JP7705587B2 - Lesson equipment, how to use lesson equipment, and how to teach skiing and snowboarding - Google Patents

Description

The present invention relates to lesson equipment used in ski lessons and snowboard lessons between instructors and students, a method for using the lesson equipment, and a method for teaching skiing and snowboarding using the lesson equipment.

In normal ski and snowboard lessons, the instructor closely teaches the students how to ski downhill, etc. If the students are inexperienced or children, the instructor directly touches them to prevent accidents caused by unexpected starts and to ease their fears.
Furthermore, when the participants are children, the equipment disclosed in Patent Documents 1 and 2 is provided as equipment for preventing accidents and training while skiing or snowboarding.

Japanese Utility Model Application Publication No. 7-37257 JP 2011-120910 A

In recent ski and snowboard lessons, due to concerns about the impact of the new coronavirus infection, it is recommended that a certain distance be maintained between instructors and students.
However, even when using the equipment described in Patent Documents 1 and 2, it is not possible to always maintain a constant distance between the instructor and the student, and from the standpoint of preventing accidents and easing fears, it is extremely difficult to conduct ski lessons or snowboard lessons while maintaining a constant distance between the instructor and the student.

The present invention has been made in consideration of the above problems, and aims to provide lesson equipment, a method of using the lesson equipment, and a method of teaching skiing and snowboarding that enable a constant distance to be maintained between the instructor and the student.

As a means for solving the above problems, the present invention is as follows.
The invention described in claim 1 is a lesson tool used in ski lessons and snowboard lessons between an instructor and a student, comprising:
A gripping portion to be gripped by the instructor;
A connecting portion extending from the grip portion toward the tip direction;
The gist of the present invention is that it comprises a contact portion provided at the tip of the connecting portion and adapted to contact the student.
The invention described in claim 2 is the invention described in claim 1, wherein the abutting portion is formed in a shape such that a central portion of a tip end protrudes in the tip direction.
The invention described in claim 3 is the invention described in claim 2, wherein the contact portion is further formed in a shape that tapers toward the tip.
The invention described in claim 4 is characterized in that in the invention described in any one of claims 1 to 3, the abutting portion has stoppers on both sides.
The invention described in claim 5 is characterized in that, in the invention described in any one of claims 1 to 4, the contact portion is provided with an anti-slip treatment at the location where it comes into contact with the student.
The invention described in claim 6 is a method for using lesson equipment for ski lessons and snowboard lessons by an instructor and a student, comprising:
The teaching tool includes a gripping portion to be gripped by the instructor, a connecting portion extending from the gripping portion toward a tip end, and a contact portion provided at a tip end of the connecting portion,
The gist of the present invention is that the contact portion is brought into contact with the student.
The invention described in claim 7 is a method of teaching skiing and snowboarding using the lesson equipment described in any one of claims 1 to 5,
A first step of having the trainee stand uphill on a slope relative to the instructor and face the instructor;
a second step in which the instructor brings the contact portion into contact with the student while holding the grip portion;
The gist of the method is that it comprises a third step in which the instructor holds the student down from below the slope via the contact portion and descends the slope together with the student.

The present invention provides lesson equipment, a method for using the lesson equipment, and a method for teaching skiing and snowboarding that enable a constant distance to be maintained between the instructor and the student.

FIG. 1 is a perspective view illustrating a lesson tool according to an embodiment of the present invention. FIG. 1 is a perspective view illustrating a lesson tool according to an embodiment of the present invention. 5A and 5B are side views illustrating the contact portion. 5A and 5B are plan views illustrating a contact portion. 5A and 5B are plan views illustrating a contact portion. 13A and 13B are plan views illustrating a teaching tool according to another embodiment of the present invention. 1 is a side view illustrating a first procedure in the ski instruction method of the present invention. FIG. 11 is a side view illustrating a second procedure in the ski instruction method of the present invention. FIG. 11 is a side view illustrating a third procedure in the ski instruction method of the present invention. FIG. FIG. 1 is a perspective view illustrating a lesson tool according to an embodiment of the present invention. 11 is a side view illustrating a second procedure in the snowboarding instruction method of the present invention. FIG. 13 is a side view illustrating a third procedure in the snowboarding instruction method of the present invention. FIG. 1A and 1B are perspective views illustrating an example of a lesson tool of the present invention. FIG. 2 is a perspective view illustrating an example of use of the lesson tool of the present invention. 1A and 1B are partially enlarged plan views for explaining an example of a lesson tool of the present invention. FIG. 2 is an enlarged plan view illustrating an example of a lesson tool of the present invention. FIG. 2 is an enlarged plan view illustrating an example of a lesson tool of the present invention.

The present invention will now be described with reference to the drawings. The matters shown here are illustrative and are for illustrative purposes of the embodiments of the present invention, and are described for the purpose of providing what is believed to be the most effective and easily understandable explanation of the principles and conceptual features of the present invention. In this regard, it is not intended to show structural details of the present invention beyond the extent necessary for a fundamental understanding of the present invention, and the description in conjunction with the drawings will make clear to those skilled in the art how some forms of the present invention are actually embodied.

The teaching tool (instruction tool) of the present invention is used in ski lessons and snowboard lessons between an instructor and a student.
The lesson tool (10) comprises a gripping portion (11) that is gripped by an instructor (20), a connecting portion (12) that extends from the gripping portion (11) toward the tip, and an abutting portion (13) that is provided at the tip of the connecting portion (12) and abuts against a student (30) (see Figures 1, 2, and 6).

The method of using the lesson equipment of the present invention is a method of using the lesson equipment for ski lessons and snowboard lessons by an instructor and a student. This lesson equipment is the lesson equipment (10) described above, and includes a gripping part (11) to be gripped by the instructor (20), a connecting part (12) extending from the gripping part (11) toward the tip, and a contact part (13) provided at the tip of the connecting part (12) (see Figures 1, 2, and 6).
The lesson tool (10) is used by bringing the contact portion (13) into contact with the student (30) (see Figs. 3(a) and (b)).

