WO2022080457A1

WO2022080457A1 - Lesson equipment, method for using lesson equipment, and ski and snowboard instruction method

Info

Publication number: WO2022080457A1
Application number: PCT/JP2021/038084
Authority: WO
Inventors: 直樹白川
Original assignee: 株式会社パンダルマン
Priority date: 2020-10-15
Filing date: 2021-10-14
Publication date: 2022-04-21
Also published as: JPWO2022080457A1; CN116419785A

Abstract

The present invention provides lesson equipment, a method for using said lesson equipment, and a ski and snowboard instruction method, all of which enable maintaining a given distance between an instructor and a lesson participant. This lesson equipment 10 is to be used in a ski lesson and a snowboard lesson taking place between an instructor 20 and a lesson participant 30, and comprises: a grip part 11 to be held by the instructor 20; a linking part 12 which is disposed so as to extend from the grip part 11 in a leading end direction; and an abutment part 13 that is provided to the leading end of the linking part 12 and that abuts the lesson participant 30.

Description

Lesson equipment, how to use lesson equipment, how to teach skiing and snowboarding

The present invention relates to lesson tools used for ski lessons and snowboard lessons by instructors and students, how to use the lesson tools, and how to teach skis and snowboards using the lesson tools.

In regular ski lessons and snowboard lessons, the instructor teaches downhill techniques in the immediate vicinity of the students. If the student is an inexperienced skier or snowboarder or a child, the instructor directly touches the student to prevent accidents due to unexpected start-ups and alleviate fear.
Further, when the student is a child, the equipment disclosed in Patent Documents 1 and 2 is provided as a tool for accident prevention and training in skiing and snowboarding.

Jitsukaihei 7-37257 Gazette Japanese Unexamined Patent Publication No. 2011-120910

In recent ski and snowboard lessons, it is recommended to keep a certain distance between the instructor and the students due to concerns about the effects of the new virus infection.
However, for example, even if the tools of Patent Documents 1 and 2 are used, it is not possible to keep a certain distance between the instructor and the student at all times, and the instruction is given from the viewpoint of accident prevention and alleviation of fear. It was very difficult to give ski lessons and snowboard lessons while keeping a certain distance between the students and the students.

The present invention has been made in view of the above problems, and provides a lesson tool that can maintain a certain distance between the instructor and the student, a method of using the lesson tool, and a method of teaching ski and snowboard. The purpose.

The present invention is as follows as a means for solving the above problems.
The invention according to claim 1 is a lesson tool used for ski lessons and snowboard lessons by an instructor and a student.
The grip portion gripped by the instructor and
A connecting portion extending from the grip portion toward the tip, and a connecting portion
The gist is to provide a contact portion provided at the tip of the connecting portion and abutted against the student.
The gist of the invention according to claim 2 is that, in the invention according to claim 1, the contact portion is formed in a shape in which the central portion of the tip protrudes toward the tip.
The gist of the invention according to claim 3 is that, in the invention according to claim 2, the contact portion is further formed in a shape that tapers toward the tip end direction.
The invention according to claim 4 is the invention according to any one of claims 1 to 3, wherein the contact portion has stoppers on both side portions.
The invention according to claim 5 is the invention according to any one of claims 1 to 4, wherein the abutting portion is anti-slip processed at a portion abutting against the student. The gist is that it has been given.
The invention according to claim 6 is a method of using the lesson equipment for ski lessons and snowboard lessons by the instructor and the student.
The lesson tool includes a grip portion gripped by the instructor, a connecting portion extending in the tip direction from the grip portion, and a contact portion provided at the tip portion of the connecting portion.
The gist is to bring the contact portion into contact with the student.
The invention according to claim 7 is a method for teaching skiing and snowboarding using the lesson equipment according to any one of claims 1 to 5.
The first procedure of having the student stand above the slope above the instructor and facing the instructor,
A second procedure in which the instructor brings the contact portion into contact with the student while grasping the grip portion.
It is a gist that the instructor includes a third procedure of descending the slope together with the student while holding the student from below the slope through the contact portion.

According to the present invention, it is possible to provide a lesson tool that can maintain a certain distance between the instructor and the student, a method of using the lesson tool, and a method of instructing skiing and snowboarding.

It is a perspective view explaining the lesson tool of embodiment of this invention. It is a perspective view explaining the lesson tool of embodiment of this invention. (A) and (b) are side views explaining the contacted portion. (A) and (b) are plan views explaining the contact portion. (A) and (b) are plan views explaining the contact portion. (A) and (b) are plan views explaining another form of the lesson tool of this invention. It is a side view explaining the 1st procedure in the ski instruction method of this invention. It is a side view explaining the 2nd procedure in the ski instruction method of this invention. It is a side view explaining the 3rd procedure in the ski instruction method of this invention. It is a perspective view explaining the lesson tool of embodiment of this invention. It is a side view explaining the 2nd procedure in the instruction method of a snowboard of this invention. It is a side view explaining the 3rd procedure in the instruction method of a snowboard of this invention. (A) and (b) are perspective views illustrating an example of the lesson tool of the present invention. It is a perspective view explaining the use example of the lesson tool of this invention. (A) and (b) are partially enlarged plan views explaining an example of the lesson tool of the present invention. It is a partially enlarged plan view explaining an example of the lesson tool of this invention. It is a partially enlarged plan view explaining an example of the lesson tool of this invention.

Hereinafter, the present invention will be described with reference to the drawings. The matters shown here are for illustrative purposes and embodiments of the present invention, and are considered to be the most effective and effortless explanations for understanding the principles and conceptual features of the present invention. It is stated for the purpose of providing what is to be done. In this regard, it is necessary for a fundamental understanding of the invention and is not intended to show structural details of the invention beyond a certain degree, and some embodiments of the invention by description in conjunction with the drawings. It is intended to clarify to those skilled in the art how is actually embodied.

The lesson tool (teaching tool) of the present invention is used for ski lessons and snowboard lessons by the instructor and the learner.
The lesson tool (10) includes a grip portion (11) gripped by the instructor (20), a connecting portion (12) extending from the grip portion (11) toward the tip, and the tip of the connecting portion (12). A contact portion (13) provided in the portion and abutted against the student (30) is provided (see FIGS. 1, 2, and 6).

