WO2011130724A2 - Appareil et procédé de formation au surf - Google Patents

Appareil et procédé de formation au surf Download PDF

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Publication number
WO2011130724A2
WO2011130724A2 PCT/US2011/032801 US2011032801W WO2011130724A2 WO 2011130724 A2 WO2011130724 A2 WO 2011130724A2 US 2011032801 W US2011032801 W US 2011032801W WO 2011130724 A2 WO2011130724 A2 WO 2011130724A2
Authority
WO
WIPO (PCT)
Prior art keywords
student
board
instructor
wireless transmitter
wireless
Prior art date
Application number
PCT/US2011/032801
Other languages
English (en)
Other versions
WO2011130724A3 (fr
Inventor
Dainuri Rott
Original Assignee
Dainuri Rott
Priority date (The priority date 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 date listed.)
Filing date
Publication date
Application filed by Dainuri Rott filed Critical Dainuri Rott
Publication of WO2011130724A2 publication Critical patent/WO2011130724A2/fr
Publication of WO2011130724A3 publication Critical patent/WO2011130724A3/fr

Links

Classifications

    • 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
    • A63B69/0093—Training appliances or apparatus for special sports for surfing, i.e. without a sail; for skate or snow boarding
    • B—PERFORMING OPERATIONS; TRANSPORTING
    • B63—SHIPS OR OTHER WATERBORNE VESSELS; RELATED EQUIPMENT
    • B63B—SHIPS OR OTHER WATERBORNE VESSELS; EQUIPMENT FOR SHIPPING 
    • B63B32/00—Water sports boards; Accessories therefor
    • B63B32/10—Motor-propelled water sports boards