Here, the tip direction is the direction from the gripping portion 11 toward the contact portion 13 , and is the direction from the instructor 20 toward the student 30 .
The lesson tool 10 described below will be described taking an example of one used for ski lessons as a specific example, but even if it is used for snowboard lessons, it can achieve substantially the same effects as ski lessons.
In the case of snowboarding lessons, in the following explanation, skis 34 will be read as a snowboard.

As shown in Figures 1 and 2, the lesson tool 10 comprises a grip portion 11, a connecting portion 12 extending from the grip portion 11 toward the tip, and a contact portion 13 provided at the tip of the connecting portion 12.
As shown in Figures 7 to 9, the lesson tool 10 is used by an instructor 20 holding the gripping portion 11, pointing the connecting portion 12 and the contact portion 13 toward a student 30, and contacting the contact portion 13 against the student 30.
As shown in FIGS. 3( a ) and 3 ( b ), the contact portion 13 comes into contact with a contacted portion 31 of a student 30 .

The grip portion 11 is provided for the purpose of being gripped by the instructor 20 .
As long as the above object can be achieved, there is no particular limitation on the shape of the grip portion 11. Specific examples of the shape of the grip portion 11 include a straight line, 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 gripping portion 11 is not particularly limited as long as it has a strength sufficient for the above-mentioned purpose. Specific examples of the cross-sectional shape include a circle, a triangle, a square, a pentagon, a hexagon, and other polygonal shapes. In addition, the cross-sectional shape may be either solid or hollow.
The gripping portion 11 may be subjected to anti-slip treatment at the portion gripped by the instructor 20. Examples of such anti-slip treatment include providing the surface of the gripping portion 11 with an anti-slip material such as synthetic rubber or elastomer, or knurling the surface of the gripping portion 11 to make it 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 gripping portion 11 and the contact portion 13 .
As long as the above object can be achieved, there is no particular limitation on the shape of the linking portion 12. Specific examples of the shape of the linking portion 12 include a straight line or an arc shape in a plan view.
The distance between the gripping 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-mentioned object, it is preferable that the connecting portion 12 is shaped into the above-mentioned shape or has a shape-retaining property capable of retaining the above-mentioned shape. For example, if the connecting portion 12 is a wire such as a string, rope, or belt, the wire is freely deformed and therefore it is not possible to maintain a constant distance between the gripping portion 11 and the abutting portion 13.
Specifically, a molded body (excluding wire) is preferable as the one shaped into the above-mentioned shape or the one having the shape-retaining property capable of retaining the above-mentioned shape in the connecting portion 12. Any molded body obtained by an existing molding method using a molding die, such as injection molding, blow molding, extrusion molding, vacuum molding, and compressed air molding, can be used.

The cross-sectional shape of the connecting portion 12 is not particularly limited as long as it has a strength sufficient for the above-mentioned purpose. Specific examples of the cross-sectional shape include a circle, a triangle, a square, a pentagon, a hexagon, and other polygonal shapes. In addition, the cross-sectional shape may be either solid or hollow.
The number of the connecting parts 12 disposed between the grip part 11 and the contact part 13 is not particularly limited as long as the above-mentioned object can be achieved. The number of the connecting parts 12 may be only one (see Figs. 1 and 2), or may be two or more (see Fig. 6).

The contact portion 13 is provided for the purpose of contacting the student 30 , in particular, for contacting a contacted portion 31 of the student 30 .
As long as the above object can be achieved, the shape of the contact portion 13 is not particularly limited. Specific examples of the shape of the contact portion 13 include a polygonal shape such as a triangular shape or a rectangular shape in a plan view, a polygonal frame shape such as a triangular frame shape or a rectangular frame shape, a circular shape, a circular frame shape, a straight shape, an arc shape, a T-shape, a V-shape, a U-shape, and the like.
The contact portion 13 may be subjected to anti-slip treatment at the portion where it contacts the contacted portion 31. Examples of this anti-slip treatment include providing the surface of the contact portion 13 with an anti-slip material such as synthetic rubber or elastomer, or knurling the surface of the contact portion 13 to make it uneven.

The contact portion 13 is preferably formed so that the tip central portion 13A protrudes in the tip direction (see Figs. 1, 2 and 6).
Specifically, examples of the shape in which the tip central portion 13A protrudes toward the tip direction include, among the shapes described above, a triangular shape in a planar view (see FIG. 1), a T-shape in a planar view (see FIG. 2), an arc shape in a planar view (see FIG. 6), or a polygonal frame shape, a circular shape, a circular frame shape, and a V-shape.
The lesson tool 10 having the contact portion 13 shaped as described above allows the student 30 to assume a posture suitable for skiing downhill.

That is, in the shape of the contact portion 13, the tip central portion 13A protruding toward the tip direction is positioned between the left and right contacted parts 31 of the student 30 in a pushing manner (see Figs. 4(a) and (b) and Figs. 5(a) and (b)). By positioning the tip central portion 13A between the left and right contacted parts 31, the student 30 can naturally increase the distance between his or her left and right feet.
This position with the left and right feet spaced apart is recommended in ski lessons, as it allows the weight to be evenly distributed on the left and right skis 34. In other words, by using the lesson tool 10 having the contact parts 13 shaped as described above, ski lessons can be carried out in an optimal manner.

More preferably, the contact portion 13 is formed in a shape that tapers toward the tip end (see Figs. 1 and 6).
Specifically, examples of shapes that taper toward the tip include, among the shapes described above, a triangular shape in a planar view (see FIG. 1), an arc shape in a planar view (see FIG. 6), a polygonal frame shape, a circular shape, a circular frame shape, and a V-shape.
The lesson tool 10 having the contact portion 13 shaped as described above allows the student 30 to assume a posture suitable for skiing downhill.