The method of using the lesson equipment of the present invention is a method of using the lesson equipment of ski lessons and snowboard lessons by the instructor and the student. This lesson tool is the lesson tool (10), and includes a grip portion (11) gripped by the instructor (20), a connecting portion (12) extending from the grip portion (11) toward the tip, and a connecting portion (12). It is provided with a contact portion (13) provided at the tip end portion of the connecting portion (12) (see FIGS. 1, 2, and 6).
The lesson tool (10) is used with the contact portion (13) in contact with the student (30) (see FIGS. 3 (a) and 3 (b)).

Here, the tip direction is the direction from the grip portion 11 toward the contact portion 13, and is assumed to be the direction from the instructor 20 toward the student 30.
The lesson tool 10 described below will be described by giving a specific example the one used for the ski lesson, but even if it is used for the snowboard lesson, it can have substantially the same effect as the ski lesson.
In the case of a snowboard lesson, the ski board 34 shall be read as a snowboard in the following description.

As shown in FIGS. 1 and 2, the lesson tool 10 includes a grip portion 11, a connecting portion 12 extending from the grip portion 11 toward the tip end, and a contact portion 13 provided at the tip portion of the connecting portion 12. And have.
As shown in FIGS. 7 to 9, in the lesson tool 10, the grip portion 11 is gripped by the instructor 20, the connecting portion 12 and the contact portion 13 are directed to the student 30, and the contact portion 13 is directed to the student 30. It is used in contact with.
As shown in FIGS. 3A and 3B, the contact portion 13 is in contact with the contacted portion 31 of the student 30.

The grip portion 11 is provided for the purpose of being gripped by the instructor 20.
The shape of the grip portion 11 is not particularly limited as long as the above object can be achieved. Specific examples of the shape of the grip portion 11 include a linear shape, a U-shape, a V-shape, a C-shape, a D-shape, and the like in a plan view.

The cross-sectional shape of the grip portion 11 is not particularly limited as long as it has a strength that can withstand the above object. Specific examples of the cross-sectional shape include a circular shape and a polygonal shape such as a triangular shape, a quadrangular shape, a pentagonal shape, and a hexagonal shape. Further, the cross-sectional shape may be solid or hollow.
The grip portion 11 can be anti-slip processed at a portion gripped by the instructor 20. Examples of the non-slip processing include providing a non-slip material such as synthetic rubber or an elastomer on the surface of the grip portion 11, and performing a knurling process to make the surface of the grip portion 11 uneven.

The connecting portion 12 is provided for the purpose of maintaining a constant distance between the instructor 20 and the student 30 by maintaining a constant distance between the grip portion 11 and the contact portion 13.
The shape of the connecting portion 12 is not particularly limited as long as the above object can be achieved. Specific examples of the shape of the connecting portion 12 include a linear shape and an arc shape in a plan view.
The distance between the grip portion 11 and the contact portion 13 maintained by the connecting portion 12 is not particularly limited. This distance can be preferably 30 cm to 3 m, more preferably 90 cm to 2.5 m, and even more preferably 1 m to 2 m.

From the viewpoint of achieving the above object, the connecting portion 12 is preferably shaped to the above-mentioned shape or has a shape-retaining property capable of holding the above-mentioned shape. When the connecting portion 12 is made of a wire such as a string, a rope, or a belt, the wire is freely deformed, so that a constant distance cannot be maintained between the grip portion 11 and the contact portion 13.
In the connecting portion 12, a molded body (excluding the wire rod) is specifically preferable as a shape shaped to the above-mentioned shape or a shape-retaining one capable of holding the above-mentioned shape. As this molded body, any one obtained by an existing molding method using a molding mold such as injection molding, blow molding, extrusion molding, vacuum molding, pressure molding and the like can be used.

The cross-sectional shape of the connecting portion 12 is not particularly limited as long as it has a strength that can withstand the above object. Specific examples of the cross-sectional shape include a circular shape and a polygonal shape such as a triangular shape, a quadrangular shape, a pentagonal shape, and a hexagonal shape. Further, the cross-sectional shape may be solid or hollow.
The number of connecting portions 12 arranged between the grip portion 11 and the abutting portion 13 is not particularly limited as long as the above object can be achieved. The number of connecting portions 12 can be only one (see FIGS. 1 and 2), and can be two or more (see FIG. 6).

The contact portion 13 is provided for the purpose of bringing the student into contact with the student 30, in particular, bringing the contact portion 13 into contact with the contacted portion 31 of the student 30.
The shape of the contact portion 13 is not particularly limited as long as the above object can be achieved. Specific examples of the shape of the abutting portion 13 include a polygonal shape such as a triangle shape and a rectangular shape in a plan view, a polygonal frame shape such as a triangular frame shape and a rectangular frame shape, a circular shape, a circular frame shape, a straight line shape, and an arc shape. Examples include a T-shape, a V-shape, and a U-shape.
The contact portion 13 can be subjected to anti-slip processing on the portion that comes into contact with the contacted portion 31. Examples of the non-slip processing include providing a non-slip material such as synthetic rubber or an elastomer on the surface of the abutting portion 13, and performing a knurling process to make the surface of the abutting portion 13 uneven.

The contact portion 13 is preferably formed so that the central portion 13A of the tip protrudes toward the tip (see FIGS. 1, 2, and 6).
Specifically, among the above-mentioned shapes, the shape in which the central portion 13A of the tip protrudes toward the tip is, for example, a triangular shape in a plan view (see FIG. 1), a T-shape in a plan view (see FIG. 2), and a flat surface. Visually, it may be arcuate (see FIG. 6), polygonal frame, circular frame, circular frame, or V-shaped.
The lesson tool 10 having the contact portion 13 having the above-mentioned shape can put the student 30 in a posture suitable for skiing downhill.

That is, in the shape of the contact portion 13, the tip center portion 13A protruding in the tip direction is arranged so as to be pushed in between the left and right contacted portions 31 of the student 30 (FIG. 4A, FIG. (B), see FIGS. 5 (a) and 5 (b)). Then, by arranging the tip central portion 13A between the left and right contacted portions 31, the student 30 can naturally open the space between the left and right feet.
This posture with a gap between the left and right feet is recommended in ski lessons as a posture in which the weight can be evenly applied to the left and right sides of the ski 34. That is, ski lessons can be suitably performed by using the lesson tool 10 provided with the contact portion 13 having the above-mentioned shape.

