decrease)

(Experiment contents)
1. First, put a certified ball toward the cup (until 10 balls are put into the cup).
2. Next, the fifth embodiment and each comparative example are visually observed in the putting style (placed either above or below the golf ball that is actually hit), and the size and presence of the core are visually recognized. Here, the balls of the fifth embodiment and each comparative example are not put.
3. After that, the official ball is put again toward the cup, and the number of balls required to make the 10 ball cup-in again is obtained.
The subjects are elementary, middle and high school students and their instructors, general amateur golfers, and professional golfers.

(Experimental result)
<When putting normally>
Average value of the number of balls required to make a 10-ball cup-in: 14 balls <When putting after using the ball of the fifth embodiment>
Average value of the number of balls required for 10-ball cup-in: 12 balls <When putting after using the ball of the tenth comparative example>
Average number of balls required to make a 10-ball cup-in: 16 balls <When putting after using the ball of the eleventh comparative example>
Average number of balls required to cup in 10 balls: 18 balls <When putting after using the ball of the 12th comparative example>
Average number of balls required to make a 10-ball cup-in: 13 balls

(Verification of experiment)
<When using the ball of the fifth embodiment>
The average number of balls required to make a 10-ball cup-in was 12 balls, which was achieved with a smaller number of balls than when putting without doing anything at first. In addition, even when it was not cup-in, it was gathered within an average of 3 to 5 cm.
<When using the ball of the tenth comparative example>
The average value of the number of balls required to make a 10-ball cup-in was 16 balls, which required more balls than when putting without doing anything at first. In addition, when it did not cup in, it gathered within 5-7 cm on average. There were many over eyes that slipped through the side of the cup.
<When using the ball of the eleventh comparative example>
The average number of balls required to make a 10-ball cup-in was 18 balls, which required more balls than when putting without doing anything at first. In addition, a big difference was not seen with the time of using the ball | bowl of a 10th comparative example. When it was not cup-in, it gathered within an average of 5-10 cm. There were relatively many shorts.
<When the ball of the twelfth comparative example is used>
The average value of the number of balls required to make a 10-ball cup-in was 13 balls, which was not significantly different from that when putting without doing anything at first. In addition, it seems that the way of gathering the balls when not cup-in varies from individual to individual.

(Conclusion and discussion of the fifth embodiment)
When the ball of the fifth example was used, the number of balls required to make a 10-ball cup-in was the smallest. In other words, it was confirmed that when the ball of the fifth example was used, the putting accuracy (capturing the ball with the core) increased.
In the ball of the tenth comparative example, where the core is the largest, the number of balls required for 10-ball cup-in increased. There is a tendency to hit hard or hit hard, and it can be said that it is not very suitable.
In the ball of the eleventh comparative example where the core appears to be the smallest, the number of balls required for 10-ball cup-in increased. The tendency to be short-circuited is not suitable because it tends to hit unconsciously and weakly. There is not much difference from B's ball.
In the ball of the twelfth comparative example having no core, the number of balls required for 10-ball cup-in did not change so much. It can be said that there is no influence. This is because, as in the case of the first putting, the individual skill has come out like a person who tends to short and a person who tends to overshoot. Thus, it can be said that there is no change (it does not lead to performance improvement).

In addition, the number of balls required to make a 10-ball cup-in as described in the “Color Influence” of the core described above is considered to play a major role in making the core color conscious (recognizing) the center. This is the same result as demonstrated in the official ball (baseball ball).
As a more effective color, since the surface is dimple processed, the overall refractive index is not constant (in short, it is difficult to see), and therefore, a warm and glossy color is desirable.
The irons and drivers were also struck by the same procedure as in this experiment (putting). In these trial hits, the flight distance and the initial velocity / straightness of the hit ball increased. In other words, the player's performance could be improved by using the ball of the fifth example.

