US20030194685A1 - Method of teaching through exposure to relevant perspective - Google Patents
Method of teaching through exposure to relevant perspective Download PDFInfo
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- US20030194685A1 US20030194685A1 US10/420,613 US42061303A US2003194685A1 US 20030194685 A1 US20030194685 A1 US 20030194685A1 US 42061303 A US42061303 A US 42061303A US 2003194685 A1 US2003194685 A1 US 2003194685A1
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- behavior
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- A—HUMAN NECESSITIES
- A63—SPORTS; GAMES; AMUSEMENTS
- A63B—APPARATUS FOR PHYSICAL TRAINING, GYMNASTICS, SWIMMING, CLIMBING, OR FENCING; BALL GAMES; TRAINING EQUIPMENT
- A63B69/00—Training appliances or apparatus for special sports
- A63B69/36—Training appliances or apparatus for special sports for golf
- A63B69/3667—Golf stance aids, e.g. means for positioning a golfer's feet
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- A—HUMAN NECESSITIES
- A63—SPORTS; GAMES; AMUSEMENTS
- A63B—APPARATUS FOR PHYSICAL TRAINING, GYMNASTICS, SWIMMING, CLIMBING, OR FENCING; BALL GAMES; TRAINING EQUIPMENT
- A63B69/00—Training appliances or apparatus for special sports
- A63B69/36—Training appliances or apparatus for special sports for golf
- A63B69/3676—Training appliances or apparatus for special sports for golf for putting
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- A—HUMAN NECESSITIES
- A63—SPORTS; GAMES; AMUSEMENTS
- A63B—APPARATUS FOR PHYSICAL TRAINING, GYMNASTICS, SWIMMING, CLIMBING, OR FENCING; BALL GAMES; TRAINING EQUIPMENT
- A63B69/00—Training appliances or apparatus for special sports
- A63B69/38—Training appliances or apparatus for special sports for tennis
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- G—PHYSICS
- G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
- G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
- G09B19/00—Teaching not covered by other main groups of this subclass
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- A—HUMAN NECESSITIES
- A63—SPORTS; GAMES; AMUSEMENTS
- A63B—APPARATUS FOR PHYSICAL TRAINING, GYMNASTICS, SWIMMING, CLIMBING, OR FENCING; BALL GAMES; TRAINING EQUIPMENT
- A63B24/00—Electric or electronic controls for exercising apparatus of preceding groups; Controlling or monitoring of exercises, sportive games, training or athletic performances
- A63B24/0003—Analysing the course of a movement or motion sequences during an exercise or trainings sequence, e.g. swing for golf or tennis
- A63B24/0006—Computerised comparison for qualitative assessment of motion sequences or the course of a movement
- A63B2024/0012—Comparing movements or motion sequences with a registered reference
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- A—HUMAN NECESSITIES
- A63—SPORTS; GAMES; AMUSEMENTS
- A63B—APPARATUS FOR PHYSICAL TRAINING, GYMNASTICS, SWIMMING, CLIMBING, OR FENCING; BALL GAMES; TRAINING EQUIPMENT
- A63B71/00—Games or sports accessories not covered in groups A63B1/00 - A63B69/00
- A63B71/06—Indicating or scoring devices for games or players, or for other sports activities
- A63B71/0619—Displays, user interfaces and indicating devices, specially adapted for sport equipment, e.g. display mounted on treadmills
- A63B71/0622—Visual, audio or audio-visual systems for entertaining, instructing or motivating the user
- A63B2071/0638—Displaying moving images of recorded environment, e.g. virtual environment
- A63B2071/0644—Displaying moving images of recorded environment, e.g. virtual environment with display speed of moving landscape controlled by the user's performance
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- A—HUMAN NECESSITIES
- A63—SPORTS; GAMES; AMUSEMENTS
- A63B—APPARATUS FOR PHYSICAL TRAINING, GYMNASTICS, SWIMMING, CLIMBING, OR FENCING; BALL GAMES; TRAINING EQUIPMENT
- A63B2220/00—Measuring of physical parameters relating to sporting activity
- A63B2220/70—Measuring or simulating ambient conditions, e.g. weather, terrain or surface conditions
Definitions
- the present invention relates to methods of teaching wherein the student is exposed to or experiences the perspective of a relevant person, animal, or object. More particularly, the present invention concerns a method of teaching a skill, such as, for example, hunting, tracking, law enforcement, terrorist response, self-defense, or game-playing technique, whereby the student is exposed to or otherwise experiences the perspective of a relevant person, animal, or object, such as, for example, a game player, victim, criminal, terrorist, animal, or ball, whose identity is determined by the nature of the skill, and wherein a mechanism, such as, for example, prerecorded video, computer animation, virtual reality, role-playing, or a similar mechanism, is used to impart the perspective to the student.
- a skill such as, for example, hunting, tracking, law enforcement, terrorist response, self-defense, or game-playing technique
- a relevant person, animal, or object such as, for example, a game player, victim, criminal, terrorist, animal, or ball, whose identity is determined by the nature of the skill
- a golfer may intellectually comprehend a need to account for wind shear when driving or to account for ground contours when putting, but may lack a fundamental understanding or appreciation of potential forces which might act on the ball. Without such understanding, the golfer can never fully learn or appreciate proper driving or putting techniques.
- the present invention provides a distinct advance in the art of teaching. More particularly, the present invention concerns a method of teaching a skill, such as, for example, hunting, tracking, law enforcement, terrorist response, self-defense, or game-playing technique, whereby a student is exposed to or otherwise experiences a perspective of a relevant thing, whether person, animal, or object, such as, for example, a game player, victim, criminal, terrorist, animal, or ball, whose identity is determined by the nature of the skill, and wherein a mechanism, such as, for example, prerecorded video, computer animation, virtual reality, role-playing, or a similar mechanism, is used to impart the perspective to the student.