It is more preferable that the abutting portion 13 is further formed in a shape that tapers toward the tip end (see FIGS. 1 and 6).
Specifically, among the above-mentioned shapes, the shapes that taper toward the tip are, for example, triangular in plan view (see FIG. 1), arcuate in plan view (see FIG. 6), or many. Examples include a square frame shape, a circular shape, a circular frame shape, and a V shape.
The lesson tool 10 having the contact portion 13 having the above-mentioned shape can put the student 30 in a posture suitable for skiing downhill.

That is, the contact portion 13 having a shape that tapers toward the tip direction has a function of pushing the contact portion 31 between the left and right contacted portions 31 of the student 30 toward the tip direction (FIG. 4 (a)). ), (B)).
More specifically, the contact portion 13 brings the contact surface 13B into contact with the left and right contacted portions 31 of the student 30 on the left side and the right side in the tip direction, respectively. The contact surface 13B applies a force to the contacted portion 31 that is in contact with the contact surface, and the direction of the force becomes diagonally outward toward the tip direction (arrow in FIG. 4A). See). In the student 30, the left and right contacted portions 31 are pushed diagonally outward in the tip direction by the force applied from the contact portion 13, the front end of the ski 34 is closed, and the rear end of the ski 34 is opened. Become a posture.
The posture in which the front end of the ski 34 is closed and the rear end of the ski 34 is open is the so-called snowplough turn posture, which is recommended in ski lessons as a basic posture in ski downhill. That is, ski lessons can be more preferably performed by using the lesson tool 10 provided with the contact portion 13 having the above-mentioned shape.

The contact portion 13 can have stoppers 14 on both the right and left sides in the direction of the tip.
The stopper 14 comes into contact with the contacted portion 31 when the contacted portion 31 moves outward on the right side or the left side in the tip direction with respect to the contacted portion 13 and tries to come off from the contacted portion 13. , The movement of the contacted portion 31 is regulated. That is, the stopper 14 is provided for the purpose of stopping the movement of the contacted portion 31 that is about to come off from the contact portion 13.
The shape of the stopper 14 is not particularly limited as long as the above object can be achieved. Specific examples of the shape of the stopper 14 include a columnar shape (see FIG. 1), a columnar shape such as a prismatic shape, an arc shape (see FIG. 2), and a rod shape (see FIG. 6).
The form in which the stopper 14 is provided on the contact portion 13 is not particularly limited as long as the above object can be achieved. For example, the stopper 14 can be provided on the contact portion 13 so as to extend straight toward the tip end. Further, the stopper 14 is provided on the contact portion 13 so as to extend diagonally outward such as the right outer side or the left outer side in the tip direction, or diagonally inward such as the right inner side or the left inner side in the tip direction. Can be done.

The contacted portion 31 of the student 30 is a portion to which the contacted portion 13 is abutted.
The contacted portion 31 is not particularly limited, and is, for example, the chest, waist, abdomen, back, arms, fingers, thighs, front of the knee, back of the knee, and shin of the student 30. It may be a body part such as a calf part, or a boot 32 worn by the student 30, a binding 33 for fixing the boot 32 to the ski plate 34, a ski tool such as a ski plate 34, or the like.
Among these, the contacted portion 31 is a portion below the knee of the student 30, specifically, a body part such as a knee surface part, a knee back part, a shin part, a calf part, and boots. It is preferable to use ski equipment such as 32, a binding 33, and a ski 34.
Since the contacted portion 31 is a portion below the knee of the student 30, the posture of the student 30 becomes a forward leaning posture in the downhill direction.
This forward leaning position is recommended in ski lessons as the optimal position for skiing downhill. For example, when the contacted portion is a portion above the knee such as the chest or waist of the student 30, the student 30 is pushed toward the tip by the lesson tool 10, that is, backward for the student 30, and is rearward. It becomes a leaning posture.

Further, in skiing, both the left and right feet are fixed to the pair of left and right skis 34 via boots 32 and bindings 33, respectively.
Therefore, in skiing, the contacted portion 31 can be a body part or a ski tool on one of the left and right feet, and can also be a body part or a ski tool on both the left and right feet. can.
When the contacted portion 31 is used as a body part or ski equipment on the left and right feet, the posture of the student 30 can be stabilized.

It is more preferable that the contacted portion 31 is at least one ski tool selected from the boot 32, the binding 33, and the ski plate 34 among the portions below the knee (see FIG. 3A). )
That is, when skiing down, the ski 34 first slides out, and the binding 33 fixed to the ski 34 and the boots 32 fixed to the binding 33 move substantially integrally with the ski 34. Therefore, when the lesson tool 10 is used to prevent the student 30 from unexpectedly slipping out, at least one of the ski tools selected from the boots 32, the binding 33, and the ski 34 is applied. It is useful to have the contact site 31.
That is, by using at least one ski tool selected from the boot 32, the binding 33, and the ski plate 34 as the contacted portion 31, the contacted portion 13 is brought into contact with the contacted portion 31, which is substantially abbreviated. It is possible to stop the movement of the boot 32, the binding 33, and the ski 34 that are about to slide together.

Further, since the boot 32, the binding 33, and the ski plate 34 are hard portions so as not to be significantly deformed when the contact portion 13 is brought into contact with the boot 32, the contact portion 13 can be stably brought into contact with the boot 32, the binding 33, and the ski plate 34. can.
Further, the student is informed that the contact portion 13 is in contact with the contacted portion 31 by using at least one ski tool selected from the boot 32, the binding 33, and the ski plate 34. It is possible to prevent 30 from being aware of it.
That is, when the contacted portion 31 is a portion other than the ski equipment, there may be a problem that the student 30 feels pain due to the contact with the contacted portion 13, but the contacted portion 31 is the ski equipment. If so, it is possible to prevent the occurrence of such a problem.

In the case of the boot 32, the contacted portion 31 is preferably the front surface of the boot 32. The contacted portion 31 is not limited to a specific portion such as a buttock portion or an ankle portion as long as it is the front surface of the boot 32.
When the contacted portion 31 is the binding 33 or the ski 34, it is specifically preferable that the contacted portion 31 is the front end portion of the binding 33 or the ski 34.
That is, by using the contacted portion 31 as the front surface of the boot 32 or the front end portion of the binding 33 or the ski plate 34, it is possible to prevent the student 30 from unexpectedly slipping out.

