US20040166994A1 - My tumble teacher kit - Google Patents
My tumble teacher kit Download PDFInfo
- Publication number
- US20040166994A1 US20040166994A1 US10/374,339 US37433903A US2004166994A1 US 20040166994 A1 US20040166994 A1 US 20040166994A1 US 37433903 A US37433903 A US 37433903A US 2004166994 A1 US2004166994 A1 US 2004166994A1
- Authority
- US
- United States
- Prior art keywords
- tumbling
- cutouts
- handbook
- mat
- skill
- Prior art date
- Legal status (The legal status is an assumption and is not a legal conclusion. Google has not performed a legal analysis and makes no representation as to the accuracy of the status listed.)
- Abandoned
Links
Images
Classifications
-
- A—HUMAN NECESSITIES
- A63—SPORTS; GAMES; AMUSEMENTS
- A63B—APPARATUS FOR PHYSICAL TRAINING, GYMNASTICS, SWIMMING, CLIMBING, OR FENCING; BALL GAMES; TRAINING EQUIPMENT
- A63B21/00—Exercising apparatus for developing or strengthening the muscles or joints of the body by working against a counterforce, with or without measuring devices
- A63B21/00047—Exercising devices not moving during use
-
- A—HUMAN NECESSITIES
- A63—SPORTS; GAMES; AMUSEMENTS
- A63B—APPARATUS FOR PHYSICAL TRAINING, GYMNASTICS, SWIMMING, CLIMBING, OR FENCING; BALL GAMES; TRAINING EQUIPMENT
- A63B21/00—Exercising apparatus for developing or strengthening the muscles or joints of the body by working against a counterforce, with or without measuring devices
- A63B21/40—Interfaces with the user related to strength training; Details thereof
- A63B21/4027—Specific exercise interfaces
- A63B21/4037—Exercise mats for personal use, with or without hand-grips or foot-grips, e.g. for Yoga or supine floor exercises
-
- A—HUMAN NECESSITIES
- A63—SPORTS; GAMES; AMUSEMENTS
- A63B—APPARATUS FOR PHYSICAL TRAINING, GYMNASTICS, SWIMMING, CLIMBING, OR FENCING; BALL GAMES; TRAINING EQUIPMENT
- A63B2208/00—Characteristics or parameters related to the user or player
- A63B2208/12—Characteristics or parameters related to the user or player specially adapted for children
-
- A—HUMAN NECESSITIES
- A63—SPORTS; GAMES; AMUSEMENTS
- A63B—APPARATUS FOR PHYSICAL TRAINING, GYMNASTICS, SWIMMING, CLIMBING, OR FENCING; BALL GAMES; TRAINING EQUIPMENT
- A63B26/00—Exercising apparatus not covered by groups A63B1/00 - A63B25/00
- A63B26/003—Exercising apparatus not covered by groups A63B1/00 - A63B25/00 for improving balance or equilibrium
Definitions
- This invention relates to a portable tumbling mat.
- a cartwheel mat This is a vinyl tumbling mat with hands and feet permanently painted or silk-screened onto its surface to illustrate the correct sequence of a cartwheel.
- Cartwheel mats are useful, however, they are restricted to teaching one skill. The hands and feet aren't moveable. Therefore, they can not illustrate any other tumbling skill sequence than that of a cartwheel.
- Another example is rubber hand and feet cutouts that can be placed in any tumbling sequence onto the surface of a tumbling mat.
- the problem with the cutouts is that they have no way of sticking to the mat. When children try to follow them by standing on the feet and placing their hands on the hands, the rubber cutouts tend to move out of the desired formation.
- Another advantage is to provide a way for parents and children to spend quality time together while participating in a fun and productive activity.
- This invention is directed to a portable, all-inclusive tumbling kit which provides parents and children with a method of teaching basic tumbling skills to preschool and schoolage children at home. It also allows children to practice at home the skills they learn in a gymnastics class.
- the hands, feet and shapes adhere to the mat's top surface which prevents them from slipping and sliding.
- the hands, feet and shapes can be pulled off and placed in several different tumbling formations to give the child a visual picture of each skill.
- the correct placement of the hands, feet and shapes is illustrated in the handbook for each skill.
- the handbook also provides written directions and teaching tips for each skill.
- This kit can be easily put away and stored by folding the mat in half and sliding it into the carrying case.
- the handbook, hands, feet and shapes are placed in the side pocket of the carrying case.