- a skill such as, for example, hunting, tracking, law enforcement, terrorist response, self-defense, or game-playing technique
- a student is exposed to or otherwise experiences a perspective of a relevant thing, whether person, animal, or object, such as, for example, a game player, victim, criminal, terrorist, animal, or ball, whose identity is determined by the
- the method broadly comprises the general steps of identifying a behavior of the thing, wherein the behavior is related to the skill; modeling a perspective of the thing related to the behavior in terms understandable by the student; implementing the model using an appropriate mechanism; and introducing the student to the mechanism such that, through the mechanism, the student is exposed to or otherwise experiences the perspective of the thing and is thereby better able to understand the behavior. It will be appreciated that an understanding or better understanding of the behavior will result in the learning of or improvement in performance of the skill.
- the present invention advantageously provides exposure to and appreciation of a perspective which is helpful to the student in performing the skill.
- duck hunting for example, it is advantageous to understand the behaviors and perspectives of a duck.
- game of golf it is advantageous to understand the behaviors and perspectives of a skilled player.
- the law enforcement officer, soldier, prison guard, security guard, airline pilot, and airline flight attendant it is advantageous to understand and appreciate the perspectives of victims, criminals, terrorists, enemy soldiers, or aggressors, as applicable, in order to develop the insight and intuition needed to maximize his or her performance of a wide variety of relevant skills.
- it is even more beneficial to experience the perspectives of both of two or more persons involved in an event such as, for example, the perspectives of both the attacked person and the attacker.
- FIG. 1 is a flowchart showing a first sequence of general steps in a preferred embodiment of the present invention
- FIG. 2 is a perspective view looking down on an area of land associated with duck hunting, wherein the perspective is that of a flying duck;
- FIG. 3 is a flowchart showing a second sequence of example-specific steps based upon the general steps of FIG. 1;
- FIG. 4 is a perspective view looking down on an area of land associated with putting a golf ball, wherein the perspective is that of a golfer;
- FIG. 5 is a flowchart showing a third sequence of example-specific steps based upon the general steps of FIG. 1;
- FIG. 6 is a perspective view of a flight attendant being attacked by a knife-wielding terrorist onboard an airplane;
- FIG. 7 is a perspective view of a criminal suspect undergoing an interrogation by two law enforcement officers.
- the present invention concerns a method of teaching a skill, such as, for example, hunting, tracking, law enforcement, terrorist response, self-defense, or game-playing technique, whereby a student is exposed to or otherwise experiences a perspective of a relevant thing, whether person, animal, or object, such as, for example, a game player, victim, criminal, terrorist, animal, or ball, whose identity is determined by the nature of the skill, and wherein a mechanism, such as, for example, prerecorded video, computer animation, virtual reality, role-playing, or a similar mechanism, is used to impart the perspective.
- a skill such as, for example, hunting, tracking, law enforcement, terrorist response, self-defense, or game-playing technique
- the method broadly comprises the general steps of identifying a behavior of the thing, wherein the behavior is related to the skill, as depicted in box 10 ; modeling the perspective of the thing related to the behavior in terms understandable by the student, as depicted in box 12 ; implementing the model using an appropriate mechanism, as depicted in box 14 ; and introducing the student to the mechanism such that, through the mechanism, the student is exposed to or otherwise experiences the perspective of the thing and is thereby better able to understand the behavior, as depicted in box 16 . It will be appreciated that an understanding or better understanding of the behavior will result in the learning of or improvement in the performance of the skill.
- the step of identifying the behavior of the thing, wherein the behavior is related to the skill, as depicted in box 10 involves identifying one or more actions or reactions or other behaviors exhibited by the thing in relation to the skill. It is this behavior that the student must experience and understand in order to improve in the skill. For example, referring also to FIG. 2, if the skill to be taught is duck hunting, including creating and camouflaging a blind 20 and lying-in-wait near a pond 22 or other potential landing area, then the thing is a duck 24 and the behavior is the duck's behavior in relation to the blind 20 and the hunter's efforts at lying-in-wait.
- This behavior might include, for example, the duck's propensity to circle the pond 22 prior to landing; the duck's propensity to call to one or more decoys 26 it perceives to be other live ducks; and the duck's reactions to certain duck calls made by the hunter.
- the step of modeling the perspective of the thing related to the behavior in terms understandable by the student, as depicted in box 12 involves generating or obtaining a model operable to accurately describe the perspective, particularly visual, audible, tactile, and olfactory sensory cues, of the thing with regard to the behavior of interest.
- the model may take any form which is appropriate and suitable for communicating the perspective of the thing to the student given the mechanism for implementing the model.
- the model will dictate the nature of the mechanism, as, for example, when the model relates to visual perspectives, in which case the mechanism must have a display component; in other cases, the mechanism will dictate the nature of the model, as, for example, when the only cost effective mechanism is prerecorded video, in which case the model must be adapted to a provide a presentation using only a visual and audible format.
- the duck 24 while circling the pond 22 or other potential landing area, may see a variety of views of the blind 20 , including a backside, rather than just a side of the blind 20 facing the pond 22 . If the student does not know of the duck's circling behavior, then he or she may not anticipate a need to camouflage all sides of the blind 20 . Similarly, being familiar with only a two-dimensional human perspective, it may not occur to the hunter to camouflage a top side of the blind 20 . Furthermore, when calling to the numerous decoys 26 , the duck may hear only one return call coming from the blind 20 rather than from the decoys 26 .