In other words, the contact portion 13, which is tapered toward the tip, has the function of pushing apart the space between the left and right contacted areas 31 of the student 30 toward the tip (see Figures 4(a) and (b)).
More specifically, the contacting portion 13 has contact surfaces 13B on the left and right sides in the tip direction that contact the left and right contacted parts 31 of the student 30. The contact surfaces 13B apply force to the contacted parts 31, and the direction of the force becomes diagonally outward as it approaches the tip direction (see the arrows in FIG. 4(a)). The force applied by the contacting portions 13 pushes the left and right contacted parts 31 diagonally outward in the tip direction, so that the student 30 assumes a position in which the front ends of the skis 34 are closed and the rear ends of the skis 34 are open.
The position in which the front ends of the skis 34 are closed and the rear ends of the skis 34 are open is the so-called Pluegbogen position, which is the basic position for skiing downhill and is recommended in ski lessons. In other words, by using the lesson tool 10 having the contact parts 13 shaped as described above, ski lessons can be conducted more effectively.

The contact portion 13 can have stoppers 14 on both the right and left sides in the distal direction.
When the abutted portion 31 moves outward on the right or left side in the distal direction relative to the abutment portion 13 and attempts to come off the abutment portion 13, the stopper 14 comes into contact with the abutted portion 31 to regulate the movement of the abutted portion 31. In other words, the stopper 14 is provided for the purpose of stopping the movement of the abutted portion 31 attempting to come off the abutment portion 13.
As long as the above object can be achieved, the shape of the stopper 14 is not particularly limited. Specific examples of the shape of the stopper 14 include a cylindrical shape (see FIG. 1), a columnar shape such as a rectangular column, 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-mentioned object can be achieved. For example, the stopper 14 can be provided on the contact portion 13 so as to extend straight toward the distal end. The stopper 14 can also be provided on the contact portion 13 so as to extend obliquely outward, such as outward to the right or left side in the distal end direction, or obliquely inward, such as inward to the right or left side in the distal end direction.

The contacted portion 31 of the student 30 is the portion that the contact portion 13 contacts.
The contact area 31 is not particularly limited, and can be, for example, any body part of the participant 30, such as the chest, waist, abdomen, back, arms, fingers, thighs, front and back of the knees, shins, calves, etc., or ski equipment such as boots 32 worn by the participant 30, bindings 33 that secure the boots 32 to skis 34, or ski equipment such as the skis 34.
Among these, it is preferable that the contact area 31 is the area below the knee of the participant 30, specifically, the front and back of the knee, the shin, the calf, or other body parts, or ski equipment such as boots 32, bindings 33, and skis 34.
Since the contacted portion 31 is located below the knees of the trainee 30, the trainee 30 is in a forward leaning position in the direction of gliding.
This forward leaning posture is recommended in ski lessons as the optimal posture for skiing downhill. For example, if the part of the student 30 that is hit is a part of the student 30 above the knees, such as the chest or waist, the student 30 will be pushed toward the tip of the lesson tool 10, that is, backward from the student's perspective, and will assume a backward leaning posture.

In skiing, the left and right feet are fixed to a pair of skis 34 via boots 32 and bindings 33, respectively.
Therefore, in skiing, the contact area 31 can be a body part or ski equipment on either one of the left or right feet, or it can be a body part or ski equipment on both the left and right feet.
When the contacted parts 31 are body parts of the legs on both the left and right sides or ski equipment, the posture of the trainee 30 can be stabilized.

It is more preferable that the contact area 31 is at least one of ski equipment selected from a boot 32, a binding 33, and a ski 34, which is located below the knee (see FIG. 3(a)).
That is, when skiing downhill, the skis 34 start sliding first, and the bindings 33 fixed to the skis 34 and the boots 32 fixed to the bindings 33 move almost integrally with the skis 34. For this reason, when using the lesson equipment 10 to prevent the student 30 from accidentally starting to slide, it is useful to set at least one of the skiing equipment selected from the boots 32, the bindings 33, and the skis 34 as the contact portion 31.
In other words, at least one of the ski equipment selected from the boots 32, bindings 33, and skis 34 is used as the abutment part 31, and the abutment part 13 is abutted against this abutment part 31, thereby stopping the movement of the boots 32, bindings 33, and skis 34 which tend to slide together.

Furthermore, the boots 32, the bindings 33, and the skis 34 are hard enough not to be significantly deformed when the contact portion 13 comes into contact with them, so that the contact portion 13 can come into stable contact with them.
Furthermore, by making the contact area 31 at least one ski equipment selected from a boot 32, a binding 33, and a ski 34, the trainee 30 can be made not to be aware that the contact portion 13 is contacting the ski.
In other words, if the contact area 31 were a part other than ski equipment, inconveniences would arise such as the participant 30 feeling pain due to contact with the contact portion 13, but if the contact area 31 is ski equipment, the occurrence of such inconveniences can be prevented.

When the contacted portion 31 is a boot 32, it is preferable that the contacted portion 31 is specifically the front surface of the boot 32. As long as the contacted portion 31 is the front surface of the boot 32, it is not limited to a specific portion such as the thigh or ankle.
In the case where the contact portion 31 is a binding 33 or a ski 34 , it is preferable that the contact portion 31 is specifically the front end portion of the binding 33 or the ski 34 .
That is, by making the contact area 31 the front of the boot 32 or the front end of the binding 33 or ski 34, it is possible to prevent the trainee 30 from accidentally slipping off or the like.

In the case where the ski 34 is provided with a clamp 34A at the front end, this clamp 34A can be the abutment portion 31 (see FIG. 3(b)).
The clamps 34A are usually provided to prevent the front ends of the skis 34 from overlapping each other while skiing downhill. The position of the clamps 34A at the front ends of the skis 34 is not particularly limited, and the clamps 34A can be provided on the upper surface of the front ends of the skis 34 or can be provided protruding forward from the front ends of the skis 34.