- FIG. 1A is a perspective view looking down on the tumbling mat.
- FIG. 1B is a perspective view from the side of the mat illustrating the way in which the mat folds in half
- FIG. 1C is a perspective view from the side of the mat after the mat has been folded in half
- FIG. 2 is a perspective view of the mat looking down illustrating the adhesive hand and foot placement of a tumbling skill.
- FIG. 3A is a view of four adhesive hands which can be stuck onto the mat.
- FIG. 3B is a view of four adhesive feet which can be stuck onto the mat.
- FIG. 3C is a view of two adhesive circles which can be stuck onto the mat.
- FIG. 3D is a view of two adhesive rectangles which can be stuck onto the mat.
- FIG. 4A is a view of the the instructional handbook.
- FIG. 4B is a view of a page of the handbook showing the information that will be given for each skill.
- FIG. 5A is a perspective view of the front side of the carrying case which will carry the contents of the kit.
- FIG. 5B is a perspective view of the back side of the carrying case pointing out the pocket which will hold the handbook, the hands, the feet and the shapes.
- FIG. 1A shows a tumbling mat comprising of a top surface 1 which enables the adhesive hands, feet and shapes to adhere to its surface.
- the base of the tumbling mat 2 and 3 is constructed from a soft foam rubber materal or the like.
- the foam rubber base 2 and 3 is divided in half so it can be folded at the center of the mat 4 as becomes apparent in FIGS. 1B and 1C.
- FIG. 2 is an example of the correct hand, foot and body placement for a specific skill.
- the skill shown in the example is a forward roll. Children must stand on the first set of feet FIG. 3B on the left then place their hands on the hands FIG. 3A. They will then look at their tummy and place their shoulders on the rectangle FIG. 3D. After rolling, their feet will land on the second set of feet FIG. 3B and stand up to complete the skill. These directions and teaching tips are in the handbook FIG. 4A.
- FIGS. 3A through 3D are the hands, feet and shapes that will be stuck onto the top surface of the mat 1 to give the learner a visual to follow while attempting a specific skill. They can be constructed of an adhesive material such as velcro or the like. FIGS. 3A through 3D can be stuck onto the top surface of the mat 1 and arranged in several different tumbling skill sequences. The hands FIG. 3A and feet FIG. 3B are child-size.
- FIG. 4A is a picture of the front of the “My Tumble Teacher Handbook”.
- FIG. 4B is shows the format of the information that will be given for each tumbling skill. The name of the skill will be at the top of the page.
- a hand and foot diagram will show learners exactly how to place the adhesive hands, feet and shapes FIGS. 3A through 3D onto the top surface of the mat 1 .
- Detailed step-by-step written directions and teaching tips are also given for each skill. This information will give the learner a complete picture of how to perform the skill.
- FIG. 5A shows the carrying case which will hold the entire contents of this tumbling kit and allow for easy portability.
- This carrying case can be constructed of either cotton or a vinyl material.
- the tumbling mat FIG. 1A will fold in half and slide into the main compartment of the carrying case 5 .
- the handbook FIG. 4A and the hands, feet and shapes FIGS. 3A through 3D can be placed into the back pocket of the carrying case 7 .
- This pocket can either close by a snap, zipper or velcro.
- the handles 6 make it easy to carry the case.
Abstract
A tumbling kit containing necessary tools to instruct children in the art of tumbling at home. The kit contains a folding tumbling mat, an instructional handbook, adhesive cutouts of child-sized hands, feet and shapes, and a carrying case. The handbook allows the learner to get a full understanding of the skill by illustrating correct hand and foot placement for each tumbling skill along with complete written directions and teaching tips. By placing the adhesive cutouts onto the top surface of the tumbling mat in the different tumbling skill sequences as illustrated in the handbook, learners can get a visual picture of how to perform each skill. Because these cutouts are temporarily stuck to the mat's top surface, they can be pulled off and placed in several different skill sequences. The tumbling mat folds in half and slides into the carrying case. The cutouts and the handbook are stored in the back pocket of the carrying case. This is a portable, lightweight tumbling kit that is quick and simple for children and adults to carry, set-up, use and store.
Description
- Not Applicable
- Not Applicable
- Not Applicable
- This invention relates to a portable tumbling mat.
- It is generally very difficult to teach young children to perform basic tumbling skills such as forward rolls, handstands, cartwheels and the like. Originally, the instruction of basic tumbling skills was restricted to time spent in a tumbling class with an instructor. There were no mats or instructional devices on the market which would enable home instruction and home practice of skills taught in class.