- the student does not appreciate the duck's changing perspective as it circles, then he or she may not anticipate that the duck 24 may locate the return call as being from a source or location other than the decoys 26 . Additionally, if the student does not know of the significance associated with decoy numbers and arrangement, then he or she may not anticipate the duck's reaction to the decoys 26 . Additionally, the duck's call may have a particular meaning which is incompatible with the return call, or the return call may be inappropriate for the situation. If the student does not appreciate the variety and complexity of the duck's calls, then he or she may not understand that an incompatible or inappropriate return call may be interpreted by the duck 24 as an indication of danger. Thus, the student stands to gain great insight into duck behavior by exposure to the duck's perspective, and, through such insight and understanding, improve tremendously in hunting skill and technique.
- the step of implementing the model using an appropriate mechanism involves selecting an appropriate mechanism, based potentially upon a variety of considerations, and implementing the model using the mechanism such that the perspective may be effectively communicate to the student.
- the nature of the mechanism may depend at least partly upon the nature of the model, but may also depend upon or be dictated by a variety of other considerations, including, for example, cost, space, location, and student ability.
- Potential mechanisms include, for example, prerecorded video, computer animation, virtual reality, and role-playing.
- the duck 24 and one or more simulated hunting environments may be created using computer animation and presented as an interactive computer-based presentation.
- An interactive ability allows the student a measure of control over the presentation, thereby increasing its efficacy.
- the student may, for example, be provided with an ability to skip, speed up, or review sections of the presentation.
- the student may be provided with an ability to change features of the hunting environment, including, for example, tree and vegetation density, land contour, and pond shape; rearrange or add to or subtract from the decoys 26 ; and return different calls in response to the duck's calls, thereby adapting the presentation to more accurately reflect an actual hunting area and allowing the student to test a variety of scenarios.
- the step of introducing the student to the mechanism such that through the mechanism, the student is exposed to and can experience the perspective of the thing and thereby better understand the behavior, as depicted in box 16 involves immersing the student in the perspective of the thing so that the student gains a better understanding of the behavior of the thing through first-hand experience.
- This step will depend greatly on the nature of the mechanism.
- Prerecorded video, relatively simple computer animation, and, in some cases, role-playing mechanisms may be provided to the student for use without further instruction or interaction.
- Relatively complex computer animation and virtual reality mechanisms may require that the student be introduced to the mechanism at a special facility where additional instruction or interaction may be provided.
- the interactive computer-based presentation may be provided to the student via a local area network or a wide area network, such as the Internet.
- a computer program underlying the computer-based presentation may comprise a combination of code segments written in any suitable programming language, such as, for example, Java or C++, and stored in or on any suitable computer-readable memory medium, such as, for example, a hard drive or compact disk on a conventional server for access via the network by a conventional personal computer. This allows students, wherever they may be, to logon to the presentation and benefit therefrom.
- the method may be used to teach a skill involving an aspect of playing a game, such as, for example, golf, tennis, or poker, whereby the student experiences the perspective of a player 121 concerning the aspect of playing the game.
- Implementation of the method begins by identifying a behavior of the player 121 related to the aspect of playing the game. For example, where the game is golf and the aspect is putting, the behavior may include kneeling or lying down in order to better inspect the contours of the land 123 over which a golf ball 125 must travel, as depicted in box 110 . The behavior may then progress to adopting an appropriate stance given the contours of the land 123 and other considerations, as depicted in box 111 .
- a player's-eye-view of the contours of the land 123 may first be shown, and then, once the player has adopted the proper stance, a player's-eye-view of the golf ball 125 , the player's shoes 127 , the player's grip 129 ; a golf club 131 , and a cup 133 may be shown, as depicted in boxes 112 and 113 .
- an appropriate mechanism must be selected and used to implement the model, wherein the mechanism is suitable for imparting to the student the perspective of the player 121 .
- a video mechanism may be used to show the views discussed above, as depicted in box 114 .
- the student may be required to role-play wherein the student adopts the behaviors to result in the student having the same perspectives shown on the video.
- student will adjust his or her stance until he or she sees the same view as the player 121 , as shown on the video, as depicted in box 115 .
- the student must be introduced to the mechanism so that, through the mechanism, the student is able to experience the perspective of the player and to thereby better understand the behavior.
- the mechanism is a simple video
- the student may watch it and learn in the privacy of their own home and at their own convenience.
- the student may travel to a facility wherein an instructor is able to assist the student while watching the video, as depicted in box 116 .
- the method may be adapted and used to teach a skill involving an aspect of law enforcement, terrorist response, or self-defense, such as, for example, close-quarter self-defense techniques against edged weapons, suspect interrogation, arrest procedures, terrorist recognition and identification, facial expression interpretation, traffic stop procedures, hand gun confrontation training, crime scene investigation training, cover and concealment training, hostile confrontation training (crowd and individual control), or personal protection and prevention measures.
- a skill involving an aspect of law enforcement, terrorist response, or self-defense such as, for example, close-quarter self-defense techniques against edged weapons, suspect interrogation, arrest procedures, terrorist recognition and identification, facial expression interpretation, traffic stop procedures, hand gun confrontation training, crime scene investigation training, cover and concealment training, hostile confrontation training (crowd and individual control), or personal protection and prevention measures.
- such training has application in a variety of fields and contexts, including, for example, law enforcement, military, private security, prison (guards), bank security, and airlines (pilots and flight attendants).
- the relevant perspective may be that of one or both
- implementation of the present method begins by identifying relevant potential behaviors of one or both of an attacked flight attendant 221 and one or more attacking terrorist assailants 223 in an airplane 225 environment, as depicted in box 210 .