When the ski plate 34 is provided with a clamp 34A at the front end portion, the clamp 34A can be used as the contacted portion 31 (see FIG. 3B).
The clamp 34A is usually provided to prevent the front ends of the skis 34 from overlapping during downhill skiing. The position of the clamp 34A at the front end of the ski 34 is not particularly limited, and the clamp 34A may be provided on the upper surface of the front end of the ski 34 or may be provided so as to project forward from the front end of the ski 34.

As a specific example, in the lesson tool 10 shown in FIG. 1, the grip portion 11 has a linear shape extending in a direction intersecting the tip direction, and the connecting portion 12 has a linear shape extending in the tip direction.
In this lesson tool 10, the contact portion 13 is formed in a triangular shape in a plan view, in which the central portion 13A of the tip protrudes in the tip direction and further tapers toward the tip direction. There is.
The contact portion 13 has stoppers 14 at both end portions on the right side and the left side in the tip direction. The stopper 14 is formed in a columnar shape, and is provided so as to project from the ends of both side portions of the contact portion 13 toward the tip end.

The material of the lesson tool 10 is not particularly limited as long as it has enough strength to withstand ski lessons. Specific examples of the material include synthetic resin and metal.
The contact portion 13 may be hollow or solid, but is preferably hollow from the viewpoint of being in contact with the student 30, and is preferably provided with cushioning properties.

In the lesson tool 10 shown in FIG. 1, the contact portion 13 formed in a triangular shape in a plan view has the left and right side surfaces as the contact surfaces 13B and the contact surface 13B as the contacted portion 31 of the student 30. It is configured to be in contact with.
As shown in FIG. 4A, the contact surface 13B is formed to be flat. The flatly formed contact surface 13B can be brought into contact with the contacted portion 31 at any position.
Further, the pair of left and right contact surfaces 13B are formed as inclined surfaces that approach each other toward the tip in a plan view. As shown in FIG. 4B, the contacted portion 31 to which the pair of left and right contact surfaces 13B are in contact is pushed outward on both the left and right sides in the tip direction, so that the posture of the student 30 can be changed. , Can be in the posture of a snowplough turn.

As a specific example, in the lesson tool 10 shown in FIG. 2, the contact portion 13 is formed in an inverted T shape in a plan view in a shape in which the tip central portion 13A protrudes toward the tip.
The contact portion 13 has stoppers 14 on both sides thereof. The stopper 14 is formed in an arc shape in a plan view, and is provided so as to project from the ends of both side portions of the contact portion 13 toward the tip end.
That is, the contact portion 13 having the stopper 14 is formed in a mountain shape as a whole in a plan view.

In the lesson tool 10 shown in FIG. 2, the contact portion 13 has a recessed portion between the tip central portion 13A and the left and right stoppers 14. The contact portion 13 is brought into contact with the contacted portion 31 so that the contacted portion 31 is accommodated in these recesses.
The lesson tool 10 in which the contact portion 13 has a recess is particularly useful when the contact portion 31 is the clamp 34A of the ski plate 34.

That is, as shown in FIG. 5A, the contact portion 13 is brought into contact with the contact portion 13 so that the clamp 34A of the ski plate 34 is fitted into the recess between the tip center portion 13A and the left and right stoppers 14. It comes into contact with the portion 31.
In the lesson tool 10, a force is applied to the front end of the ski 34 so as to be pressed by the contact portion 13, but the rear end of the ski 34 to which the force does not reach is directed toward the tip due to its own weight or the like. Trying to go in the opposite direction. Therefore, as shown in FIG. 5B, the left and right skis 34 rotate in a direction in which the front end portions approach each other and the rear end portions separate from each other with the clamp 34A located inside the recess as the center.
Then, by rotating the left and right skis 34, the posture of the student 30 becomes the posture of the snowplough turn.

As shown in FIGS. 6A and 6B, the lesson tool 10 can also be formed in an annular shape as a whole.
That is, the lesson tool 10 is provided between the arc-shaped grip portion 11, the two substantially linear connecting portions 12 extending from both side portions of the grip portion 11 toward the tip, and the tip portion of the connecting portion 12. It is provided with an arc-shaped contact portion 13.
As shown in FIG. 6A, the lesson tool 10 may have a contact portion 13 having rod-shaped stoppers 14 on both sides. These stoppers 14 are provided so as to extend radially from each other.
Further, as shown in FIG. 6B, the lesson tool 10 may have the contact portion 13 having no stopper 14.
The lesson tool 10 is formed in an annular shape as a whole to provide cushioning properties due to elastic deformation.

A method of teaching skiing using the lesson tool 10 will be described.
The ski instruction method includes a first procedure, a second procedure, and a third procedure.
The first procedure is to make the student stand above the slope above the instructor and face the instructor.
The second procedure is a procedure in which the instructor brings the contact portion into contact with the student's contacted portion while gripping the grip portion.
The third procedure is a procedure in which the instructor descends the slope together with the student while pressing the contacted portion of the student from below the slope through the contact portion.

The ski instruction mentioned above, that is, ski lessons, is conducted on a slope where skiing can be done in order to learn ski downhill techniques. The location of the slope may be indoors or outdoors, regardless of the installation location.

In the ski teaching method, in the first procedure, as shown in FIG. 7, the student 30 stands above the slope G above the instructor 20, and the student 30 faces the instructor 20.
In the second procedure, as shown in FIG. 8, the instructor 20 brings the contact portion 13 into contact with the contacted portion 31 of the student 30 while gripping the grip portion 11 of the lesson tool 10.
In the third procedure, as shown in FIG. 9, the instructor 20 holds the contacted portion 31 of the student 30 from below the slope G via the contact portion 13 of the lesson tool 10, while the student 30 is pressed. And get off the slope G.

In the first procedure, the instructor 20 and the student 30 are not necessarily limited to facing each other in front, and may face each other in an oblique direction.
Further, in the first procedure, the instructor 20 and the student 30 are not necessarily limited to having both of them stand on the slope G, and the student 30 is made to stand above the slope G above the instructor 20. If so, as shown in FIG. 7, the student 30 may be made to stand on a horizontal plane connected to the upper end of the slope G.