(Third Modification)
In the above-described embodiment, the case where the sphere 2 simulates a baseball has been described. However, the present invention is not limited to this, and the training ball 1 may be a spheroid 5 instead of the sphere 2 as shown in FIG. The spheroid 5 is obtained by using the major axis L1 as a rotation axis. For example, the spheroid 5 may be a rugby ball.
The spheroid 5 is formed of a transparent member that can be transmitted. Further, the outer diameter D <b> 2 of the core 3 provided in the spheroid 5 is set to 1/3 or less of the minor axis L <b> 2 of the spheroid 5.
By configuring in this way, the same effects as those of the above-described embodiment can be obtained.

(Fourth modification)
In the third modified example described above, the case where the spheroid 5 is formed of a transparent member that is transmissive has been described. However, the present invention is not limited to this, and the spheroid may be a non-transparent member, for example, a spheroid 5 colored brown.
However, in this case, the weight 4 is used instead of the core 3 so that the user's consciousness is directed toward the center of the spheroid 5. The weight 4 is set to be sufficiently heavier than the mass of the spheroid 5. Further, the outer diameter D3 of the weight 4 is set to ½ or less of the short axis L2 of the spheroid 5.
By setting in this way, the same effects as those of the first modified example described above can be obtained.

  In addition, it does not ask | require in particular regarding the mass of the core 3 of the above-mentioned 3rd modification. The mass of the core 3 may be set similarly to the mass of the spheroid 5 or may be set to be sufficiently heavier than the mass of the spheroid 5 like the weight 4.

(5th modification)
FIG. 9 is a perspective view of the training ball 1 in the fifth modification.
As shown in FIG. 9, the difference between the above-described embodiment and the fifth modification is that the core 3 (see FIG. 1) does not exist in the sphere 2, and instead of the core 3, the sphere 2 has a circular shape. A plate 12 is embedded. The diameter of the disc 12 is the same as the diameter of the sphere 2. The disc 12 is disposed along an arbitrary radial direction passing through the center of the sphere 2. Different colors are colored on the front and back surfaces of the disc 12. The sphere 2 is formed of a transparent material that can be transmitted. Even in such a configuration, the player can be aware of the center of the ball, so that the same effect as in the above-described embodiment can be achieved.

(Sixth embodiment)
Next, a sixth embodiment will be described.
In the sixth embodiment, the case where the core of the basketball sphere is made conscious before using the basketball is verified.

(Verification ball)
・ Basketball 7 (size outer circumference): 75-78cm Diameter: about 24cm Weight: 600g-650g
No. 6 (size outer circumference): 72-74cm Diameter: about 23cm Weight: 500-540g

(experimental method)
In order to image the “core” of the basketball sphere, the training ball of the third embodiment is used. Also, the “core” of the basketball sphere is imaged using Softball No. 3 (Foundation Policy Japan Softball Association Certification Ball). In other words, as an image supplement to the “center core” in the sphere, after visually confirming the training ball of the third example, the softball No. 3 ball is used together, and the assumption that the basketball has a core (virtual core) Let it image. This is within the range of “1/3 to 1/2” of the size of the basketball used (the diameter of the standard ball No. 7 for standard boys and Otaka junior high school boys is approximately 24 cm).

  In this experiment, a full-size “validation basketball” (a ball made of transparent material with a central core visible) was not produced (used) in actual basketball (other ball balls of similar size) Are mostly “hollow structure (air-injection type)”. When handling this type of ball, if you are aware of the presence of the core (including the hitting point at the center), the so-called “non-spinning ball” (No Spinning) This is because it becomes a technology for pulling out a “falling ball” (a technology for escaping from the target purpose or trying to escape). For this reason, the purpose of this case is “aware of the existence of the core, the proper handling of the hand and fingers on the ball, the setting of the position, and the appropriate collision between the tool used and the ball (handling at the hitting point). By doing so, it becomes a “opposite purpose” to “aim to realize a strong sphere with more propulsive force / rotation and a highly accurate sphere toward the purpose”.