- Therefore, inventors created several types of instructional mats to teach basic tumbling skills in gymnastics. Many of these mats can be used at home. One example is a cartwheel mat. This is a vinyl tumbling mat with hands and feet permanently painted or silk-screened onto its surface to illustrate the correct sequence of a cartwheel. Cartwheel mats are useful, however, they are restricted to teaching one skill. The hands and feet aren't moveable. Therefore, they can not illustrate any other tumbling skill sequence than that of a cartwheel.
- Another example is rubber hand and feet cutouts that can be placed in any tumbling sequence onto the surface of a tumbling mat. The problem with the cutouts is that they have no way of sticking to the mat. When children try to follow them by standing on the feet and placing their hands on the hands, the rubber cutouts tend to move out of the desired formation.
- Present mats do not usually come with an instruction handbook which gives both verbal directions and a visual hand and foot placement guide illustrating several basic tumbling skills that simplifies the tumbling skill for parents and enables parents to understand a tumbling skill and teach it to their children at home.
- Finally, many of the mats on the market today are much too heavy and awkward which makes for difficult portability and storage.
- The objects and advantages of my invention are:
- (a) to provide a method of teaching basic tumbling skills to preschool and schoolage children at home.
- (b) to provide a portable, lightweight tumbling kit that is quick and simple for children and adults to carry, set-up and store.
- (c) to provide an all-inclusive tumbling kit contaning a tumbling mat, a handbook, a carrying case and moveable hands, feet and shapes that stick to the top surface of the tumbling mat.
- (d) to provide adhesive hands, feet and shapes which can be stuck onto the mat and placed in several different tumbling skill formations allowing the instruction of many tumbling skills.
- (e) to provide a handbook containing a verbal description and directions as well as a visual picture of the hand and foot placement of each tumbling skill.
- (f) to provide parents the knowledge and opportunity to guide and teach their children basic tumbling skills at home.
- (g) to enable the at-home practice and reinforcement of tumbling skills taught in a gymnastics class.
- (h) to provide a carrying case which makes for easy transport
- Another advantage is to provide a way for parents and children to spend quality time together while participating in a fun and productive activity.
- This invention is directed to a portable, all-inclusive tumbling kit which provides parents and children with a method of teaching basic tumbling skills to preschool and schoolage children at home. It also allows children to practice at home the skills they learn in a gymnastics class. The hands, feet and shapes adhere to the mat's top surface which prevents them from slipping and sliding. The hands, feet and shapes can be pulled off and placed in several different tumbling formations to give the child a visual picture of each skill. The correct placement of the hands, feet and shapes is illustrated in the handbook for each skill. The handbook also provides written directions and teaching tips for each skill. This kit can be easily put away and stored by folding the mat in half and sliding it into the carrying case. The handbook, hands, feet and shapes are placed in the side pocket of the carrying case.
- The above as well as other features and advantages of the present invention will become apparent in the following descriptions of the drawings.
- FIG. 1A is a perspective view looking down on the tumbling mat.
- FIG. 1B is a perspective view from the side of the mat illustrating the way in which the mat folds in half
- FIG. 1C is a perspective view from the side of the mat after the mat has been folded in half
- FIG. 2 is a perspective view of the mat looking down illustrating the adhesive hand and foot placement of a tumbling skill.
- FIG. 3A is a view of four adhesive hands which can be stuck onto the mat.
- FIG. 3B is a view of four adhesive feet which can be stuck onto the mat.
- FIG. 3C is a view of two adhesive circles which can be stuck onto the mat.
- FIG. 3D is a view of two adhesive rectangles which can be stuck onto the mat.
- FIG. 4A is a view of the the instructional handbook.
- FIG. 4B is a view of a page of the handbook showing the information that will be given for each skill.
- FIG. 5A is a perspective view of the front side of the carrying case which will carry the contents of the kit.
- FIG. 5B is a perspective view of the back side of the carrying case pointing out the pocket which will hold the handbook, the hands, the feet and the shapes.