- These behaviors may include, for example, identifying the number of and location of the one or more assailants 223 ; identifying objects which may be used as weapons (e.g., a fire extinguisher 227 ) in self-defense; identifying potential objects (e.g., a removable panel door or cover 229 ) which may be used as shields; and identifying potential communications means (e.g., an intercom system 231 ) which may be used to notify or signal a pilot, another flight attendant or a passenger of the situation, as depicted in box 210 . Then, from the identified potential behaviors, proper or common actual behaviors may be identified, as depicted in box 211 .
- both the flight attendant's perspective and the terrorist assailant's perspective must be modeled in terms understandable by the student, as depicted in box 212 .
- the flight attendant's visual perspective of the airplane 225 and the assailant 223 may be considered important in such a model.
- an appropriate mechanism must be selected and used to implement the model, wherein the mechanism is suitable for imparting to the student the perspective of the flight attendant 221 .
- a virtual reality mechanism may be used to create the airplane environment, as depicted in box 214 , possibly superimposing the flight attendant 221 or terrorist assailant 223 over the student.
- the student can experience the same perspectives as the flight attendant 221 or the terrorist assailant 223 .
- It may also be desirable to have the student mimic the actions of the superimposed flight attendant 221 or terrorist assailant 223 , as depicted in box 216 .
- the student may be exposed to the flight attendant's perspective or to the assailant's perspective or both. Where both perspectives are used, the student may gain greater insight into the actions and behaviors of both parties.
- interrogation or interview techniques may be taught from, again, the perspective of one or more law enforcement officers 321 conducting the interrogation, the perspective of a suspect 323 being interrogated, or both.
- the present invention provides a method of teaching a skill whereby a student is exposed to or otherwise experiences a perspective of a relevant thing, whether person, animal, or object, as determined by the nature of the skill, and wherein a mechanism is used to impart the perspective, thereby advantageously providing a better understanding of the behavior and an improvement in performance of the skill.
Abstract
A method of teaching a skill, such as, for example, hunting, tracking, law enforcement, terrorist response, self-defense, or game-playing technique, whereby the student is exposed to the perspective of a relevant person, animal, or object, such as, for example, a game player, victim, criminal, terrorist, animal, or ball, whose identity is determined by the nature of the skill, and wherein a mechanism, such as, for example, video, computer animation, virtual reality, or role-playing, is used to impart the perspective. The method broadly comprises the steps of identifying a behavior of the thing, wherein the behavior is related to the skill; modeling a perspective of the thing related to the behavior in terms understandable by the student; implementing the model using a suitable mechanism; and introducing the student to the mechanism such that, through the mechanism, the student is able to experience the perspective of the thing and to thereby better understand the behavior and the skill.
Description
- The present application is a continuation and claims priority benefit, with regard to all common subject matter, of an earlier-filed U.S. patent application titled METHOD OF TEACHING THROUGH EXPOSURE TO RELEVANT PERSPECTIVE, Ser. No. 09/998,990, filed Nov. 29, 2001, which is itself a continuation-in-part of an earlier-filed U.S. patent application titled METHOD OF TEACHING THROUGH EXPOSURE TO RELEVANT PERSPECTIVE, Ser. No. 09/990,649, filed Nov. 20, 2001. The identified earlier-filed applications are hereby incorporated by reference into the present application.
- 1. FIELD OF THE INVENTION
- The present invention relates to methods of teaching wherein the student is exposed to or experiences the perspective of a relevant person, animal, or object. More particularly, the present invention concerns a method of teaching a skill, such as, for example, hunting, tracking, law enforcement, terrorist response, self-defense, or game-playing technique, whereby the student is exposed to or otherwise experiences the perspective of a relevant person, animal, or object, such as, for example, a game player, victim, criminal, terrorist, animal, or ball, whose identity is determined by the nature of the skill, and wherein a mechanism, such as, for example, prerecorded video, computer animation, virtual reality, role-playing, or a similar mechanism, is used to impart the perspective to the student.
- 2. DESCRIPTION OF THE PRIOR ART
- It is often helpful when learning a skill to consider and appreciate the environment and context in which the skill is performed. A hunter learning proper duck hunting techniques, for example, must learn to properly camouflage a blind or other concealed shelter or area from which the hunter will observe and shoot; arrange duck decoys in a realistic and effective pattern on a pond or other body of water; and make realistic and appropriate duck calls at the proper times. Unfortunately, the hunter will typically be taught such techniques from a two-dimensional human perspective which may provide inadequate insight into the efficacy of the hunter's endeavors and any actual effects stemming therefrom.
- Similarly, a golfer, for example, may intellectually comprehend a need to account for wind shear when driving or to account for ground contours when putting, but may lack a fundamental understanding or appreciation of potential forces which might act on the ball. Without such understanding, the golfer can never fully learn or appreciate proper driving or putting techniques.
- Similarly, in law enforcement or terrorist response, for example, a number of techniques, including, for example, close-quarter combat with edged weapons, suspect interrogation, and arrest procedures, are taught from a third-party perspective, wherein a law enforcement officer or other student merely observes participants demonstrating proper movements, actions, or other techniques. Unfortunately, though the law enforcement officer may comprehend these lessons on a sterile intellectual level, it is unlikely that such passive, non-participatory observation will impart a fundamental understanding or appreciation of the victim's, aggressor's, criminal's, or terrorist's view, behavior, or thoughts. Without such a fundamental understanding or appreciation, it is further unlikely that the law enforcement officer will develop the insight and intuition needed to maximize his or her performance of a wide variety of law enforcement skills, including, for example, self-defense, investigatory, and procedural skills.
- Due to the above-identified and other problems and disadvantages in the art, a need exists for an improved method of teaching a skill such as hunting or sporting techniques.