(Experiment contents)
1. First, head for the basketball goal and shoot a regular basketball in the form of a free throw (until you score 10 goals).
2. Next, the training ball of the third embodiment is gripped to visually recognize the presence of the core in the sphere.
3. After that, the softball No. 3 that gives the image of basketball and the size of the virtual core is alternately held, and the center of basketball is handled (stored in the hand).
4). After that, with a certain level of image, a general basketball free-throw shot is made again toward the basket goal, and the number of balls required to enter 10 balls again is obtained.
In addition, a test subject is a basketball experienced junior and senior high school student and the several instructors. The distance from the shot position to the goal is 3.8 m, and the goal height is 3 m5 cm (general setting).

The experiment is conducted under the above conditions, and the accuracy (rising / lowering of control performance) when shooting a general basketball is verified by feeling and handling (consciousness) of “core existence” (here, virtual core).
In fact, since there is no “core” in basketball, the specific gravity relationship between the whole ball and the core and the feeling of handling of the core itself cannot be experienced. Therefore, as in the first to fourth embodiments as described above No verification was made using the difference in “core size, weight, and color”.

(Experimental result)
<When a goal is shot with regular basketball>
Average number of balls required to succeed 10 balls: 16-18 balls <After recognizing the softball of the training ball core size image of the third embodiment>
Average number of balls required to succeed 10 balls: 15-16 balls

(Verification of experiment)
The average number of balls required to score a 10-ball goal was 15-16, a slight change compared to the free throw without doing anything at first. As a result of throwing, when failing, the case where the board is greatly removed or the goal is not reached is hardly seen.

(Conclusion and discussion of the sixth embodiment)
There is no core in actual basketball, but it can be said that there was some effect on the accuracy of the success rate of shooting by making the image of the center of the ball virtual. Similar to the first to fourth embodiments described above, it has been confirmed that similar effects can be obtained in terms of “conscious of the core (center) in the sphere”.

(reference)
In a sphere (ball) competition, there are competitions that have different materials and masses near the central core than the sphere surface (or inner side), and have various effects depending on the function, shape, and mass of the core. For example, “bowling”. This is the size and mass more than this "baseball ball", and how is "existence in the core and its shape (handling)" from the current state of research and ingenuity focusing on the presence of the core It can be seen that it is important in ball sphere competition (with core inside).
The core shape / material of the bowling ball may have a special core shape / material to induce various changes, rotations, etc. (It is interesting that it is not necessarily a sphere / circular core) It can be tied to the root of the first to sixth embodiments.

(reference)
(Example of how to use the training ball)
Next, based on FIGS. 10-20, the example of the usage method of the training ball 1 is demonstrated more concretely.
Here, in inventing the training ball 1, the “four stance theory” found by the present inventor is greatly involved. Therefore, before explaining an example of how to use the training ball 1, the 4-stance theory will be explained.

(4 stance theory)
When performing exercises such as sports, “4 stance theory” is advocated, which classifies the player's stance into four stances and uses them as an index for deriving an optimal movement form. By exercising each player based on this four-stance theory, it becomes possible to fully exercise individual athletic ability.
Here, “stance” in “4 stance theory” refers to the inclination of the soles of both legs to stabilize the body unconsciously when the player stands in a natural position, and the physical ability is sufficient. It is how to put the center of gravity of the foot in order to demonstrate in a proper shape. In this stance, there are individual differences in each player, and which stance the player takes depends on the brain, the skeleton, and the physical habits.

  FIG. 10 is a diagram showing how four stances appear in the 4-stance theory, where (a) is a diagram of the toe inner center of gravity, (b) is a diagram of the toe outer center of gravity, and (c) is a toe outer center of gravity. (D) is a diagram of the center of gravity inside the heel. FIG. 11 is an explanatory diagram showing the movement of the foot during cross-type walking, and (a) to (d) show the operation. FIG. 12 is an explanatory diagram showing the movement of the foot during cross-type walking, and (a) and (b) show the operation. FIG. 13 is an explanatory view showing the movement of the foot during walking of the parallel type, and (a) to (d) show the operation.

The four stances in the “four-stance theory” are as follows: (1) Toe inner center of gravity (see FIG. 10A); (2) 踵 Outer center of gravity (see FIG. 10B); (3) Toe outer centroid (see FIG. 10C); (4) heel inner centroid (see FIG. 10D).
The following shows an example of the difference in body movement for each stance.
That is, as shown in FIGS. 11 and 12, a player who takes (1) the stance of the toe inner center of gravity (hereinafter referred to as A1 type) and (2) the stance of the heel outer center of gravity (hereinafter referred to as B2 type) It is also called a type, and does not move the ankle AK during walking, but walks like a foot.