-
-
-
-
-
-
-
- FIG. 1A shows a tumbling mat comprising of a
top surface 1 which enables the adhesive hands, feet and shapes to adhere to its surface. The base of the tumblingmat foam rubber base mat 4 as becomes apparent in FIGS. 1B and 1C. - FIG. 2 is an example of the correct hand, foot and body placement for a specific skill. The skill shown in the example is a forward roll. Children must stand on the first set of feet FIG. 3B on the left then place their hands on the hands FIG. 3A. They will then look at their tummy and place their shoulders on the rectangle FIG. 3D. After rolling, their feet will land on the second set of feet FIG. 3B and stand up to complete the skill. These directions and teaching tips are in the handbook FIG. 4A.
- FIGS. 3A through 3D are the hands, feet and shapes that will be stuck onto the top surface of the
mat 1 to give the learner a visual to follow while attempting a specific skill. They can be constructed of an adhesive material such as velcro or the like. FIGS. 3A through 3D can be stuck onto the top surface of themat 1 and arranged in several different tumbling skill sequences. The hands FIG. 3A and feet FIG. 3B are child-size. - FIG. 4A is a picture of the front of the “My Tumble Teacher Handbook”. FIG. 4B is shows the format of the information that will be given for each tumbling skill. The name of the skill will be at the top of the page. A hand and foot diagram will show learners exactly how to place the adhesive hands, feet and shapes FIGS. 3A through 3D onto the top surface of the
mat 1. Detailed step-by-step written directions and teaching tips are also given for each skill. This information will give the learner a complete picture of how to perform the skill. - FIG. 5A shows the carrying case which will hold the entire contents of this tumbling kit and allow for easy portability. This carrying case can be constructed of either cotton or a vinyl material. The tumbling mat FIG. 1A will fold in half and slide into the main compartment of the carrying
case 5. The handbook FIG. 4A and the hands, feet and shapes FIGS. 3A through 3D can be placed into the back pocket of the carryingcase 7. This pocket can either close by a snap, zipper or velcro. Thehandles 6 make it easy to carry the case. - Although the description above contains many specificities, these should not be construed as limiting the scope of the invention but as merely providing illustrations of some of the presently preferred embodiments of this invention.
Claims (3)
1. A tumbling kit for teaching children basic tumbling skills at home, comprising:
(a) a folding tumbling mat of suitable size to accommodate use by a preschool or schoolage child.
(b) a plurality of child-size hand, feet and shape cutouts.
(c) means for temporarily adhesing said cutouts of child-size hands, feet and shapes to the top surface of said folding tumbling mat so as to be able to place and remove said cutouts into a variety of tumbling sequences.
(d) an instructional handbook
(e) a carrying case of sufficient size to hold said folding tumbling mat, said hand, feet and shape cutouts and said instructional handbook.
2. A method of teaching a variety of tumbling skills to children at home comprising the steps:
(a) removing said folding tumbling mat, said cutouts and said handbook from said carrying case.
(b) referring to said handbook for written instructions and a visual picture of correct sequential placement of said hand, feet and shape cutouts for the desired tumbling skill to be learned.
(c) sticking said hand, feet and shape cutouts onto said top surface of said folding tumbling mat placing said cutouts in correct sequential placement of the desired tumbling skill to be learned.
(d) attempting the desired tumbling skill by following said cutouts arranged on the said top surface of the said folding tumbling mat.
(e) rearranging said cutouts in several different tumbling skill sequences described and pictured in said handbook.
whereby said cutouts can be easily removed from said top surface and placed into a number of different tumbling skill sequences as illustrated and described in said handbook.
3. An instructional method of teaching tumbling skills to children that is convenient, comprising:
(a) providing parents and children to spend time together while learning tumbling skills.
(b) providing parents with said handbook giving them the knowledge of teaching tumbling skills to their children.
(c) providing schoolage children the opportunity to teach tumbling skills to themselves by referring to said handbook.
(d) providing moveable said cutouts that can be arranged to accommodate children of all sizes.
(e) providing a portable kit that can be easily stored in said carrying case and transported by adults and children.