In the second procedure, the instructor 20 is not limited to gripping the grip portion 11 with both hands, but may grip the grip portion 11 with one hand.
Further, in the second procedure, any of the boots 32, the binding 33, and the skis 34 worn by the student 30 may be selected as the contacted portion 31 with which the contact portion 13 is brought into contact.
In the second procedure, the student 30 can stand together with the instructor 20 on the slope G (see FIG. 8), or can stand on a horizontal plane connected to the upper end of the slope G.

In the third procedure, when descending the slope G with the student 30, the instructor 20 may walk down the slope G without wearing skis, or may wear skis and slide down with the student 30. May be good.
Further, in the third procedure, when the instructor 20 descends the slope G together with the student 30, the instructor 20 may descend the slope G straight or may meander in the left-right direction.

In the ski teaching method described above, the lesson tool 10 has a connecting portion 12 between the grip portion 11 gripped by the instructor 20 and the abutting portion 13 abutting on the student 30. ..
In the second to third steps, a constant distance is always maintained by the connecting portion 12 between the grip portion 11 and the contact portion 13, that is, between the instructor 20 and the student 30. ..
Further, in the third procedure, the instructor 20 can hold down or support the student 30 by using the lesson tool 10.
That is, by using the lesson tool 10, the instructor 20 can prevent an accident due to an unexpected start of the student 30 or the fear of the student 30, as in the case of directly touching the student 30. You can relax your mind.

Hereinafter, the lesson tool 10 used for the snowboard lesson and the method of teaching the snowboard using the lesson tool 10 will be described with specific examples.
The lesson tool 10 described below can be used for ski lessons, and can have substantially the same effect as the above-mentioned lesson tool 10.

As shown in FIG. 10, the lesson tool 10 includes a grip portion 11, a connecting portion 12 extending from the grip portion 11 toward the tip end, and a contact portion 13 provided at the tip portion of the connecting portion 12. ing.
As shown in FIGS. 11 and 12, in the lesson tool 10, the grip portion 11 is gripped by the instructor 20, the connecting portion 12 and the contact portion 13 are directed toward the student 30, and the contact portion 13 is directed to the student 30. It is used in contact with.
The contact portion 13 is in contact with the contacted portion 31 of the student 30. The contacted portion 31 is not particularly limited.

The grip portion 11 is provided for the purpose of being gripped by the instructor 20, and its shape is not particularly limited. As a specific example, the shape of the grip portion 11 can be tubular or rod-shaped (see FIG. 10).
The grip portion 11 can be anti-slip processed at a portion gripped by the instructor 20. As this non-slip processing, as shown in FIG. 10, a non-slip material such as synthetic rubber or an elastomer can be provided on the surface of the grip portion 11.

The connecting portion 12 is provided for the purpose of maintaining a certain distance between the instructor 20 and the student 30 by separating the grip portion 11 and the contact portion 13.
The shape of the connecting portion 12 is not particularly limited and may be cylindrical or rod-shaped (see FIG. 10).
The distance between the grip portion 11 and the contact portion 13 maintained by the connecting portion 12 is not particularly limited. This distance can be preferably 30 cm to 3 m, more preferably 90 cm to 2.5 m, and even more preferably 1 m to 2 m.

From the viewpoint of achieving the above object, the connecting portion 12 is preferably shaped to the above-mentioned shape or has a shape-retaining property capable of holding the above-mentioned shape.
For the connecting portion 12, it is preferable to specifically use a molded body (excluding the wire rod) as one shaped to the above-mentioned shape or having a shape-retaining property capable of holding the above-mentioned shape. As this molded body, any one obtained by an existing molding method using a molding mold such as injection molding, blow molding, extrusion molding, vacuum molding, pressure molding and the like can be used.

As shown in FIG. 10, the connecting portion 12 can be integrated with the grip portion 11 to form a straight tubular shape or a rod shape as a whole of the grip portion 11 and the connecting portion 12.
That is, the grip portion 11 and the connecting portion 12 can be formed by using one end of a long tubular member or a bar as the grip portion 11 and the other end portion as the connecting portion 12.

The contact portion 13 is provided for the purpose of bringing the student into contact with the student 30, in particular, bringing the contact portion 13 into contact with the contacted portion 31 of the student 30.
The shape of the contact portion 13 is not particularly limited as long as the above object can be achieved, but as a specific example, it may be cylindrical or rod-shaped (see FIG. 10).
More specifically, as shown in FIG. 10, the lesson tool 10 is formed in a tubular shape or a rod shape with a grip portion 11 and a connecting portion 12 integrally formed of a long tubular material or a rod material. The abutting portion 13 is arranged so as to be orthogonal to each other, and the center of the abutting portion 13 in the longitudinal direction and the tip of the connecting portion 12 are joined to form a T-shape in a plan view as a whole.
The contact portion 13 can be subjected to anti-slip processing on the portion that comes into contact with the contacted portion 31. Examples of the non-slip processing include providing a non-slip material such as synthetic rubber or an elastomer on the surface of the abutting portion 13, and performing a knurling process to make the surface of the abutting portion 13 uneven.

The contacted portion 31 of the student 30 is a portion to which the contacted portion 13 is abutted.
The contacted portion 31 is not particularly limited, and is, for example, the chest, waist, abdomen, back, arms, fingers, thighs, front of the knee, back of the knee, and shin of the student 30. It can be any of a body part such as a calf part, a boot 32 worn by the student 30, a binding 33 for fixing the boot 32 to the snowboard 35, a snowboard tool such as a snowboard 35, and the like.
Further, the snowboard 35 fixes both the left and right feet to one snowboard 35 via the boots 32 and the binding 33.
Therefore, the contacted portion 31 can be a body part or a snowboarding tool on one of the left and right feet, depending on the downhill posture of the snowboard 35, and the body part on both the left and right feet. It can also be used as a snowboarding tool.

Usually, the downhill posture of the snowboard 35 includes a straight downhill posture in which the snowboard 35 is vertically oriented with respect to the downhill direction and a leaf-dropping posture in which the snowboard 35 is laterally oriented with respect to the downhill direction. In the case of the leaf-dropping posture, the body orientation of the student 30 is forward or backward with respect to the sliding direction (vertical direction of the slope), so that the body parts and snowboarding equipment on the left and right feet are in contact with each other. It can be site 31.
On the other hand, in the case of a straight downhill posture, the body of the student 30 is oriented sideways with respect to the downhill direction (up and down direction of the slope), and both the left and right feet are in a posture in which the left and right feet are lined up in front of and behind the downhill direction (FIG. 11). , See FIG. 12). Therefore, in the case of a fall line posture, the body portion or the snowboarding tool on the foot side of either the left or right foot can be the contacted portion 31.