Specifically, when walking, when the action is to move the foot forward from the standing position (see FIG. 11 (a)) (see FIG. 11 (b)), the distance S1 between the ground J and the heel K is: It is short and 踵 K is not so far away from the ground J. Then, the sole AU completely leaves the ground without moving the ankle AK (see FIG. 11C). At this time, the distance S2 between the ground J and the sole AU is short, and the sole AU is not greatly separated from the ground J. Thereafter, when the sole AU is landed on the ground J, the toes of the toes first land on the ground J (see FIG. 11D).
As described above, since the A1 type player and the B2 type player walk in a form close to a leg, for example, they often have difficulty walking with slippers.

  Furthermore, in the case of the A1 type player, when moving to move the foot forward (see FIG. 11 (b)), the player leaves the ground in a state where the foot is twisted from the heel outer side toward the toe inner side. (See FIG. 12 (a)). On the other hand, the B2 type player leaves the ground in such a state that his / her foot is twisted from the inner side of the heel toward the outer side of the toe (see FIG. 12B). In addition, when the B2 type player makes the sole AU land on the ground J (see FIG. 11D), the distance S3 between the ground J and the heel K is shorter than that of the A1 type player.

On the other hand, as shown in FIG. 13, a player who adopts (3) the stance of the toe outer center of gravity (hereinafter referred to as A2 type) and (4) the stance of the heel inner center of gravity (hereinafter referred to as B1 type) Also called an A1 type and a B2 type (cross type), the ankle AK is moved during walking.
Specifically, when walking, when the action of kicking up the ground to get out the foot from the standing position (see FIG. 13 (a)) (see FIG. 13 (b)), The distance S1 ′ with the heel K is long, and the heel K is greatly separated from the ground J. At this time, the base of the toes is moved largely, but the movable position of the B1 type player is slightly closer to the heel than the A2 type player.

Then, when the sole AU is completely separated from the ground J, the ankle AK is greatly moved (see FIG. 13C). At this time, the distance S2 ′ between the ground J and the heel K is longer than that of the cross type, and the heel K is greatly separated from the ground J. After this, when the sole AU is landed on the ground J, the heel K first lands on the ground J (see FIG. 13D). At this time, the landing position of the sole AU of the A2 type player is slightly closer to the toe than the B1 type player.
A2 type and B1 type players walk with their legs bent back and forth, so for example, when slippers are worn, the slippers will be hooked on the back of the foot and the slippers will be dragged . For this reason, the parallel type is easy to walk with slippers compared to the cross type.

In this way, each player's foot movement changes greatly depending on which one of the four stances in the “four-stance theory” is adopted. That is, the four stances are interrelated with the peripheral limbs (limbs), and are theoretically based on specific body characteristics from the brain to the peripheral limbs.
Then, by improving the form according to which of the four stances in the “four stance theory” each player takes, it is possible to maximize the individual athletic ability.

Next, an example of how to use the training ball 1 will be described based on the above “4 stance theory”. Here, a description will be given focusing on the training ball 1 imitating a baseball.
The training ball 1 is an exercise device developed to understand the presence or absence of a core of a ball (sphere) and to wear a handling suitable for the user. An easy-to-understand example of this core handling and approach to the core is baseball pitching. To throw a changing ball, it is said that "the ball cannot be thrown even if the ball is twisted (it changes only smallly)".

That is, basically speaking, when the ball rotates, an atmospheric pressure difference is generated, and changes in relation to the “Magnus effect” in which force acts in the direction of rotation and gravity. The Magnus effect is a phenomenon that “a rotating cylinder or sphere placed in a uniform flow exerts a force perpendicular to the uniform flow”.
Taking a vertical curve as an example, it means that it bends vertically due to downward force and gravity due to the Magnus effect. This is a story of a changing sphere that rotates, and forks, change-ups, knuckles, etc. that are non-rotating changing spheres are said to be mainly changing spheres due to gravity.