As a specific example, the lesson tool 10 shown in FIG. 1 has a gripping portion 11 that is linear and extends in a direction intersecting with the tip direction, and a connecting portion 12 that is linear and extends in the tip direction.
In this lesson tool 10, the contact portion 13 has a central tip portion 13A that protrudes toward the tip, and is formed in a triangular shape in a plan view, tapering toward the tip.
The contact portion 13 has stoppers 14 at both end portions on the right and left sides in the distal direction. The stoppers 14 are formed in a cylindrical shape and are provided so as to protrude from the end portions of both side portions of the contact portion 13 in the distal direction.

The material of the lesson tool 10 is not particularly limited as long as it has the strength to withstand ski lessons. Specific examples of the material include synthetic resin and metal.
There is no particular restriction as to whether the contact portion 13 is hollow or solid, but since it comes into contact with the student 30, it is preferable that it is hollow and has cushioning properties.

In the lesson tool 10 shown in Figure 1, the abutment portion 13, which is formed in a triangular shape when viewed in a plane, has both left and right side surfaces as abutment surfaces 13B, and is configured to abut against the abutted portion 31 of the student 30.
4A, the contact surface 13B is formed in a flat shape. The contact surface 13B formed in a flat shape can be brought into contact with the contacted portion 31 at any point.
In addition, 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. The contacted portion 31 that is contacted by the pair of left and right contact surfaces 13B is pushed outward on both the left and right sides in the tip direction as shown in FIG. 4(b), so that the posture of the trainee 30 can be a Pruegbogen posture.

As a specific example, the lesson tool 10 shown in FIG. 2 has an abutment portion 13 formed in an inverted T shape in a plan view, with a tip central portion 13A projecting toward the tip.
The abutting portion 13 has stoppers 14 on both sides. The stoppers 14 are formed in an arc shape in a plan view, and are provided so as to protrude from the ends of both sides of the abutting portion 13 in the tip direction.
That is, the contact portion 13 having the stopper 14 is formed in an overall mountain shape in a plan view.

In the lesson tool 10 shown in Fig. 2, the contact portion 13 has recesses between the tip center portion 13A and the left and right stoppers 14. The contact portion 13 comes into contact with the contact portion 31 so that the contact 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 contacted portion 31 is the clamp 34A of the ski 34.

That is, as shown in FIG. 5A, the contact portion 13 contacts the contacted portion 31 with a clamp 34A of a ski 34 fitted into the recess between the tip center portion 13A and the left and right stoppers 14.
In the lesson tool 10, a force is applied to the front ends of the skis 34 so as to be held back by the contact parts 13, but the rear ends of the skis 34, which are not affected by this force, tend to move in the opposite direction to the tip due to their own weight, etc. Therefore, as shown in Figure 5(b), the left and right skis 34 rotate around the clamps 34A located inside the recesses in such a way that the front ends approach each other and the rear ends move away from each other.
Then, as the left and right skis 34 rotate, the trainee 30 assumes a Pruegbogen position.

The teaching tool 10 may also be formed in a circular shape as a whole, as shown in FIGS.
That is, the lesson tool 10 comprises an arc-shaped gripping portion 11, two approximately straight connecting portions 12 extending from both sides of the gripping portion 11 toward the tip, and an arc-shaped abutment portion 13 provided between the tips of the connecting portions 12.
As shown in Fig. 6(a), the lesson tool 10 may have rod-shaped stoppers 14 on both sides of the contact portion 13. These stoppers 14 are provided so as to extend radially from each other.
Also, as shown in FIG. 6( b ), the lesson tool 10 may be one in which the contact portion 13 does not have the stopper 14 .
The lesson tool 10 is formed in an overall circular shape, and is thus endowed with cushioning properties through elastic deformation.

A method of skiing instruction using the lesson tool 10 will now be described.
The ski instruction method includes a first step, a second step, and a third step.
The first procedure is to have the student stand higher up the slope than the instructor and face the instructor.
The second procedure is a procedure in which the instructor holds the gripping portion and brings the contact portion into contact with the contacted part of the student.
The third procedure is a procedure in which the instructor holds down the contacted part of the student from below the slope via the contact part and goes down the slope together with the student.

The above-mentioned ski instruction, i.e., ski lessons, is conducted on a slope that can be skied down in order to learn downhill skiing techniques. There is no particular restriction on where the slope is located, and it may be indoors or outdoors.

In the ski instruction method, the first procedure is to have the student 30 stand higher on the slope G than the instructor 20, as shown in FIG.
In the second step, as shown in FIG. 8, the instructor 20 holds the grip portion 11 of the lesson tool 10 and brings the contact portion 13 into contact with the contacted part 31 of the student 30 .
In the third procedure, as shown in FIG. 9, the instructor 20 holds down the contacted portion 31 of the student 30 from below the slope G via the contact portion 13 of the lesson tool 10 and goes down the slope G together with the student 30 .

In the first step, the instructor 20 and the student 30 do not necessarily have to face each other head on, but may face each other at an angle.
Furthermore, in the first procedure, the instructor 20 and the student 30 are not necessarily limited to both standing on the slope G. If the student 30 is made to stand higher on the slope G than the instructor 20, the student 30 may be made to stand on a horizontal surface connected to the top end of the slope G, as shown in FIG. 7.

In the second step, the instructor 20 need not necessarily hold the grip portion 11 with both hands, but may hold it with one hand.
In the second procedure, the contact area 31 against which the contact portion 13 comes into contact may be any of the boots 32, bindings 33, or skis 34 worn by the trainee 30.
In the second procedure, the trainee 30 can stand on the slope G together with the instructor 20 (see FIG. 8), or can stand on a horizontal plane connected to the top of the slope G.