The contacted portion 31 is not particularly limited as to which of the left and right feet is on the foot side. In the fall line position, the load is usually applied by the front foot in the downhill direction, and the steering is steered by the rear foot. Therefore, it is preferable that the contacted portion 31 is the rear foot, because the student 30 can easily balance by freeing the front foot to apply the load.
That is, in the straight downhill posture of the snowboard 35, the body part and the snowboarding equipment are set as the contacted portion 31 on the foot on the rear side in the downhill direction (in other words, the foot on the mountain side or the upper side of the slope), and this contacted portion. It is preferable to bring the contact portion 13 into contact with the 31 to stop the movement of the snowboard 35 that is about to start sliding (see FIGS. 11 and 12).

In the downhill posture of the snowboard 35, the body orientation of the student 30 may be backward with respect to the downhill direction (up and down direction of the slope) in both the downhill and straight downhill postures. In this case, in order to stop the movement of the snowboard 35 and support the body of the student 30 who is about to fall, it is preferable that the contacted portion 31 is a body part such as the back of the knee of the student 30.
That is, in the snowboard 35, it is preferable to appropriately change the contacted portion 31 to which the contact portion 13 of the lesson tool 10 is abutted according to the downhill posture of the student 30. In skiing, the downhill posture of the student 30 does not change significantly from the forward leaning posture of the contacted portion 31 to which the contact portion 13 of the lesson tool 10 is in contact, and the skiing can be set to a fixed position.

A method of teaching snowboarding using the lesson tool 10 will be described. In the following description, the downhill posture of the snowboard 35 will be taken as an example of a straight downhill posture. Further, regarding the downhill posture of the snowboard 35, in the case of the posture of dropping leaves, the procedure is substantially the same as the above-mentioned ski instruction method.
The snowboarding instruction method includes a first procedure, a second procedure, and a third procedure.
The first procedure is a procedure in which the student stands above the slope above the instructor and faces the instructor (not shown).
The second procedure is a procedure in which the instructor brings the contact portion into contact with the student's contacted portion while gripping the grip portion (see FIG. 11).
The third procedure is a procedure in which the instructor descends the slope together with the student while pressing the contacted portion of the student from below the slope through the contact portion (see FIG. 12).

The above-mentioned snowboarding instruction, that is, snowboarding lessons, is conducted on a slope where snowboarding is possible in order to learn snowboarding downhill techniques. The location of the slope may be indoors or outdoors, regardless of the installation location.

In the snowboarding instruction method, the first procedure is to make the student 30 stand above the slope G above the instructor 20 and face the instructor 30.
In the second procedure, as shown in FIG. 11, the instructor 20 grips the grip portion 11 of the lesson tool 10 while holding the contact portion 13 with the foot on the rear side of the student 30 (upper side of the slope G). In the foot), the contacted portion 31 is brought into contact with the contacted portion 31.
In the third procedure, as shown in FIG. 12, the instructor 20 holds the contacted portion 31 of the student 30 from below the slope G via the contact portion 13 of the lesson tool 10, while the student 30 is pressed. And get off the slope G.

In the first procedure, the instructor 20 and the student 30 are not necessarily limited to facing each other in front of each other, and may face each other in an oblique direction. In particular, the downhill posture (straight downhill posture) of the snowboard 35 is a posture in which the body is turned sideways with respect to the downhill direction as described above. It is preferable to face the front of the.
Further, in the first procedure, the instructor 20 and the student 30 are not necessarily limited to having both of them stand on the slope G, and the student 30 is made to stand above the slope G above the instructor 20. If so, the student 30 may be made to stand on a horizontal plane connected to the upper end of the slope G.

In the second procedure, the instructor 20 is not limited to gripping the grip portion 11 with both hands, but may grip the grip portion 11 with one hand.
Further, in the second procedure, the boot 32 worn by the student 30 on the rear foot, the binding 33 connected to the boot 32, or the binding is attached to the contact portion 31 with which the contact portion 13 is brought into contact. Any of the surfaces of the snowboard 35 that is the periphery of the 33 may be selected.
In the second procedure, the student 30 can stand on a horizontal plane connected to the upper end of the slope G (see FIG. 11), or can stand on the slope G together with the instructor 20 (FIG. 12). reference).

In the third procedure, when the instructor 20 descends the slope G with the student 30, he / she may walk down the slope G (see FIG. 12), or he / she wears a ski 34 or a snowboard and works with the student 30. You may slide down.
Further, in the third procedure, when the instructor 20 descends the slope G together with the student 30, the instructor 20 may descend the slope G straight or may meander in the left-right direction.

In the snowboarding instruction method described above, the lesson tool 10 has a connecting portion 12 between the grip portion 11 gripped by the instructor 20 and the abutting portion 13 abutting on the student 30.
In the second to third steps, a constant distance is always maintained by the connecting portion 12 between the grip portion 11 and the contact portion 13, that is, between the instructor 20 and the student 30. ..
Further, in the third procedure, the instructor 20 can hold down or support the student 30 by using the lesson tool 10.
That is, by using the lesson tool 10, the instructor 20 can prevent an accident due to an unexpected start of the student 30 or the fear of the student 30, as in the case of directly touching the student 30. You can relax your mind.

The lesson equipment 10 used for the above ski lessons and snowboard lessons can further be provided with the following configurations.
As shown in FIG. 13A, the lesson tool 10 includes a grip portion 11, a connecting portion 12, and a contact portion 13, and a support portion 11A provided closer to the base end direction than the grip portion 11. Can be prepared.
That is, in the lesson tool 10 illustrated in FIG. 13A, the grip portion 11 is formed in a tubular shape or a rod shape and is arranged so as to extend in the vertical direction, and the connecting portion 12 is formed in a tubular shape or a rod shape. The contact portion 13 is formed in a tubular shape or a rod shape and is provided so as to extend in the left-right direction at the tip portion of the connecting portion 12.
Further, the proximal end portion of the connecting portion 12 protrudes from the gripping portion 11 in the proximal direction.