  The changing sphere to be rotated is mainly composed of two elements of “direction of rotation” and “rotation speed”. That is, the direction of rotation changes. The rotation speed affects the amount of change. This is related to speed (propulsion). This is why a straight ball is also said to be a changing ball. What happens if we apply these things that have been said so far to the relationship between the core of the ball and the outer layer (sphere)? The force is applied to the nucleus to create a propulsive force, and the outer layer is bent with a force. This relationship is organized as follows.

・ Ball (sphere): classified into core (core) and outer layer (sphere) Core: Has strong influence on propulsive force (clearness).
Outer layer: Has a strong influence on the direction of rotation (shape and type of change).

14 to 16 are illustrations of the force applied to the ball (sphere).
<Throwing type>
1. Nuclear propulsion type (on-core)
(A) Nuclear backward acceleration type (hop-up ball); ascending rotation / upward bending, fast ball (see FIG. 14).
(B) Nuclear forward resistance type (down rotation ball); downward rotation / down bending, braking ball (see FIG. 15).
2. Outer layer propulsion type (off-core)
(C) Outer layer rear acceleration type (non-core ball); no rotation / falling, fall ball (see FIG. 16).

Thinking in this way, it can be seen that the degree of change is determined by how the core is handled, and it becomes a good changing ball with sharpness, and the reason why the changing ball cannot be thrown even if twisted is well understood. Furthermore, it should be recognized that there is a difference for each type of approach to the core (core) in terms of how to grasp the ball by type according to the 4-stance theory and what procedure to put the finger on the seam.
In addition, by recognizing the approach for each type, when throwing the ball, even when the finger is released from the ball, that is, at the time of “release”, the difference in type characteristics of the 4 stances appears “naturally” and the optimal pitching is performed. Derived (framework at the time of ball release).

More specifically, a description will be given based on FIGS. 17 (a) and 17 (b).
FIG. 17 is an explanatory diagram of the skeletal linkage at the time of ball release of each type, (a) shows type 1 (A1 type, B1 type), and (b) shows type 2 (A2 type, B2 type). Indicates.
As shown in FIG. 17A, in Type 1, the second finger, the rib, and the humerus are interlocked with the perpendicular line of the core 3 of the training ball 1.
As shown in FIG. 17B, in Type 2, the fourth finger, the ulna, and the humerus are interlocked with the perpendicular of the core 3 of the training ball 1.

  What has been described so far is a high-mass ball having a core, and changes when it becomes a soccer or volleyball ball that handles a ball made of a hollow structure. When the force is transmitted to the core, the ball is not rotated, and when the force is transmitted to the outer layer, the ball is angled, that is, a strong spin ball.

Next, consider the case of golf.
Not only golf, but the four stance theory of the Lesch theory, it is known that the movement rhythm is different in four types. This difference makes the impact point image different. This also applies to golf. So, I will explain what kind of image each type has.

  FIG. 18 is an image diagram of an A1 type impact point. FIG. 19 is an image diagram of an A2 type impact point. FIG. 20 is an image diagram of the B1 type impact point. FIG. 21 is an image diagram of the B2 type impact point.

<A1 type>
Image of impact point hit from the core in the direction of the ball. Horizontal in the horizontal direction (see FIG. 18).
<A2 type>
An image of an impact point hitting a point in front of the core. Vertical direction (see FIG. 19).
<B1 type>
An image of an impact point hitting a point behind the core. Vertical direction (see FIG. 20).
<B2 type>
An image of an impact point that strikes from the striking surface toward the center of the core. Horizontal in the horizontal direction (see FIG. 21).
As described above, the training ball 1 has been developed and researched in order to “understand the presence / absence of the core of the ball and make the user wear a suitable handling”.