Definitions

  • the traditional surfing "longboard” is 2.4m or longer, rounded at the nose, tapered or rounded at the tail, and may have one or more skegs (perpendicular fins) on the bottom.
  • Shortboards developed in the 1960's are typically 1.5-2.1m, with pointed noses and 2-5 skegs. While shortboards can be highly maneuverable by a skilled surfer on the right kind of board, longboards are more stable in the water and thus typically preferred for teaching beginners.
  • This stage requires agility, flexibility, and dynamic balance as the slope and speed of the wave continue to develop. 4. Maneuver and trim. Once standing, the surfer must position the surfboard in the wave as it grows and crests. He may move his center of gravity to the left or to the right to execute turns, or back and forth to "trim" (flatten the plane of the board to gain speed) or to slow down by raising the nose. This stage requires coordination, timing, dynamic balance, and a keen awareness of changing peripheral conditions.
  • An apparatus for surfing instruction includes a motorized surfboard (MSB) designed to look, feel, and behave like a conventional unmotorized surfboard such as a longboard.
  • the board's motor responds to signals reaching an on-board wireless receiver (OBWR).
  • OBWR on-board wireless receiver
  • a rider's wireless transmitter (RWT) is controlled by actuators that are easy to reach and identify without looking.
  • the RWT assembly is lightweight and does not interfere with a wearer' s balance, speed, or range of motion.
  • An instructor' s wireless transmitter (IWT) is also easy to operate without looking but may have a different configuration than the RWT. Both the RWT and the IWT are configured to communicate with the OBWR, and in some embodiments with each other.
  • Each wireless transmitter is a physically separate device, not mechanically coupled to the MSB.
  • Operator control signals such as “on/off or “accelerate/decelerate,” are received by the MSB.
  • An RWT, an IWT, and one or more auxiliary transmitters may be used individually or together for various purposes in the teaching process.
  • the IWT is identical to the RWT.
  • the IWT may include additional control features, longer signal range, or the capability to override the RWT (analogous to a driving or aviation teacher's set of controls).
  • the IWT may differ from the RWT in size, shape, design or user interface.
  • the instructor' s wireless transmitter could be a portable high-power "console" operated from a nearby pier where the instructor could observe and assist the student, perhaps also using a wireless voice link to the student on the board in the water.
  • the student's corresponding voice link could be incorporated in the RWT, or in a separate waterproof wireless headset or bone -conduction earpiece, or even in a waterproof amplified speaker in the surfboard.
  • an instructor' s "console" interface could consist of software running on a computer with the IWT connected as a peripheral input/output device.
  • Such a computer could also be configured to capture, store, and process data from, for example, a video camera recording the lesson, an audio feed from the voice link, or MSB data from an on-board transmitter. Audio, video, mechanical, environmental, and propulsion- control data recorded by the software could be used later for post-lesson analysis and archival of examples for future classes.
  • the teaching method comprises a progressive set of practice activities using the apparatus
  • the student or the instructor uses a wireless transmitter to activate or deactivate or throttle the MSB motor to provide episodes of forward thrust and surfboard speed at specific points in the lesson.
  • the motor's propulsion may simulate the physical dynamics of specific situations in wave surfing in a calm-water environment. When the student progresses to a site with surfable waves, the motor may help the student reach the swells without debilitating fatigue, then take off at
  • the MSB controlled by the rider, a nearby teacher, or both allows students to learn the essential moves of surfing not just only in ocean surf, but also in any quiet body of water including lakes, quiet rivers, and man made pools. They can also learn in the ocean at places or times too calm for normal surfing.
  • the wirelessly controllable MSB not only decouples the wave -catching
  • FIG. 1 shows an example of a calm-water surfing lesson using an MSB, a wearable
  • FIGs. 2A and 2B show an example of a motorized surfboard with integrated wireless receiver.
  • FIG. 3 shows an example of a wearable wireless transmitter assembly for controlling a motorized surfboard.
  • the teaching apparatus has the following properties: (1) The MSB has the shape and feel of a traditional unmotorized surfboard; for example, a longboard; (2) The MSB's integrated motor can propel the board with rider at approximately 6-lOkm/hr (this is not an absolute speed requirement, but an optimal speed for teaching purposes); (3) The motor can be controlled by a wireless receiver providing at least "on” and "off commands. (4) The receiver communicates with a rider's wireless
  • the 140 transmitter RWT
  • IWT instructor's wireless transmitter
  • auxiliary transmitter any designated auxiliary transmitter.
  • the RWT can be operated while lying, standing, kneeling, sitting or in any other position on the MSB in water, where the MSB is providing floatation for the student.
  • FIG. 1 illustrates the overall concepts involved. Student 101 practices on MSB 102, gaining experience in balancing and maneuvering a freely floating board that moves through water 100 of its
  • MSB 102 Water 100 is relatively calm - much less dangerous for a beginning surfer than many surf locations. Nor is it crowded with impatient veteran surfers, as many popular surf spots tend to be. Student 101 's experience is controllable to be relaxing or challenging according to her goals and skill level.
  • the motor and wireless receiver for MSB 102 are inside the board under streamlined hatch 103, giving MSB 102 the same size and type of surface as an unmotorized board. MSB 102
  • RWT 104 has a wireless communication link 105 to RWT 104, illustrated here as a wearable controller on student 102's hand and forearm. Student 102 may use RWT 104 to control the activation, deactivation, and speed of the motor in MSB 102 while instructor 111 observes from nearby.
  • instructor 111 may control the motor in MSB 102 from where he stands, using wireless communication link 115 from IWT 114.
  • RWT 104 also has a
  • IWT 114 is shown as a ruggedized console embodiment with enhanced antenna 119, motor on-off button 112, and motor throttle fader 113.
  • Instructor-to-student link 125 may include a voice link, usable on IWT 114 via microphone/speaker assembly 121.
  • RWT 105 may have a panic button that uses RWT-IWT channel 125 to illuminate indicator 122 on IWT 114, or produce an
  • the MSB can be queried as well as commanded, or can issue alerts on its own. It can., for example, report its speed, temperature, and remaining fuel or electrical charge for Instructor 111 to monitor or record. Some enhanced embodiments may allow instructor 111 to monitor the pitch 126 and roll 127 of MSB 102
  • FIGs. 2A and 2B are two different conceptual views - a top view and an exploded cross- section along line A-A - of another MSB design suitable for this teaching system.
  • Longboard-type MSB 200 with typical fins 201 has an integrated electric jet-pump propulsion unit 202 installed in its undersurface.
  • Propulsion unit 202 is controlled by a motor controller, which in turn is controlled by
  • a wireless receiver 170 a wireless receiver. These parts and their associated circuitry are incorporated in electronics control unit 203, shown here as also recessed in the undersurface of MSB 200. Power is supplied by a removable waterproof rechargeable electric power pack 204 in a receptacle in the top surface of MSB 200. In this example all components are contained inside, or faired into the contours of the MSB so as to substantially preserve the classic shape, feel and performance of a traditional
  • a longboard can have a range of lengths (typically 2.4-3.4m) and a range of widths (typically 56-66cm) and can have a variety of fin configurations (typically single, dual, tri fin and quad fin).