- The present invention provides a distinct advance in the art of teaching. More particularly, the present invention concerns a method of teaching a skill, such as, for example, hunting, tracking, law enforcement, terrorist response, self-defense, or game-playing technique, whereby a student is exposed to or otherwise experiences a perspective of a relevant thing, whether person, animal, or object, such as, for example, a game player, victim, criminal, terrorist, animal, or ball, whose identity is determined by the nature of the skill, and wherein a mechanism, such as, for example, prerecorded video, computer animation, virtual reality, role-playing, or a similar mechanism, is used to impart the perspective to the student.
- In a preferred embodiment, the method broadly comprises the general steps of identifying a behavior of the thing, wherein the behavior is related to the skill; modeling a perspective of the thing related to the behavior in terms understandable by the student; implementing the model using an appropriate mechanism; and introducing the student to the mechanism such that, through the mechanism, the student is exposed to or otherwise experiences the perspective of the thing and is thereby better able to understand the behavior. It will be appreciated that an understanding or better understanding of the behavior will result in the learning of or improvement in performance of the skill.
- As mentioned, in prior art teaching methods the student is faced with learning the skill without truly understanding or developing a fundamental appreciation of why certain things are done the way they are. The present invention advantageously provides exposure to and appreciation of a perspective which is helpful to the student in performing the skill. In duck hunting, for example, it is advantageous to understand the behaviors and perspectives of a duck. Similarly, in the game of golf it is advantageous to understand the behaviors and perspectives of a skilled player. Similarly, for the law enforcement officer, soldier, prison guard, security guard, airline pilot, and airline flight attendant it is advantageous to understand and appreciate the perspectives of victims, criminals, terrorists, enemy soldiers, or aggressors, as applicable, in order to develop the insight and intuition needed to maximize his or her performance of a wide variety of relevant skills. Furthermore, as provided for by the present invention, it is even more beneficial to experience the perspectives of both of two or more persons involved in an event, such as, for example, the perspectives of both the attacked person and the attacker.
- These and other important features of the present invention are more fully described in the section titled DETAILED DESCRIPTION OF A PREFERRED EMBODIMENT, below.
- A preferred embodiment of the present invention is described in detail below with reference to the attached drawing figures, wherein:
- FIG. 1 is a flowchart showing a first sequence of general steps in a preferred embodiment of the present invention;
- FIG. 2 is a perspective view looking down on an area of land associated with duck hunting, wherein the perspective is that of a flying duck;
- FIG. 3 is a flowchart showing a second sequence of example-specific steps based upon the general steps of FIG. 1;
- FIG. 4 is a perspective view looking down on an area of land associated with putting a golf ball, wherein the perspective is that of a golfer;
- FIG. 5 is a flowchart showing a third sequence of example-specific steps based upon the general steps of FIG. 1;
- FIG. 6 is a perspective view of a flight attendant being attacked by a knife-wielding terrorist onboard an airplane; and
- FIG. 7 is a perspective view of a criminal suspect undergoing an interrogation by two law enforcement officers.
- The present invention concerns a method of teaching a skill, such as, for example, hunting, tracking, law enforcement, terrorist response, self-defense, or game-playing technique, whereby a student is exposed to or otherwise experiences a perspective of a relevant thing, whether person, animal, or object, such as, for example, a game player, victim, criminal, terrorist, animal, or ball, whose identity is determined by the nature of the skill, and wherein a mechanism, such as, for example, prerecorded video, computer animation, virtual reality, role-playing, or a similar mechanism, is used to impart the perspective.
- Referring to FIG. 1, the method broadly comprises the general steps of identifying a behavior of the thing, wherein the behavior is related to the skill, as depicted in
box 10; modeling the perspective of the thing related to the behavior in terms understandable by the student, as depicted inbox 12; implementing the model using an appropriate mechanism, as depicted inbox 14; and introducing the student to the mechanism such that, through the mechanism, the student is exposed to or otherwise experiences the perspective of the thing and is thereby better able to understand the behavior, as depicted inbox 16. It will be appreciated that an understanding or better understanding of the behavior will result in the learning of or improvement in the performance of the skill. - The step of identifying the behavior of the thing, wherein the behavior is related to the skill, as depicted in
box 10, involves identifying one or more actions or reactions or other behaviors exhibited by the thing in relation to the skill. It is this behavior that the student must experience and understand in order to improve in the skill. For example, referring also to FIG. 2, if the skill to be taught is duck hunting, including creating and camouflaging a blind 20 and lying-in-wait near a pond 22 or other potential landing area, then the thing is aduck 24 and the behavior is the duck's behavior in relation to the blind 20 and the hunter's efforts at lying-in-wait. This behavior might include, for example, the duck's propensity to circle the pond 22 prior to landing; the duck's propensity to call to one or more decoys 26 it perceives to be other live ducks; and the duck's reactions to certain duck calls made by the hunter. - The step of modeling the perspective of the thing related to the behavior in terms understandable by the student, as depicted in
box 12, involves generating or obtaining a model operable to accurately describe the perspective, particularly visual, audible, tactile, and olfactory sensory cues, of the thing with regard to the behavior of interest. The model may take any form which is appropriate and suitable for communicating the perspective of the thing to the student given the mechanism for implementing the model. In some cases, the model will dictate the nature of the mechanism, as, for example, when the model relates to visual perspectives, in which case the mechanism must have a display component; in other cases, the mechanism will dictate the nature of the model, as, for example, when the only cost effective mechanism is prerecorded video, in which case the model must be adapted to a provide a presentation using only a visual and audible format. - Referring also to FIG. 2, continuing the duck hunting example, the