The support portion 11A is provided for the purpose of supporting the student 30 with the body of the instructor 20 by the instructor 20 through the lesson tool 10.
The shape, arrangement, and the like of the support portion 11A are not particularly limited, but the load applied to the instructor 20 when supporting the student 30 is distributed over a wide range, and the instructor 20 presses against his / her own body. It is preferable that the arrangement is easy.
As a specific example, the support portion 11A is formed in a tubular shape or a rod shape, and is provided at the base end portion of the connecting portion 12 protruding from the grip portion 11 in the proximal end direction. The support portion 11A is arranged so as to extend in a direction orthogonal to the extending direction of the connecting portion 12 and to extend in a direction parallel to the contact portion 13 (see FIG. 13A).
Further, the grip portion 11 is arranged so as to extend in the vertical direction, and the support portion 11A extends in the left-right direction so as to extend in the direction orthogonal to the grip portion 11.

The lesson tool 10 provided with the support portion 11A described above is used in ski lessons and snowboard lessons, that is, in ski and snowboard instruction methods as follows.
That is, as shown in FIG. 14, the instructor 20 brings the contact portion 13 into contact with the student 30, and further attaches the support portion 11A to the instructor 20's own body (usually the chest or abdomen of the instructor 20). Press and use the lesson tool 10.

When using the lesson tool 10, the instructor 20 can support and support the weight and the like of the student 30 by using the instructor 20's own body through the lesson tool 10.
Therefore, the instructor 20 can stably hold and support the student 30 while always keeping a certain distance from the student 30, and the instructor 20 can directly touch the student 30. Similarly, it is possible to prevent an accident caused by a sudden start of the student 30 and alleviate the fear of the student 30.
Further, the instructor 20 adjusts the contact position of the contact portion 13 with respect to the student 30 by gripping the grip portion 11 while pressing the support portion 11A against the body of the instructor 20 itself (see FIG. 14). The lesson tool 10 can be finely controlled.
The instructor 20 may grip the support portion 11A and use the lesson tool 10 instead of the grip portion 11, or grip both the grip portion 11 and the support portion 11A and use the lesson tool 10. You can also do it.

The distance between the instructor 20 and the student 30 maintained by the lesson tool 10 is not particularly limited. This distance can be appropriately set according to the age and height of the student 30.
Specifically, when the distance between the instructor 20 and the student 30 is L and the height of the student 30 is T, the distance L is 0.5 times or more and twice or less (0.8 ×) the height T. T ≦ L ≦ 2.0 × T) is preferable, 0.6 times or more and 1.5 times or less (0.6 × T ≦ L ≦ 1.5 × T) of the height T is more preferable, and the height T is 0. It is more preferably 8 times or more and 1.2 times or less (0.8 × T ≦ L ≦ 1.2 × T).
The upper limit of the distance L between the instructor 20 and the student 30 is preferably 2.5 m, more preferably 2.0 m, and even more preferably 1.8 m. Regarding the distance L between the instructor 20 and the student 30, the lower limit is preferably 0.5 m, more preferably 0.8 m, still more preferably 1.0 m.
The distance L between the instructor 20 and the student 30 can usually be set according to the length of the connecting portion 12. The length of the connecting portion 12 is not particularly limited, but is preferably 0.5 m or more and 2 m or less, more preferably 0.8 m or more and 1.8 m or less, and further preferably 1 m or more and 1.5 m or less.

As illustrated in FIGS. 13 (a) and 13 (b), the connecting portion 12 may have an elastic structure. When the connecting portion 12 has a telescopic structure, the distance L between the instructor 20 and the student 30 can be appropriately changed.
The expansion / contraction structure of the connecting portion 12 is not particularly limited in terms of configuration and the like. As a specific example, the connecting portion 12 is assumed to have two tubular members, the inner diameter of one tubular member is made larger than the outer diameter of the other tubular member, and one tubular member is used. The configuration in which the other cylindrical member is inserted can be mentioned. Then, the connecting portion 12 is extended by pulling out the other tubular member from one tubular member, and the other tubular member is pulled into the one tubular member, so that the connecting portion 12 contracts.
Further, the connecting portion 12 having an elastic structure can have a fixing means such as a stopper or a screw for fixing the other tubular member to one tubular member. In this case, the connecting portion 12 having a desired length by stretching or contracting can be held at that length by using the fixing means.

The contact portion 13 can be provided with the cushion portion 13C at least at a portion that is in contact with the student 30.
If the cushion portion 13C can impart cushioning properties to the portion that comes into contact with the student 30, the material used, the shape of the cushion portion 13C, the shape of the contact portion 13 on which the cushion portion 13C is provided, and the like can be described. Not particularly limited.

As illustrated in FIGS. 13 (a) and 13 (b), the cushion portion 13C can be provided by covering the entire surface of the contact portion 13 with an elastic material such as synthetic rubber, sponge, or elastomer. ..
Further, as illustrated in FIG. 15A, the cushion portion 13C may be provided by joining an elastic material such as synthetic rubber, sponge, or elastomer to the tip surface (front surface) of the contact portion 13. can.

In addition, as illustrated in FIG. 15B, the cushion portion 13C is formed of an elastic material such as synthetic rubber, sponge, or elastomer into a triangular shape in a plan view, and the tip surface of the contact portion 13 is formed. It can be installed by attaching it to the (front).
In the lesson tool 10 illustrated in FIG. 15B, the cushion portion 13C attached to the front surface of the contact portion 13 is formed in a triangular shape in a plan view.
Therefore, in the lesson tool 10, the contact portion 13 provided with the cushion portion 13C has a shape in which the tip center portion 13A protrudes in the tip direction and is tapered toward the tip direction, and the pair of contact surfaces. It can also have a shape having 13B.
Although not particularly shown, the cushion portion 13C may be provided, for example, by joining the above-mentioned elastic material to the contact surface 13B in the contact portion 13 of the lesson tool 10 shown in FIG.

The upper limit of the weight of the lesson tool 10 is preferably 2 kg or less, more preferably 1.5 kg or less, still more preferably 1.0 kg or less.
The lower limit of the weight of the lesson tool 10 is preferably 100 g or more, more preferably 200 g or more, and further preferably 300 g or more.
When the weight is in the above range, the lesson tool 10 is easy to handle regardless of gender, age, etc., and can be handled with one hand in particular.