Priority Applications (1)
Application Number | Priority Date | Filing Date | Title |
---|---|---|---|
US10/374,339 US20040166994A1 (en) | 2003-02-26 | 2003-02-26 | My tumble teacher kit |
Applications Claiming Priority (1)
Application Number | Priority Date | Filing Date | Title |
---|---|---|---|
US10/374,339 US20040166994A1 (en) | 2003-02-26 | 2003-02-26 | My tumble teacher kit |
Publications (1)
Publication Number | Publication Date |
---|---|
US20040166994A1 true US20040166994A1 (en) | 2004-08-26 |
Family
ID=32868857
Family Applications (1)
Application Number | Title | Priority Date | Filing Date |
---|---|---|---|
US10/374,339 Abandoned US20040166994A1 (en) | 2003-02-26 | 2003-02-26 | My tumble teacher kit |
Country Status (1)
Country | Link |
---|---|
US (1) | US20040166994A1 (en) |
Cited By (2)
Publication number | Priority date | Publication date | Assignee | Title |
---|---|---|---|---|
US20190325781A1 (en) * | 2018-04-18 | 2019-10-24 | Tamara Mudarra | Compact Portable Ballet Training Station |
US20210228928A1 (en) * | 2020-01-29 | 2021-07-29 | Rena Schwartz | Cartwheel Training Mat |
Citations (3)
Publication number | Priority date | Publication date | Assignee | Title |
---|---|---|---|---|
US233482A (en) * | 1880-08-23 | 1880-10-19 | De Long M David | Appliance for self instruction in dancing |
US3670346A (en) * | 1971-03-04 | 1972-06-20 | Nissen Corp | Mat for free exercise and the like |
US4905990A (en) * | 1989-03-08 | 1990-03-06 | Desantis Gabriel J | Exercise mat |
-
2003
- 2003-02-26 US US10/374,339 patent/US20040166994A1/en not_active Abandoned
Patent Citations (3)
Publication number | Priority date | Publication date | Assignee | Title |
---|---|---|---|---|
US233482A (en) * | 1880-08-23 | 1880-10-19 | De Long M David | Appliance for self instruction in dancing |
US3670346A (en) * | 1971-03-04 | 1972-06-20 | Nissen Corp | Mat for free exercise and the like |
US4905990A (en) * | 1989-03-08 | 1990-03-06 | Desantis Gabriel J | Exercise mat |
Cited By (3)
Publication number | Priority date | Publication date | Assignee | Title |
---|---|---|---|---|
US20190325781A1 (en) * | 2018-04-18 | 2019-10-24 | Tamara Mudarra | Compact Portable Ballet Training Station |
US10777092B2 (en) * | 2018-04-18 | 2020-09-15 | Tamara Mudarra | Compact portable ballet training station |
US20210228928A1 (en) * | 2020-01-29 | 2021-07-29 | Rena Schwartz | Cartwheel Training Mat |
Similar Documents
Publication | Publication Date | Title |
---|---|---|
US5895219A (en) | Apparatus and method for teaching reading skills | |
US5725380A (en) | Combination writing board and abacus | |
US6074211A (en) | Educational device for teaching art | |
Fraser | 5 tips for creating independent activities aligned with the common core state standards | |
US8296881B2 (en) | Play system for children, including playmat and playpieces | |
US20050074736A1 (en) | Multicultural educational kit | |
US20040166994A1 (en) | My tumble teacher kit | |
Johnsey | Exploring primary design and technology | |
Nilges | Educational gymnastics—stages of content development | |
Yelland | Encouraging young children's thinking skills with logo | |
US20040058308A1 (en) | Learning tiles | |
US20040110115A1 (en) | Time-out mat for children | |
Work | Learning through the Eyes of a Child: A Guide to Best Teaching Practices in Early Education. | |
Szekely | Preliminary play in the art class | |
US9171480B2 (en) | Early learning tools and kits including manipulator devices for organized play | |
US20180261113A1 (en) | Kit for educational structures | |
US20230061153A1 (en) | Activity mat for kinesthetic learners to develop cognitive skills | |
Moomaw et al. | More than counting: Math activities for preschool and kindergarten | |
Amir et al. | The Structural Challenge: a simple design-based science activity to foster creativity among kinaesthetic learners.' | |
Bay-Williams | Poetry in Motion: Using Shel Silverstein's Works to Engage Students in Mathematics | |
Szekely | Planning for the Sharing of Experiences and Observations | |
Campbell | A handbook on the construction and use of manipulative math materials | |
Asmawulan et al. | Learning Innovation Through Goodie Book Media to Improve Motoric Development Of Early Childhood | |
Eden | Improving Visual Skills; A Guide for Teachers of the Handicapped. | |
Susanti et al. | Application of Mosaic Technique to Develop Children's Fine Motor Skills in PAUD Nurul Iman |
Legal Events
Date | Code | Title | Description |
---|---|---|---|
STCB | Information on status: application discontinuation |
Free format text: ABANDONED -- FAILURE TO RESPOND TO AN OFFICE ACTION |