duck 24, while circling the pond 22 or other potential landing area, may see a variety of views of the blind 20, including a backside, rather than just a side of the blind 20 facing the pond 22. If the student does not know of the duck's circling behavior, then he or she may not anticipate a need to camouflage all sides of the blind 20. Similarly, being familiar with only a two-dimensional human perspective, it may not occur to the hunter to camouflage a top side of the blind 20. Furthermore, when calling to the numerous decoys 26, the duck may hear only one return call coming from the blind 20 rather than from the decoys 26. If the student does not appreciate the duck's changing perspective as it circles, then he or she may not anticipate that theduck 24 may locate the return call as being from a source or location other than the decoys 26. Additionally, if the student does not know of the significance associated with decoy numbers and arrangement, then he or she may not anticipate the duck's reaction to the decoys 26. Additionally, the duck's call may have a particular meaning which is incompatible with the return call, or the return call may be inappropriate for the situation. If the student does not appreciate the variety and complexity of the duck's calls, then he or she may not understand that an incompatible or inappropriate return call may be interpreted by theduck 24 as an indication of danger. Thus, the student stands to gain great insight into duck behavior by exposure to the duck's perspective, and, through such insight and understanding, improve tremendously in hunting skill and technique. - The step of implementing the model using an appropriate mechanism, as depicted in
box 14, involves selecting an appropriate mechanism, based potentially upon a variety of considerations, and implementing the model using the mechanism such that the perspective may be effectively communicate to the student. Thus, it is through the mechanism that the student experiences and gains a better understanding of the thing's perspective, thereby improving the student's skill. As mentioned, the nature of the mechanism may depend at least partly upon the nature of the model, but may also depend upon or be dictated by a variety of other considerations, including, for example, cost, space, location, and student ability. Potential mechanisms include, for example, prerecorded video, computer animation, virtual reality, and role-playing. - Continuing the duck hunting example, the
duck 24 and one or more simulated hunting environments may be created using computer animation and presented as an interactive computer-based presentation. An interactive ability allows the student a measure of control over the presentation, thereby increasing its efficacy. The student may, for example, be provided with an ability to skip, speed up, or review sections of the presentation. In more complex computer-based presentations, the student may be provided with an ability to change features of the hunting environment, including, for example, tree and vegetation density, land contour, and pond shape; rearrange or add to or subtract from the decoys 26; and return different calls in response to the duck's calls, thereby adapting the presentation to more accurately reflect an actual hunting area and allowing the student to test a variety of scenarios. - The step of introducing the student to the mechanism such that through the mechanism, the student is exposed to and can experience the perspective of the thing and thereby better understand the behavior, as depicted in
box 16, involves immersing the student in the perspective of the thing so that the student gains a better understanding of the behavior of the thing through first-hand experience. This step will depend greatly on the nature of the mechanism. Prerecorded video, relatively simple computer animation, and, in some cases, role-playing mechanisms may be provided to the student for use without further instruction or interaction. Relatively complex computer animation and virtual reality mechanisms may require that the student be introduced to the mechanism at a special facility where additional instruction or interaction may be provided. - Continuing the duck hunting example, the interactive computer-based presentation may be provided to the student via a local area network or a wide area network, such as the Internet. A computer program underlying the computer-based presentation may comprise a combination of code segments written in any suitable programming language, such as, for example, Java or C++, and stored in or on any suitable computer-readable memory medium, such as, for example, a hard drive or compact disk on a conventional server for access via the network by a conventional personal computer. This allows students, wherever they may be, to logon to the presentation and benefit therefrom.
- Referring also to FIGS. 3 and 4, in another example, given the general steps heretofore described, the method may be used to teach a skill involving an aspect of playing a game, such as, for example, golf, tennis, or poker, whereby the student experiences the perspective of a
player 121 concerning the aspect of playing the game. Implementation of the method begins by identifying a behavior of theplayer 121 related to the aspect of playing the game. For example, where the game is golf and the aspect is putting, the behavior may include kneeling or lying down in order to better inspect the contours of theland 123 over which a golf ball 125 must travel, as depicted inbox 110. The behavior may then progress to adopting an appropriate stance given the contours of theland 123 and other considerations, as depicted in box 111. - Once the behavior is identified, the player's perspective must be modeled in terms understandable by the student. Thus, a player's-eye-view of the contours of the
land 123 may first be shown, and then, once the player has adopted the proper stance, a player's-eye-view of the golf ball 125, the player'sshoes 127, the player'sgrip 129; agolf club 131, and acup 133 may be shown, as depicted inboxes - Next, an appropriate mechanism must be selected and used to implement the model, wherein the mechanism is suitable for imparting to the student the perspective of the
player 121. A video mechanism, for example, may be used to show the views discussed above, as depicted inbox 114. Optionally, while watching the video the student may be required to role-play wherein the student adopts the behaviors to result in the student having the same perspectives shown on the video. Thus, in this latter embodiment, student will adjust his or her stance until he or she sees the same view as theplayer 121, as shown on the video, as depicted inbox 115. - Lastly, the student must be introduced to the mechanism so that, through the mechanism, the student is able to experience the perspective of the player and to thereby better understand the behavior. Where the mechanism is a simple video, the student may watch it and learn in the privacy of their own home and at their own convenience. Alternatively, the student may travel to a facility wherein an instructor is able to assist the student while watching the video, as depicted in
box 116. - Referring also to FIGS.5-7, in another example, given the general steps heretofore described, the method may be adapted and used to teach a skill involving an aspect of law enforcement, terrorist response, or self-defense, such as, for example, close-quarter self-defense techniques against edged weapons, suspect interrogation, arrest procedures, terrorist recognition and identification, facial expression interpretation, traffic stop procedures, hand gun confrontation training, crime scene investigation training, cover and concealment training, hostile confrontation training (crowd and individual control), or personal protection and prevention measures. It will be appreciated that such training has application in a variety of fields and contexts, including, for example, law enforcement, military, private security, prison (guards), bank security, and airlines (pilots and flight attendants). As such, the relevant perspective may be that of one or both of the victim or the aggressor.