  • the MSB could be a motorized "short board" ( ⁇ 2.4m length) for teaching advanced students who have already mastered
  • the MSB can be constructed from a variety of materials including, but not limited to: (1) Polyurethane foam and polyester resin with fiberglass; (2) extruded polystyrene and epoxy with fiberglass; or (3) polyethylene foam with LDPE (low density polyethylene) HDPE (high density polyethylene), or components and coatings comprising a combination of the two. This last construction method results in the "soft board” or "foamie.”
  • This board has a soft and forgiving surface, which is particularly amenable to beginners who are likely to fall frequently at first and may be reassured by the supportive feel of a yielding top layer. Serious injuries are less likely when falling on or from a foamie, compared to a waxed wooden or hard-shelled board, and the surface of a foamie need not be slippery under the rider' s feet. If collisions happen, foamies are less likely to cause serious injuries than hard boards.
  • the energy source for propulsion can be a battery, an array of batteries, a fuel cell, a capacitor or capacitor array, compressed gas in a tank, combustible liquid fuel, or any other device or means of storing energy.
  • the propulsion source can be any means of propelling the MSB forward (for example, an enclosed water jet pump with electric motor power; one or more rear-mounted propellers driven by a small internal-combustion engine; a
  • Circuitry and software associated with, or intermediary to, the wireless receiver and motor controller may implement additional features such as a "soft" automatic throttle -down providing a smooth (rather than abrupt) end to each episode of forward thrust (helping Student to preserve balance during the change-of-state associated with motor power-down).
  • Various versions output the interpreted information in real time (for instance, warning the rider or instructor when the battery charge or fuel level is low), store the information in a storage element for later review, or both.
  • the output may be visual, audible, or tactile using suitable indicator lights, displays, speakers, or haptic interfaces.
  • a microprocessor-and-display-equipped wireless phone or wireless-enabled tablet computer may be
  • the IWT connected to the IWT to process, store, and display the information, or alternatively may be the IWT with appropriate application software and short-range wireless pairing to the board data transmitter and, optionally, the RWT.
  • FIG. 3 illustrates a wearable, hand-operated embodiment of a wireless transmitter assembly for remote control of the MSB propulsion system. Variants of this embodiment may be configured
  • Waterproof trigger switch unit 303 responds to one or more actuators, such as buttons 305 and 308. Buttons such as 305, very near user's thumb 307, may correspond to frequent activities such as throttle control or motor activation and deactivation. Buttons such as 308, reachable by thumb 307 by a larger, more necessarily intentional motion, may correspond to emergency functions such as a student panic button or wider-band distress signal. Switch unit 303 215 and its actuators are integrated in handstrap 301. Handstrap 301 securely, removably attaches to user's hand near the thumb 307.
  • Alternate embodiments include, for example, an elastic band attached at both ends to a plastic mounting surface or an open-ended fabric band incorporating patches of commercially available hook-and-loop fastening material (for example, VelcroTM) positioned to facilitate band-length adjustment for various hand sizes.
  • Trigger switch unit 303 sends
  • 220 signals from actuators 305 and 308 through ruggedized waterproof power leads 306 to a wireless transmitter (or transceiver, for full-duplex communication) inside ruggedized waterproof transmitter case 302.
  • Transmitter case 302 which may also house a compact lightweight power supply, is secured to a wearable armband 304.
  • Armband 304 as shown here positions transmitter case 302 near the outer side of user's elbow, but alternate embodiments of armband 304 may be worn on the
  • Armband 304 may be made of elastic material (for example,
  • armband 304 preferably includes strain- relief for power leads 306.
  • the wireless receiver in the MSB signals the wireless receiver in the MSB: for example, to activate the propulsion system to move the MSB through the water.
  • propulsion continues as long as button 305 is held down.
  • the wireless transmitter in transmitter case 302 sends a "deactivate" command to the MSB.
  • Deactivation in some embodiments, includes a "soft" incremental power-down lasting approximately 1-3 seconds, to avoid destabilizing the surfer with a
  • the wireless transmitter may use technology similar to that used to lock and unlock cars (a
  • the actuators can be configured for either left-hand or right-hand operation.
  • the instructor may operate an enhanced or fuller-featured wireless transmitter assembly or console, incorporating for example the ability to transmit override signals to override student's wireless propulsion control in an emergency
  • the wireless transmitter/receiver/motor-controller system may also incorporate "throttle control" functionality so that propulsion power level and/or surfboard speed may be selected and adjusted by the operator(s).
  • Motor controller electronics and associated circuitry and software in the motorized surfboard may also incorporate automatic
  • Conventional surfing instruction usually begins with introductory "dry land” practice of surfing movements and techniques.
  • the system described here may be used either instead of or 255 along with conventional dry-land exercises.
  • the MSB incorporating a wireless receiver controlling the surfboard's propulsion motor in response to signals from a wireless transmitter operated by a student or an instructor facilitates a range of teaching methods, including:
  • Instructor may use the IWT to pulse the motor, simulating choppy or chaotic water moving the board around while Student climbs on.
  • Paddling practice Instructor teaches Student to efficiently paddle while lying 265 prone, kneeling, or sitting on the MSB. Student may then practice alone.
  • Resistance may be supplied by mounting the board backwards (tail pointing forward) and activating the motor at a low power setting to work against the paddling, as practice for paddling against incoming waves to reach the zone of sloping swells.
  • Student can paddle and then "pop up", using propulsion to simulate the sensation of catching a wave and taking off.
  • the propulsion can be controlled Student, riding the board and simulating the "wave size" and timing she feels ready for, or by Instructor who observes the student and
  • Instructor can teach Student to
  • weight shifting on the board can be accomplished in a variety of ways including simple leaning, shuffling, or "walking the board” (moving the feet one over the other). These maneuvers are essentially the same for both “regular foot” (left foot forward) and “goofy foot” (right foot forward) surfers, the only difference being the direction the surfer faces while standing
  • Student may paddle, use
  • the MSB propulsion or do some of each.
  • the propulsion timing may be under Student's control, under Instructor's control, or some combination thereof.
  • the voice-link and instructor-override embodiments are beneficial here for Student's safety and comfort. With the propulsion assist to repeatedly
  • One or more auxiliary wireless transmitters may be mounted on a buoy, boat, or pier near the sloping- swell zone to alert the student that he has gone out far enough, or is about to go out too far.
  • the surf instruction industry will be able to teach students in situations where there are no suitable ocean waves available suitable for teaching (for example, if the waves are too small or too large to be suitable for instruction.) In these cases the class can move to a quiet body of water. Students who live inland can be taught the basic surfing moves on local lakes, rivers, or even large swimming pools, to quickly become "ocean-ready" after arriving at an ocean-surf travel