(Special example)
A special example of a ball having a core is a bowling ball. The most special is the shape of the core, which has various shapes such as being asymmetric. This is to make it easier to give the ball rotation by breaking the balance of the core. The ball is also very special in that it has three fingers, the thumb, middle finger, and ring finger, in the drill hole. Another characteristic is that the ball is heavy.
Even with such a specially structured ball, the way of handling including the approach to the core is the same, so the rules suitable for the user, such as how to open drill holes by type and throwing form according to the 4-stance theory, etc. Is present.

(Axis motion exercise)
There are other training methods for the training ball 1 besides picking it up and feeling it. This is referred to as “axial motion exercise using the training ball 1 (hereinafter simply referred to as“ axial motion exercise ”). Hereinafter, the procedure of the axial motion exercise will be described with reference to FIGS. In the following description, a case where the training ball 1 is modeled on a baseball is described.

22 to 27 are explanatory views showing the procedure of the axial motion exercise.
FIG. 22 to FIG. 26 are explanatory views showing the procedure of the axial motion exercise, in which (a) shows the user P from the front, and (b) shows the user P from the side.
First, as shown in FIG. 22 (a) and FIG. 22 (b), stand on the top-on-dome (preliminary preparation for training).
Here, the top-on-dome is the width of the neck between the left and right legs and the image of the head on the virtual circle S formed by the arch. Can stand stably.

Subsequently, as shown in FIGS. 23A and 23B, the arm is naturally lowered.
After the top on dome “Stand Up”, start the following training.
Subsequently, as shown in FIGS. 24 (a) and 24 (b), the hand is slowly raised along the body as it is, and the posture of "follow small" is taken. At this time, the hand is positioned about the height of the armpit of the middle finger.
Subsequently, as shown in FIGS. 25 (a) and 25 (b), it is moved to its own center line while maintaining its height, and the training ball 1 is held therebetween. At this time, it is held with both hands and at the same pressure on the left and right. Also, the core 3 of the training ball 1 should be located on the center of the body.
Subsequently, as shown in FIGS. 26 (a) and 26 (b), the hand is moved forward while maintaining the height of the middle finger, and a system of "following forward" is established.

FIG. 27 is an explanatory diagram showing a procedure for exercising the axial motion, where (a) is a view of the user P viewed from the side, (b) is a view of the user P viewed from the front, and (c) is a view of the user P. It is the figure seen from the side, and is a figure which shows the attitude | position different from (a).
Subsequently, as shown in FIGS. 27 (a) to 27 (c), the hands 3 are exchanged back and forth while the coordinates of the core 3 of the training ball 1 that has been put forward are not shaken left and right and up and down (bending the elbow). Not so). At this time, one palm is exchanged (see FIGS. 27A and 27C). Only one palm of the hand moves on the human skeleton. This is repeated below.

(Purpose of axial motion exercise)
The purpose of the axial motion exercise is to cause a “core chain” that links and links (cooperates) the core 3 of the training ball 1 and the core of the body. It is also characterized by the ability to perform center-of-gravity exercises and trunk-led training by repeating left and right torsional movements led by the trunk. By mastering this movement, the speed of bat swing and golf swing, and the strength of impact will lead to the creation of a good state.

  Here, the difference of the operation according to the type of the 4-stance theory appears by performing the axial motion exercise. In other words, it can be used for 4 stance type check. This is because it is desirable to unconsciously touch the core 3 of the training ball 1 on each type of power line. Hereinafter, a specific description will be given based on FIGS. 28 to 33.

FIG. 28 shows an A-type hand that touches the training ball 1, (a) is a view from above, and (b) is a view from the side.
When the A type user performs the axial motion exercise, the operation is as shown in FIG. 28 (a) and FIG. 28 (b).
FIG. 29 is a diagram showing an A1 type hand that touches the training ball 1. FIG. 30 is a diagram showing an A2 type hand touching the training ball 1.
As shown in FIG. 29 and FIG. 30, the operation of the A type is different between the A1 type shown in FIG. 29 and the A2 type shown in FIG.