- Adaptation of the above-described general method to the particular applications mentioned and to other applications is considered to be well within the abilities of one with ordinary skill in the relevant art. Thus, it is considered unnecessary to provide a detailed description of the steps in teaching these techniques. Nevertheless, an exemplary description is hereafter provided wherein the method has been adapted to teach an airline pilot or flight attendant how to respond to a knife-wielding terrorist assailant.
- Referring particularly, to FIGS. 5 and 6, in accordance with the general steps heretofore described, implementation of the present method begins by identifying relevant potential behaviors of one or both of an attacked
flight attendant 221 and one or more attackingterrorist assailants 223 in anairplane 225 environment, as depicted inbox 210. These behaviors may include, for example, identifying the number of and location of the one ormore assailants 223; identifying objects which may be used as weapons (e.g., a fire extinguisher 227) in self-defense; identifying potential objects (e.g., a removable panel door or cover 229) which may be used as shields; and identifying potential communications means (e.g., an intercom system 231) which may be used to notify or signal a pilot, another flight attendant or a passenger of the situation, as depicted inbox 210. Then, from the identified potential behaviors, proper or common actual behaviors may be identified, as depicted inbox 211. - Once the behaviors are identified, both the flight attendant's perspective and the terrorist assailant's perspective must be modeled in terms understandable by the student, as depicted in
box 212. Thus, for example, the flight attendant's visual perspective of theairplane 225 and theassailant 223 may be considered important in such a model. - Next, an appropriate mechanism must be selected and used to implement the model, wherein the mechanism is suitable for imparting to the student the perspective of the
flight attendant 221. A virtual reality mechanism, for example, may be used to create the airplane environment, as depicted inbox 214, possibly superimposing theflight attendant 221 orterrorist assailant 223 over the student. Thus, the student can experience the same perspectives as theflight attendant 221 or theterrorist assailant 223. It may also be desirable to have the student mimic the actions of the superimposedflight attendant 221 orterrorist assailant 223, as depicted inbox 216. - Lastly, the student must be introduced to the mechanism so that, through the mechanism, the student is able to experience the perspective of one or both of the
flight attendant 221 orterrorist assailant 223, and thereby better understand and appreciate the proper behavior and skill, as depicted inbox 218. - As mentioned, the student may be exposed to the flight attendant's perspective or to the assailant's perspective or both. Where both perspectives are used, the student may gain greater insight into the actions and behaviors of both parties.
- Also as mentioned, a large variety of related or other techniques may be similarly taught using the present invention. Referring to FIG. 7, for example, interrogation or interview techniques may be taught from, again, the perspective of one or more
law enforcement officers 321 conducting the interrogation, the perspective of a suspect 323 being interrogated, or both. - For the preceding description, it will be appreciated that the present invention provides a method of teaching a skill whereby a student is exposed to or otherwise experiences a perspective of a relevant thing, whether person, animal, or object, as determined by the nature of the skill, and wherein a mechanism is used to impart the perspective, thereby advantageously providing a better understanding of the behavior and an improvement in performance of the skill.
- Although the invention has been described with reference to the preferred embodiments illustrated in the attached drawings, it is noted that equivalents may be employed and substitutions made herein without departing from the scope of the invention as recited in the claims. For example, as mentioned, suitable and appropriate mechanisms, such as prerecorded video, computer animation, virtual reality, and role-playing, may be employed for conveying to the student the perspective of the thing, and the present invention is generally independent of any particular mechanism.
- Having thus described the preferred embodiment of the invention, what is claimed as new and desired to be protected by Letters Patent includes the following:
Claims (31)
1. A method of teaching a student to better understand a behavior of a person, the method comprising the steps of:
(a) modeling a perspective of the person engaged in the behavior;
(b) implementing the model using a mechanism suitable for imparting the perspective of the person; and
(c) allowing the student to experience via the mechanism the perspective of the person and thereby better understand the behavior.
2. The method as set forth in claim 1 , wherein the person is selected from the group consisting of: law enforcement personnel, military personnel, private security personnel, prison security personnel, bank security personnel, airline flight personnel, mass transportation personnel.
3. The method as set forth in claim 1 , wherein the person is selected from the group consisting of: terrorists, criminals, enemy military personnel.
4. The method as set forth in claim 1 , wherein a role-playing scenario is the mechanism for implementing the model and imparting the perspective of the person.
5. The method as set forth in claim 1 , wherein virtual reality is the mechanism for implementing the model and imparting the perspective of the person.
6. The method as set forth in claim 5 , wherein the student is required to mimic the behavior in a virtual reality environment wherein the person is superimposed, thereby allowing the student to experience the person's perspective.
7. The method as set forth in claim 1 , wherein the behavior is a proper behavior such that in step (c) the student better understands the proper behavior and a benefit associated therewith.
8. The method as set forth in claim 1 , wherein the behavior is an improper behavior such that in step (c) the student better understands the improper behavior and a consequence associated with it.
9. A method of teaching a student to better understand a behavior of a first person, the method comprising the steps of:
(a) modeling a perspective of a second person of the behavior of the first person;
(b) implementing the model using a mechanism suitable for imparting to the student the perspective of the second person; and
(c) allowing the student to experience via the mechanism the perspective of the second person and thereby better understand the behavior of the first person.
10. The method as set forth in claim 9 , wherein the first person is selected from the group consisting of: law enforcement personnel, military personnel, private security personnel, prison security personnel, bank security personnel, airline flight personnel, mass transportation personnel, and the second person is selected from the group consisting of: terrorists, criminals, enemy military personnel.