In the third procedure, when the instructor 20 descends the slope G with the trainee 30, he or she may walk down the slope G without putting on skis, or he or she may put on skis and slide down the slope G together with the trainee 30.
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 in a straight line or may descend in a zigzag pattern from side to side.

In the above-mentioned ski instruction method, the lesson tool 10 has a connecting part 12 between a grip part 11 that is gripped by the instructor 20 and a contact part 13 that is in contact with the student 30 .
In the second to third steps, a constant distance is always maintained between the gripping portion 11 and the contact portion 13, i.e., between the instructor 20 and the student 30, by the connecting portion 12.
In the third step, the instructor 20 can use the lesson tool 10 to hold down and support the student 30 .
In other words, by using the lesson tool 10, the instructor 20 can prevent accidents caused by the student 30 suddenly slipping, etc., and can alleviate the student's fear, just as if the instructor 20 had directly touched the student 30.

The following describes a specific example of a lesson tool 10 used in snowboarding lessons and a snowboarding instruction method using the lesson tool 10.
The lesson tool 10 described below can be used for ski lessons and can provide substantially the same effects as the lesson tool 10 described above.

As shown in FIG. 10 , the lesson tool 10 comprises a grip portion 11 , a connecting portion 12 extending from the grip portion 11 toward the tip, and a contact portion 13 provided at the tip of the connecting portion 12 .
As shown in Figures 11 and 12, the lesson tool 10 is used by an instructor 20 holding the gripping portion 11, pointing the connecting portion 12 and the contact portion 13 toward a student 30, and contacting the contact portion 13 against the student 30.
The contact portion 13 comes into contact with a contacted portion 31 of the student 30. This contacted portion 31 is not particularly limited.

The grip portion 11 is provided for the purpose of being held by the instructor 20, and its shape is not particularly limited. As a specific example, the shape of the grip portion 11 may be cylindrical or rod-like (see FIG. 10).
The gripping portion 11 may be subjected to anti-slip treatment at the portion gripped by the instructor 20. As shown in Fig. 10, the surface of the gripping portion 11 may be provided with an anti-slip material such as synthetic rubber or elastomer.

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 gripping 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 gripping 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, it is preferable that the connecting portion 12 is shaped into the above shape or has a shape-retaining property that enables it to maintain the above shape.
Specifically, it is preferable to use a molded body (excluding wire) that is shaped into the above-mentioned shape or has a shape-retaining property that allows the above-mentioned shape to be retained for the connecting portion 12. Any molded body obtained by an existing molding method using a molding die, such as injection molding, blow molding, extrusion molding, vacuum molding, and compressed air molding, can be used.

As shown in FIG. 10, the connecting portion 12 can be integrated with the grip portion 11 so that the grip portion 11 and the connecting portion 12 as a whole have a straight cylindrical or rod-like shape.
That is, the gripping portion 11 and the connecting portion 12 can be formed by forming one end of a long cylindrical or rod-shaped material as the gripping portion 11 and the other end as the connecting portion 12 .

The contact portion 13 is provided for the purpose of contacting the student 30 , in particular, for contacting a contacted portion 31 of the student 30 .
The shape of the contact portion 13 is not particularly limited as long as the above-mentioned object can be achieved, but specific examples include a cylindrical shape or a rod shape (see FIG. 10).
More specifically, as shown in Figure 10, the lesson tool 10 has a gripping portion 11 and a connecting portion 12 which are integrally formed from a long cylindrical or rod-shaped material, and a contact portion 13 which is formed in a cylindrical or rod-like shape, which are arranged perpendicular to each other, and the longitudinal center of the contact portion 13 and the tip of the connecting portion 12 are joined together, so that the overall tool is formed in a T-shape when viewed in a plane.
The contact portion 13 may be subjected to anti-slip treatment at the portion where it contacts the contacted portion 31. Examples of this anti-slip treatment include providing the surface of the contact portion 13 with an anti-slip material such as synthetic rubber or elastomer, or knurling the surface of the contact portion 13 to make it uneven.

The contacted portion 31 of the student 30 is the portion that the contact portion 13 contacts.
The contact area 31 is not particularly limited, and can be, for example, any body part of the participant 30, such as the chest, waist, abdomen, back, arms, fingers, thighs, front and back of the knees, shins, calves, etc., or boots 32 worn by the participant 30, bindings 33 that secure the boots 32 to the snowboard 35, snowboarding equipment such as the snowboard 35, etc.
In addition, both the left and right feet are fixed to one snowboard 35 via boots 32 and bindings 33.
Therefore, the abutted part 31 can be a body part or snowboarding equipment on either the left or right foot, depending on the descending posture of the snowboard 35, or it can be a body part or snowboarding equipment on both the left and right feet.

Normally, there are two downhill positions for the snowboard 35: a straight-downhill position in which the snowboard 35 is oriented vertically in the direction of descent, and a leaf-drop position in which the snowboard 35 is oriented horizontally in the direction of descent. In the leaf-drop position, the participant 30's body faces forward or backward in the direction of descent (the up and down direction of the slope), so that the body parts of the left and right feet and the snowboard equipment can be contacted parts 31.
On the other hand, in the case of a straight downhill posture, the orientation of the participant 30's body is sideways to the direction of downhill sliding (the up and down direction of the slope), and the left and right feet are aligned in front and behind the direction of downhill sliding (see Figs. 11 and 12). Therefore, in the case of a straight downhill posture, the body part or snowboard equipment on either side of the left or right foot can be the contact part 31.