The thickness (outer diameter) of the grip portion 11 is preferably 15 mm or more and 90 mm or less, more preferably 18 mm or more and 70 mm or less, and further preferably 20 mm or more and 55 mm or less.
When the thickness of the grip portion 11 is within the above range, the grip portion 11 can be easily gripped and a force can be easily applied when necessary.
The thickness (outer diameter) of the connecting portion 12 and the contact portion 13 is preferably 15 mm or more and 110 mm or less, more preferably 20 mm or more and 90 mm or less, and further preferably 25 mm or more and 70 mm or less.
When the thickness of the connecting portion 12 and the contact portion 13 is within the above range, the weight of the student 30 and the like can be suitably supported, and the durability of the lesson tool 10 can be improved.

The length of the grip portion 11 is preferably 100 mm or more and 500 mm or less, more preferably 110 mm or more and 400 mm or less, and further preferably 120 mm or more and 250 mm or less.
The length of the grip portion 11 is, for example, in the case where the grip portion 11 extends in an orthogonal direction or an intersecting direction with the connecting portion 12, as illustrated in FIGS. 1, 2, 13 (a), and 13 (b). , The length is from the joint with the connecting portion 12 to either one of the upper and lower ends or the left and right ends. Alternatively, the length of the grip portion 11 is, for example, as illustrated in FIG. 10, when the grip portion 11 and the connecting portion 12 have a shape extending in a straight line, from the joint portion with the connecting portion 12 to the base end. The length of.
When the length of the grip portion 11 is within the above range, the lesson tool 10 can be easily handled, and the weight of the student 30 and the like can be suitably supported.

As an example of FIG. 16, the length of the abutting portion 13 is preferably 120 mm or more and 350 mm or less, with lengths W1 and W2 from the center line Ax of the connecting portion 12 to either the left or right end portion in a plan view. It is more preferably 130 mm or more and 300 mm or less, and further preferably 150 mm or more and 250 mm or less.
Either one of W1 and W2 may be longer than the other (W1> W2 or W1 <W2), or both may be the same length (W1 = W2), but both may be the same length. It is preferable to set (W1 = W2).

When the contact portion 13 has a shape in which the tip center portion 13A protrudes in the tip direction, the entire contact portion 13 has the shape (see FIGS. 1, 2, 6 (a), 6 (b)). ), And as illustrated in FIG. 17, a protruding portion 13D may be provided on the tip surface (front surface) of the contact portion 13 to form the shape.
The protruding portion 13D may be fixed to the contact portion 13 by a method such as adhesion, or may be detachable.
As for the protrusion 13D, as illustrated in FIG. 17, the length L from the tip surface (front surface) of the contact portion 13 to the tip center portion 13A is preferably 100 mm or more and 500 mm or less, more preferably 150 mm or more and 400 mm or less. More preferably, it is 200 mm or more and 300 mm or less.

The shape of the protruding portion 13D is not particularly limited, but it is preferable that the protrusion portion 13D has a shape that is symmetrical on the left and right sides with respect to the center line Ax of the connecting portion 12 in a plan view.
Specific examples of the shapes that are symmetrical to the left and right include an isosceles triangle, a rod, and an arc in a plan view.
Among these shapes, the isosceles triangle shape (see FIG. 17) is preferable because the contact portion 13 can be tapered toward the tip end and has the contact surface 13B.

When the shape of the protrusion 13D is an isosceles triangle in a plan view, the angle θ1 between the center line Ax of the connecting portion 12 and the contact surface 13B on either the left or right side in a plan view, as illustrated in FIG. And θ2 are preferably 5 degrees or more and 50 degrees or less, more preferably 10 degrees or more and 40 degrees or less, and further preferably 20 degrees or more and 30 degrees or less.
Either one of θ1 and θ2 may be larger than the other (θ1> θ2 or θ1 <θ2), or both may be the same size (θ1 = θ2), but both may be the same size. It is preferable to set (θ1 = θ2).

As for the protrusion 13D, as illustrated in FIG. 17, the widths W3 and W4 from the center line Ax of the connecting portion 12 to any of the left and right ends are preferably 10 mm or more and 500 mm or less, more preferably 50 mm or more. It is 400 mm or less, more preferably 100 mm or more and 300 mm or less.
W3 and W4 may have either one longer than the other (W3> W4 or W3 <W4), or both may have the same length (W3 = W4), but both may have the same length. It is preferable to set (W3 = W4).

The lesson tool (teaching tool), the method of using the lesson tool, and the method of teaching ski and snowboard of the present invention are suitably used for conducting ski lessons and snowboard lessons while maintaining a certain distance between the instructor and the student. Will be done.

10; Lesson equipment,
11; grip,
12; Connecting part,
13; contact portion, 13A; tip center portion, 13B; contact surface, 13C; cushion portion, 13D; protrusion portion,
14; Stopper,
20; leader,
30; Students,
31; Contacted part,
32; boots,
33; Binding,
34; skis, 34A; clamps,
35; Snowboard,
G; slope.

Claims

It is a lesson tool used for ski lessons and snowboard lessons by instructors and students.
The grip portion gripped by the instructor and
A connecting portion extending from the grip portion toward the tip, and a connecting portion
A lesson tool provided at the tip of the connecting portion and provided with a contact portion that comes into contact with the student.
The lesson tool according to claim 1, wherein the contact portion is formed in a shape in which the central portion of the tip protrudes toward the tip.
The lesson tool according to claim 2, wherein the contact portion is further formed in a shape that tapers toward the tip.
The lesson tool according to any one of claims 1 to 3, wherein the contact portion has stoppers on both sides.
The lesson tool according to any one of claims 1 to 4, wherein the contact portion is provided with anti-slip processing on a portion to be contacted with the student.
How to use the lesson equipment for ski lessons and snowboard lessons by the instructor and the students.
The lesson tool includes a grip portion gripped by the instructor, a connecting portion extending in the tip direction from the grip portion, and a contact portion provided at the tip portion of the connecting portion.
A method of using a lesson tool, characterized in that the contact portion is brought into contact with the student.
A method for teaching skiing and snowboarding using the lesson equipment according to any one of claims 1 to 5.
The first procedure of having the student stand above the slope above the instructor and facing the instructor,
A second procedure in which the instructor brings the contact portion into contact with the student while grasping the grip portion.
Skiing and snowboarding instruction, wherein the instructor comprises a third procedure of descending the slope with the student while holding the student from below the slope through the abutting portion. Method.