FIG. 31 shows a B-type hand touching the training ball 1, (a) is a view from above, and (b) is a view from the side.
When a B-type user performs an axial exercise, the operation is as shown in FIGS. 31 (a) and 31 (b).
FIG. 32 is a diagram showing a B1 type hand that touches the training ball 1. FIG. 33 is a diagram illustrating a B2 type hand touching the training ball 1.
As shown in FIGS. 32 and 33, the operation of the B type is more specifically different between the B1 type shown in FIG. 32 and the B2 type shown in FIG.

The present invention is not limited to the above-described embodiment, and includes various modifications made to the above-described embodiment without departing from the spirit of the present invention.
For example, in the above-described embodiment, the case where a baseball ball, a golf ball, a rugby ball, or the like is imitated as the training ball 1 (the sphere 2 and the spheroid 5) has been described. However, the configurations of the above-described embodiments and modifications may be employed for various other balls, such as soccer balls and volleyballs.

  Moreover, in the above-mentioned embodiment and each modification, it trains with each sphere 2 and the spheroid 5, and after that, the normal sphere 2 and the spheroid 5 (for example, a baseball ball, a golf ball, a rugby ball) are used. The method of training using was mentioned. However, in addition to this, various spheres 2 are stepwise so that training is performed with the sphere 2 or spheroid 5 provided with the weight 4 after training with the sphere 2 or spheroid 5 provided with the core 3. Alternatively, there is a method using a spheroid 5.

(Seventh Modification)
Moreover, as a variation of the training ball 1, for example, the following may be used.
FIG. 34 is a schematic view of the training ball 1 in the seventh modification. In FIG. 34, the training ball 1 simulates a golf ball.
As shown in FIG. 34, the training ball 1 is supplemented by the training ball 1 with a visual recognition pin 21 and a fixing pin 22. The pins 21 and 22 are fixed on the same axis and on the rotation axis (on the center line).

The specification of the visual pin 21 is as follows.
Total length: 4cm 2cm embedded part + 2cm exposed part
Thickness: 1 to 1.5mm
Color: Basically the same color as the core 3 is desirable. That is, fluorescent red or fluorescent orange.
Material: Metal such as iron, aluminum, stainless steel, or plastic. Further, it is more desirable that a flexible spring or the like is used to prevent troubles such as bending and bending.

The specifications of the fixing pin 22 are as follows.
Total length: 2.5cm Implanted part 1.5cm + Exposed part 1cm
Thickness: 1.5mm
Color: None in particular. The color of the material itself may be used.
Material: Metal such as iron, aluminum and stainless steel. It is more desirable to use stainless steel that resists rust.

(How to use the seventh modification)
Next, a method for using the training ball 1 in the seventh modification will be described.
First, the fixing pin 22 is stabbed into the ground and the training ball 1 is fixed and used so as not to move. Then, while visually observing the core 3 of the training ball 1, the golf club head is traced on the training ball 1, that is, how the club head is inserted into the training ball 1 and how to stroke. Make an image of kana in a swing. On the other hand, the visual recognition pin 21 represents a “direction line” that gives an image of how the core 3 is visually recognized and in which direction the club head is pulled out (passed through).

  The training ball 1 is designed to change its appearance by changing its angle by stabbed vertically or obliquely on the ground. Since it is important that the thickness is visible and not noticeable, the visual recognition pin 21 is set to 1 mm to 1.5 mm. This is to prevent the visual pin 21 from becoming too conscious if it is too thick and reducing the effect due to the consciousness of the core 3 being diminished. The reason why the angle can be changed is that the correspondence to the slope (inclined land) differs depending on the “cross type (A1, B2 type)” and “parallel type (A2, B1 type)” advocated by the 4-stance theory. .

For example, when moving on an inclined ground, the cross type first tries to maintain a system that is vertical and horizontal with respect to the axis of gravity, and then stabilizes the movement. On the other hand, for example, even if the parallel type is standing on a sloping ground, the shaft is maintained in a direct motion even if the trunk is tilted at an angle.
The cross type is called “absolute vertical consciousness with respect to gravity”, and the parallel type is called “relative vertical consciousness with respect to the slope”.