There is no particular limitation as to which of the left and right feet the abutment part 31 should be. In a straight downhill posture, the weight is usually applied to the front foot in the direction of downhill sliding, and the rear foot is used for steering. Therefore, by freeing the front foot that applies the weight, the trainee 30 can easily maintain balance, so it is preferable that the abutment part 31 should be the rear foot.
In other words, when the snowboard 35 is in a straight downhill position, it is preferable to have the rear foot in the direction of descent (in other words, the foot facing the mountain or up the slope) serve as the abutment part 31 on the body part or snowboarding equipment, and to have the abutment part 13 abut against this abutment part 31 to stop the movement of the snowboard 35 that is about to start sliding (see Figures 11 and 12).

In addition, in the downhill posture of the snowboard 35, in both the leaf-dropping and straight-downhill postures, the body of the participant 30 may face backward with respect to the direction of descent (the up-down direction of the slope). In this case, in order to stop the movement of the snowboard 35 and to support the body of the participant 30 who is about to fall, it is preferable that the contact part 31 is a body part such as the back of the knee of the participant 30.
That is, in the case of a snowboard 35, it is preferable that the contact area 31 with which the contact portion 13 of the lesson tool 10 comes into contact is appropriately changed according to the skiing posture of the student 30. In the case of skiing, the contact area 31 with which the contact portion 13 of the lesson tool 10 comes into contact can be kept in a constant position without causing the student 30 to significantly change their skiing posture from a forward leaning posture.

A snowboarding instruction method using the lesson tool 10 will be described. In the following description, a straight downhill position will be taken as an example for the downhill position of the snowboard 35. Also, when the downhill position of the snowboard 35 is a leaf-dropping position, the procedure is substantially the same as the above-mentioned skiing instruction method.
The snowboarding instruction method includes a first step, a second step, and a third step.
The first procedure is to have the student stand higher up the slope than the instructor and face the instructor (not shown).
The second procedure is a procedure in which the instructor holds the gripping portion and brings the contact portion into contact with the part of the student to be contacted (see FIG. 11).
The third procedure is for the instructor to move down the slope together with the student while holding down the contacted part of the student from below the slope via the contact part (see FIG. 12).

The snowboarding instruction mentioned above, i.e., snowboarding lessons, is conducted on a slope that can be slid down on a snowboard in order to learn snowboarding techniques. There is no particular restriction on where the slope is located, and it may be indoors or outdoors.

In the snowboarding instruction method, the first procedure is to have the student 30 stand higher on the slope G than the instructor 20 and face the instructor 20.
In the second step, as shown in FIG. 11 , the instructor 20 grasps the grip portion 11 of the lesson tool 10 and brings the contact portion 13 into contact with the contact area 31 of the rear foot of the student 30 (the foot on the upper side of the slope G).
In the third procedure, as shown in FIG. 12, the instructor 20 holds down the contacted portion 31 of the student 30 from below the slope G via the contact portion 13 of the lesson tool 10 and goes down the slope G together with the student 30 .

In the first step, the instructor 20 and the student 30 do not necessarily have to face each other head on, but may face each other at an angle. In particular, since the downhill posture (straight downhill posture) of the snowboard 35 is a posture in which the body is turned sideways in the direction of downhill sliding as described above, it is preferable for the student 30 to face the side of his or her body with the front of the instructor 20's body.
Furthermore, in the first procedure, the instructor 20 and the student 30 are not necessarily limited to both standing on the slope G, and as long as the student 30 stands higher on the slope G than the instructor 20, the student 30 may stand on a horizontal surface connected to the top end of the slope G.

In the second step, the instructor 20 need not necessarily hold the grip portion 11 with both hands, but may hold it with one hand.
In addition, in the second procedure, the contact area 31 against which the contact portion 13 is to be contacted may be either the boot 32 worn on the rear foot of the participant 30, the binding 33 connected to the boot 32, or the surface of the snowboard 35 that forms the periphery of the binding 33.
In the second procedure, the trainee 30 can be made to stand on a horizontal plane connected to the top of the slope G (see FIG. 11), or can be made to stand on the slope G together with the instructor 20 (see FIG. 12).

In the third procedure, when the instructor 20 descends the slope G with the trainee 30, the instructor 20 may either walk down the slope G (see FIG. 12) or slide down the slope G together with the trainee 30 wearing skis 34 or a snowboard.
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 in a straight line or may descend in a zigzag pattern from side to side.

In the above-mentioned snowboarding instruction method, the lesson tool 10 has a connecting part 12 between a grip part 11 that is gripped by the instructor 20 and a contact part 13 that is brought into contact with the student 30 .
In the second to third steps, a constant distance is always maintained between the gripping portion 11 and the contact portion 13, i.e., between the instructor 20 and the student 30, by the connecting portion 12.
In the third step, the instructor 20 can use the lesson tool 10 to hold down and support the student 30 .
In other words, by using the lesson tool 10, the instructor 20 can prevent accidents caused by the student 30 suddenly slipping, etc., and can alleviate the student's fear, just as if the instructor 20 had directly touched the student 30.

The lesson equipment 10 used for the above-mentioned ski lessons and snowboard lessons may further include the following configuration.
As shown in FIG. 13( a ), the lesson tool 10 can include a grip portion 11 , a connecting portion 12 , and a contact portion 13 , as well as a support portion 11</b>A provided closer to the base end than the grip portion 11 .
That is, in the lesson tool 10 illustrated in Figure 13 (a), the gripping portion 11 is formed in a cylindrical or rod-like shape and is arranged to extend in the vertical direction, the connecting portion 12 is formed in a cylindrical or rod-like shape and extends from the gripping portion 11 toward the tip, and the abutment portion 13 is formed in a cylindrical or rod-like shape and is arranged to extend in the left-right direction at the tip of the connecting portion 12.
In addition, the base end of the connecting portion 12 protrudes in the base end direction beyond the grip portion 11 .