11. The method as set forth in claim 9 , wherein the second person is selected from the group consisting of: law enforcement personnel, military personnel, private security personnel, prison security personnel, bank security personnel, airline flight personnel, mass transportation personnel, and the first person is selected from the group consisting of: terrorists, criminals, enemy military soldier.
12. The method as set forth in claim 9 , wherein a role-playing scenario is the mechanism for implementing the model and imparting the perspective of the second person.
13. The method as set forth in claim 9 , wherein virtual reality is the mechanism for implementing the model and imparting the perspective of the second person.
14. The method as set forth in claim 9 , wherein the behavior is a proper behavior such that in step (c) the student better understands the proper behavior and a benefit associated therewith.
15. The method as set forth in claim 9 , wherein the behavior is an improper behavior such that in step (c) the student better understands the improper behavior and a consequence associated with it.
16. A method of teaching a fundamental skill to a student, whereby the student is exposed to a perspective of a person who is relevant to the fundamental skill, the method comprising the steps of:
(a) identifying a behavior of the person, wherein the behavior is related to the fundamental skill;
(b) modeling a perspective of the person engaged in the behavior;
(c) implementing the model using a mechanism suitable for imparting the perspective of the person; and
(d) allowing the student to experience via the mechanism the perspective of the person and thereby better understand the behavior and the fundamental skill.
17. The method as set forth in claim 16 , wherein the person is selected from the group consisting of: law enforcement personnel, military personnel, private security personnel, prison security personnel, bank security personnel, airline flight personnel, mass transportation personnel.
18. The method as set forth in claim 16 , wherein the person is selected from the group consisting of: terrorists, criminals, enemy military personnel.
19. The method as set forth in claim 16 , wherein a role-playing scenario is the mechanism for implementing the model and imparting the perspective of the person.
20. The method as set forth in claim 16 , wherein virtual reality is the mechanism for implementing the model and imparting the perspective of the person.
21. The method as set forth in claim 20 , wherein the student is required to mimic the behavior in a virtual reality environment wherein the person is superimposed, thereby allowing the student to experience the person's perspective.
22. The method as set forth in claim 16 , wherein the behavior is a proper behavior such that in step (d) the student better understands the proper behavior and a benefit associated therewith.
23. The method as set forth in claim 16 , wherein the behavior is an improper behavior such that in step (d) the student better understands the improper behavior and a consequence associated with it.
24. A method of teaching a skill to a student, whereby the student is exposed to two or more perspectives of two or more persons relevant to the skill, the method comprising the steps of:
(a) identifying a behavior of one of the two or more persons, wherein the behavior is related to the skill;
(b) modeling a first perspective of a first one of the two or more persons related to the behavior;
(c) modeling a second perspective of a second one of the two or more persons related to the second behavior;
(d) implementing the model using a mechanism suitable for imparting to the student the first perspective and the second perspective; and
(e) allowing the student to experience via the mechanism the first perspective and the second perspective and thereby better understand the behavior and the fundamental skill.
25. The method as set forth in claim 24 , wherein the first person is selected from the group consisting of: law enforcement personnel, military personnel, private security personnel, prison security personnel, bank security personnel, airline flight personnel, mass transportation personnel,
26. The method as set forth in claim 24 , wherein the second person is selected from the group consisting of: terrorists, criminals, enemy military personnel.
27. The method as set forth in claim 24 , wherein a role-playing scenario is the mechanism for implementing the model and imparting the first perspective and the second perspective.
28. The method as set forth in claim 24 , wherein virtual reality is the mechanism for implementing the model and imparting the first perspective and the second perspective.
29. The method as set forth in claim 28 , wherein the student is required to mimic the behavior in a virtual reality environment wherein the first person and the second person are superimposed.
30. The method as set forth in claim 24 , wherein the behavior is a proper behavior such that in step (e) the student better understands the proper behavior and a benefit associated therewith.
31. The method as set forth in claim 24 , wherein the behavior is an improper behavior such that in step (e) the student better understands the improper behavior and a consequence associated with it.
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US20120007885A1 (en) * | 2005-07-14 | 2012-01-12 | Huston Charles D | System and Method for Viewing Golf Using Virtual Reality |
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US9344842B2 (en) * | 2005-07-14 | 2016-05-17 | Charles D. Huston | System and method for viewing golf using virtual reality |
US9445225B2 (en) | 2005-07-14 | 2016-09-13 | Huston Family Trust | GPS based spectator and participant sport system and method |
US9498694B2 (en) | 2005-07-14 | 2016-11-22 | Charles D. Huston | System and method for creating content for an event using a social network |
US9566494B2 (en) | 2005-07-14 | 2017-02-14 | Charles D. Huston | System and method for creating and sharing an event using a social network |
US9798012B2 (en) | 2005-07-14 | 2017-10-24 | Charles D. Huston | GPS based participant identification system and method |
US10802153B2 (en) | 2005-07-14 | 2020-10-13 | Charles D. Huston | GPS based participant identification system and method |
US11087345B2 (en) | 2005-07-14 | 2021-08-10 | Charles D. Huston | System and method for creating content for an event using a social network |
US20140272804A1 (en) * | 2013-03-14 | 2014-09-18 | Her Majesty The Queen In Right Of Canada, As Represented By The Minster Of National Defence | Computer assisted training system for interview-based information gathering and assessment |
Also Published As
Publication number | Publication date |
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AU2002365593A1 (en) | 2003-06-10 |
US20030099921A1 (en) | 2003-05-29 |
US6602076B2 (en) | 2003-08-05 |
WO2003046863A1 (en) | 2003-06-05 |
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