Hereinafter, the handling of the body axis (motion axis) at the time of motion on an inclined ground in the cross type and the parallel type will be described based on FIG. 35 and FIG.
FIG. 35 is an explanatory view of the handling of the body axis when the center of gravity is stable on an inclined ground in the cross type.
As shown in FIG. 35, the cross type has an absolute vertical consciousness against gravity.
FIG. 36 is an explanatory view of the handling of the body axis when the center of gravity is stable on an inclined ground in the parallel type.
As shown in FIG. 36, the parallel type has a sense of vertical relative to the inclined surface.

(Experimental results and effects)
Similar to the fifth embodiment described above, the same putting experiment as the core 3 experiment (putting on a cup one meter ahead) was conducted for professionals and lesson professionals. Prior to using the ball 1, the average number of golf balls required to cup in 10 balls was 15 balls.
On the other hand, after using the training ball 1 in the seventh modified example, the number of golf balls required to cup-in 10 balls improved to an average of 12 balls.

In addition, when an approach experiment in which a golf ball was hit into a 2 m diameter basket 15 yards away was performed, before using the training ball 1 in the seventh modified example, the average number required to put 10 balls in the basket was 27 balls. was.
On the other hand, after using the training ball 1 in the seventh modified example, the average number required to put 10 balls into the basket improved to 19 balls. However, the point to be noted in conducting the experiment is most effectively performed by a laneer who understands the Lesch theory when the angle of the visual recognition pin 21 is set.

DESCRIPTION OF SYMBOLS 1 ... Training ball, 2 ... Sphere, 3 ... Core, 4 ... Weight, 5 ... Spheroid, 10 ... Hemisphere, D1, D2, D3 ... Outer diameter, L1 ... Long axis, L2 ... Short axis

Claims (13)

In the center of the sphere, a spherical core having a heavier mass than the sphere is provided,
A training ball characterized in that an outer diameter of the core is set to 1 / 2.4-1 / 2.5 of an outer diameter of the sphere. The sphere has a diameter of 72.9 mm to 74.8 mm,
The training ball according to claim 1, wherein the core has a diameter of 30 mm. The weight of the sphere is 10.2 g;
The training ball according to claim 2, wherein the weight of the core is 265.7 g. The sphere is made of a porous material,
The training ball according to claim 2, wherein the core is made of metal. The training ball according to claim 4, wherein the core is made of a stainless material. A spherical core visible from the outside of the sphere is provided at the center of the transmissive sphere,
The sphere has a diameter of 72.9 mm to 74.8 mm,
A training ball characterized in that the core has a diameter of 20 mm to 30 mm. The sphere has a seam that resembles a baseball,
When looking at the narrowest gap between the seams from the outside in the radial direction of the sphere,
The training ball according to claim 6, wherein the core is disposed so as to fit between the seams having the narrowest intervals. A spherical core visible from the outside of the sphere is provided at the center of the transmissive sphere,
A training ball characterized in that an outer diameter of the core is set to 1 / 5.5 to 1/3 of an outer diameter of the sphere. The sphere has a diameter of 42.67 mm to 42.8 mm,
The training ball according to claim 8, wherein the core has a diameter of 8 mm. The training ball according to claim 6, wherein the surface of the core is colored with hue numbers 2 to 7 in a PCCS hue ring. At the center of the spheroid that can be obtained with the long axis as the rotation axis, a spherical core that is visible from the outside of the spheroid is provided,
A training ball characterized in that an outer diameter of the core is set to 1/3 or less of a minor axis of the spheroid. At the center of the spheroid obtained using the long axis as the rotation axis, a spherical weight having a heavier mass than the spheroid is provided,
A training ball characterized in that an outer diameter of the weight is set to ½ or less of a minor axis of the spheroid. A method for manufacturing a training ball having a spherical core at the center of a sphere,
Dividing the sphere into halves to produce two semicircles;
Forming a recess for disposing the core at the center in the radial direction of the mating surfaces of the semicircles;
Storing the core in the recess, and joining the mating faces of the semicircular bodies;
Polishing the outer peripheral surfaces of the mating surfaces of the two semicircular bodies combined, and covering the outer peripheral surfaces of the mating surfaces with a transparent coating material;
A method for manufacturing a training ball, comprising:

Images