The support portion 11A is provided for the purpose of allowing the instructor 20 to support the student 30 with his/her own body via the lesson tool 10.
The shape, arrangement, etc. of the support part 11A are not particularly limited, but it is preferable that the shape distributes the load applied to the instructor 20 when supporting the trainee 30 over a wide area and that the arrangement allows the instructor 20 to easily press it against his or her own body.
As a specific example, the support portion 11A is formed in a cylindrical or rod-like shape and is provided at the base end of the connecting portion 12 that protrudes in the base end direction from the grip portion 11. The support portion 11A is arranged to extend in a direction perpendicular to the extension direction of the connecting portion 12 and to extend in a direction parallel to the contact portion 13 (see FIG. 13(a)).
The grip portion 11 is disposed so as to extend in the up-down direction, and the support portion 11A extends in the left-right direction so as to extend in a direction perpendicular to the grip portion 11.

The lesson tool 10 having the above-described support portion 11A is used in ski lessons and snowboard lessons, that is, in a method of teaching skiing and snowboarding, as follows.
That is, as shown in FIG. 14, the instructor 20 uses the lesson tool 10 by bringing the contact portion 13 into contact with the student 30 and pressing the support portion 11A against the instructor's own body (usually the instructor's 20 chest or abdomen).

When using the lesson tool 10, the instructor 20 can use the lesson tool 10 to support the weight of the student 30 using his or her own body.
Therefore, the instructor 20 can steadily hold and support the trainee 30 while always maintaining a certain distance between them, and can prevent accidents caused by the trainee 30 suddenly slipping, etc., and can alleviate the trainee's fear, just as if the instructor 20 were to directly touch the trainee 30.
In addition, the instructor 20 can precisely control the lesson tool 10 by, for example, adjusting the contact position of the contact portion 13 against the student 30 by holding the gripping portion 11 while pressing the support portion 11A against the instructor's own body (see FIG. 14).
In addition, the instructor 20 can use the lesson tool 10 by grasping the support part 11A instead of the grip part 11, or can use the lesson tool 10 by grasping both the grip part 11 and the support part 11A.

There is no particular limitation on the distance between the instructor 20 and the student 30 that is maintained by the lesson tool 10. This distance can be set appropriately depending on the age and height of the student 30.
Specifically, if the distance between instructor 20 and student 30 is L and the height of student 30 is T, then distance L is preferably 0.5 to 2 times the height T (0.8 x T <= L <= 2.0 x T), more preferably 0.6 to 1.5 times the height T (0.6 x T <= L <= 1.5 x T), and even more preferably 0.8 to 1.2 times the height T (0.8 x T <= L <= 1.2 x 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. The lower limit of the distance L between the instructor 20 and the student 30 is preferably 0.5 m, more preferably 0.8 m, and even 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 part 12. The length of the connecting part 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 even more preferably 1 m or more and 1.5 m or less.

13(a) and 13(b), the connecting part 12 may have an expandable structure. When the connecting part 12 has an expandable structure, the distance L between the instructor 20 and the student 30 can be changed as appropriate.
The telescopic structure of the connecting part 12 is not particularly limited in terms of configuration, etc. As a specific example, the connecting part 12 may have two cylindrical members, and the inner diameter of one cylindrical member is made larger than the outer diameter of the other cylindrical member, and the other cylindrical member is inserted into the one cylindrical member. The connecting part 12 extends when the other cylindrical member is pulled out from the one cylindrical member, and contracts when the other cylindrical member is pulled into the one cylindrical member.
In addition, the connecting part 12 having an expandable structure may have a fixing means such as a stopper or a screw that fixes one cylindrical member to the other cylindrical member. In this case, the connecting part 12 that has been expanded or contracted to a desired length can be maintained at that length by using the fixing means.

The contact portion 13 can be provided with a cushion portion 13C at least at the portion that comes into contact with the student 30 .
As long as the cushion portion 13C can provide cushioning to the area that comes into contact with the student 30, there are no particular limitations on 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, etc.

As shown 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.
As shown in FIG. 15( a ), the cushion portion 13</b>C can be provided by bonding an elastic material, such as synthetic rubber, sponge, or elastomer, to the tip surface (front surface) of the contact portion 13 .

In addition, as illustrated in FIG. 15(b), the cushion portion 13C can be formed in a triangular shape in a planar view from an elastic material such as synthetic rubber, sponge, elastomer, etc., and can be provided by attaching it to the tip surface (front surface) of the abutment portion 13.
In the lesson tool 10 shown in FIG. 15(b), 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, the lesson tool 10 can have a contact portion 13 having a cushion portion 13C, with a tip central portion 13A that protrudes toward the tip, and a shape that tapers toward the tip, with a pair of contact surfaces 13B.
Although not specifically shown, the cushion portion 13C can be provided by bonding the above-mentioned elastic material to the contact surface 13B of 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, and even 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 even more preferably 300 g or more.
When the weight is within the above range, the lesson tool 10 is easy to handle regardless of gender, age, etc., and can be handled particularly with one hand.

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 easily applied with force 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 can be adequately 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 gripping portion 11 is defined as the length from the joint with the connecting portion 12 to either one of the upper and lower ends or the left and right ends when the gripping portion 11 extends perpendicularly or crosswise to the connecting portion 12, as illustrated in, for example, Figures 1, 2, 13(a) and 13(b). Alternatively, the length of the gripping portion 11 is defined as the length from the joint with the connecting portion 12 to the base end when the gripping portion 11 and the connecting portion 12 extend in a straight line, as illustrated in, for example, Figure 10.
When the length of the grip portion 11 is within the above range, the lesson tool 10 is easy to handle and can adequately support the weight of the student 30, etc.

As illustrated in Figure 16, the length of the abutment portion 13, as measured in a plan view from the center line Ax of the connecting portion 12 to either the left or right end, W1 and W2, is preferably 120 mm or more and 350 mm or less, more preferably 130 mm or more and 300 mm or less, and even more preferably 150 mm or more and 250 mm or less.
Either W1 or W2 may be longer than the other (W1>W2 or W1<W2), or both may be the same length (W1=W2), but it is preferable that both be the same length (W1=W2).