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  • Health & Medical Sciences (AREA)
  • General Health & Medical Sciences (AREA)
  • Physical Education & Sports Medicine (AREA)
  • Chemical & Material Sciences (AREA)
  • Engineering & Computer Science (AREA)
  • Combustion & Propulsion (AREA)
  • Mechanical Engineering (AREA)
  • Ocean & Marine Engineering (AREA)
  • Professional, Industrial, Or Sporting Protective Garments (AREA)
  • Toys (AREA)

Abstract

L'invention est motivée par le constat selon lequel il est généralement très contraignant et long d'apprendre à se tenir sur une planche de surf en présence de vagues de taille significative. Les débutants se fatiguent vite lorsqu'ils pagaient contre les rouleaux arrivants et chutent de façon répétée lorsqu'ils commencent à apprendre à prendre les vagues et à glisser sur celles-ci. Une planche de surf motorisée, pouvant être commandée sans fil par l'instructeur et / ou l'élève, facilite la formation et l'entraînement sur une planche flottante avançant à des vitesses variables dans un contexte relativement sûr et maîtrisé en eau calme. Le présent système donne accès à un environnement intermédiaire d'apprentissage entre la terre ferme ou l'eau immobile et les rouleaux considérablement plus difficiles de l'océan. Plus tard, dans une zone de surf, la propulsion motorisée de la planche assiste le pagayage de telle sorte que l'élève puisse se concentrer sur la glisse sur vagues. Les élèves résidant à l'intérieur des terres peuvent utiliser ce système pour apprendre à se tenir sur une planche sur un lac, un cours d'eau ou une grande piscine existant à proximité avant un séjour de vacances sur la côte ou dans un lieu équipé d'un bassin de surf artificiel.
PCT/US2011/032801 2010-04-16 2011-04-16 Appareil et procédé de formation au surf WO2011130724A2 (fr)

Applications Claiming Priority (2)

Application Number Priority Date Filing Date Title
US32527410P 2010-04-16 2010-04-16
US61/325,274 2010-04-16

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WO2011130724A3 WO2011130724A3 (fr) 2012-01-26

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JP6760239B2 (ja) * 2017-09-27 2020-09-23 カシオ計算機株式会社 水上スポーツに使用する装置、情報提供方法及びプログラム
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US9586659B2 (en) 2013-10-10 2017-03-07 Jacob Willem Langelaan Powered hydrofoil board
USD843303S1 (en) 2016-07-08 2019-03-19 MHL Custom, Inc. Hydrofoil board

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WO2011130724A3 (fr) 2012-01-26
US20110256518A1 (en) 2011-10-20

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