When the abutment portion 13 is shaped so that the tip central portion 13A protrudes toward the tip, it is not necessary that the entire abutment portion 13 be shaped in this way (see Figures 1, 2, 6(a) and (b)). Alternatively, as illustrated in Figure 17, a protrusion 13D can be provided on the tip surface (front surface) of the abutment portion 13 to give this shape.
The protruding portion 13D may be fixed to the abutting portion 13 by a method such as adhesion, or may be detachable.
With regard to the protrusion 13D, as illustrated in FIG. 17, the length L from the tip surface (front surface) of the abutment portion 13 to the tip central portion 13A is preferably 100 mm or more and 500 mm or less, more preferably 150 mm or more and 400 mm or less, and even more preferably 200 mm or more and 300 mm or less.

The shape of the protrusion 13D is not particularly limited, but it is preferable that the shape be 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 shape that is laterally symmetrical include an isosceles triangle shape, a rod shape, an arc shape, etc. in a plan view.
Among these shapes, the isosceles triangle shape (see FIG. 17) is preferable because it allows the contact portion 13 to have a shape that tapers toward the tip and has a contact surface 13B.

When the shape of the protrusion 13D is an isosceles triangle in a planar view, as illustrated in Figure 17, the angles θ1 and θ2 between the center line Ax of the connecting portion 12 and either the left or right abutment surface 13B in a planar view are preferably 5 degrees or more and 50 degrees or less, more preferably 10 degrees or more and 40 degrees or less, and even more preferably 20 degrees or more and 30 degrees or less.
Either θ1 or θ2 may be larger than the other (θ1>θ2 or θ1<θ2), or both may be the same size (θ1=θ2), but it is preferable that both be the same size (θ1=θ2).

With respect to the protrusion 13D, as illustrated in FIG. 17, the widths W3 and W4 from the center line Ax of the connecting portion 12 to either the left or right end in a planar view are preferably 10 mm or more and 500 mm or less, more preferably 50 mm or more and 400 mm or less, and even more preferably 100 mm or more and 300 mm or less.
Either W3 or W4 may be longer than the other (W3>W4 or W3<W4), or both may be the same length (W3=W4), but it is preferable that both be the same length (W3=W4).

The lesson equipment (instruction equipment), method of using the lesson equipment, and method of teaching skiing and snowboarding of the present invention are ideally suited for use in conducting skiing and snowboarding lessons while maintaining a constant distance between the instructor and the student.

10. Lesson equipment,
11; gripping part,
12: Linking section,
13: abutment portion, 13A: tip center portion, 13B: abutment surface, 13C: cushion portion, 13D: protrusion portion,
14: stopper,
20; Instructor;
30: Participants,
31; Abutted part,
32. Boots,
33: Binding,
34; skis, 34A; clamps,
35: Snowboarding,
G: Slope.

Claims (7)

A skiing instruction method using a ski lesson tool (excluding a ski or snowboard skiing instruction aid that comprises a guide bar held by the instructor facing the student during instruction and a support device attached to the tip of the guide bar, the support device having a support means for holding down the tip of the ski or snowboard), the method comprising: a gripping portion that is gripped by the instructor; a connecting portion that extends from the gripping portion toward the tip; a contact portion that is attached to the tip of the connecting portion and contacts the student; and a cushion portion that is provided by covering the entire surface of the contact portion with an elastic material ;
A first step of having the trainee stand uphill on a slope relative to the instructor and face the instructor;
a second step in which the instructor holds the gripping portion while bringing the contact portion into contact with a contacted portion of the student;
and a third step in which the instructor holds the student down the slope from below the slope via the contact portion, and the instructor descends the slope together with the student .
The method for teaching skiing is characterized in that the contacted part is the front end of the student's ski, and the student is placed in a Pluegbogen position with the front ends of the skis closed and the rear ends of the skis open . A ski lesson tool for use in the teaching method according to claim 1,
The gripping portion is gripped by the instructor;
The connecting portion extends from the grip portion toward the tip end;
a contact portion provided at a tip end of the connecting portion and contacting the contacted portion of the student;
A ski lesson equipment characterized by having a cushioning portion provided by covering the entire surface of the contact portion with an elastic material (however, this does not include a ski or snowboard instruction aid characterized by comprising a guide bar held by the instructor facing the student during instruction and a support device attached to the tip of the guide bar, the support device having a retaining support means for holding down the tip of the ski or snowboard) . 3. The ski lesson equipment according to claim 2 , wherein the contact portion is formed so that a central tip portion thereof protrudes in the tip direction. 4. The ski lesson equipment according to claim 2 , wherein the contact portion is further tapered toward the tip. 5. A ski lesson tool according to claim 2 , wherein the contact portion has stoppers on both sides . 6. The ski lesson equipment according to claim 2 , wherein the contact portion is provided with an anti-slip treatment at a portion where the contact portion comes into contact with the student. A method of using ski lesson equipment by an instructor and a student, comprising:
The teaching tool includes a gripping portion to be gripped by the instructor, a connecting portion extending from the gripping portion toward a tip end, a contact portion provided at a tip end of the connecting portion, and a cushion portion provided by covering the entire surface of the contact portion with an elastic material ;
The front end of the participant's ski is the contact area.
A method of using a lesson equipment, characterized in that the contact portion is brought into contact with the contacted part of the student , causing the student to assume a ploughbogen position with the front ends of the skis closed and the rear ends of the skis open (however, this does not include a ski or snowboard skiing instruction aid, characterized in that it comprises a guide bar held by the instructor facing the student during instruction and a support device attached to the tip of the guide bar, the support device having a retaining support means for holding down the tip of the ski or snowboard) .

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