JPH0453664Y2 - - Google Patents

Description

[Detailed description of the invention] (Field of industrial application) The present invention relates to a teaching tool, and more specifically, it is a teaching tool that can easily understand body movements during 3-axis corrective exercises, and can be observed on a rotating body such as a gyroscope. This invention relates to a teaching tool that allows students to easily understand precession, etc.

(Background technology) Keeping a certain posture in daily life,
Stiff shoulders and lower back pain often occur when you hold yourself in an awkward position. For this reason, various exercises and biological methods have been devised and implemented to relieve this type of stiff shoulders and lower back pain.

Stiff shoulders, back pain, etc. are caused by distortions in the balance of the body, and by correcting the distortions in the balance of the body, it is possible to eliminate stiff shoulders and back pains. As a result of the research, the applicant has
He has developed and is implementing a new and unprecedented method called 3-axis corrective exercises as a way to correct body imbalances.

This three-axis corrective exercise applies the principle of precession observed in rotating objects such as a gyroscope and a spinning top to a method of correcting body imbalance. The precession is a phenomenon in which when a force is applied to the axis of rotation of a rotating object from a lateral direction, the axis of rotation tilts in a direction perpendicular to the axis of rotation and each of the applied forces.

In 3-axis corrective exercises, the vertical axis, horizontal axis,
Assume the three axes of the sagittal axis in the body. The vertical axis mentioned above is the axis that is perpendicular to the ground when the body is standing upright.
The horizontal axis is an axis that intersects perpendicularly with the vertical axis and goes in the left-right direction of the body, and the sagittal axis is an axis that intersects perpendicularly with the vertical and horizontal axes and passes from the back of the body to the front.
In the three-axis correction exercise, the three axes are taken as the basic axes, and the imbalance is corrected by moving the body around a predetermined axis according to the unbalanced state of the body. This 3-axis corrective exercise uses the principle of precession as mentioned above, so for example,
When trying to correct an imbalance around the horizontal axis, correct it by moving your body in a specific direction regarding the two axes, the vertical and sagittal axes.

In this way, when correcting the imbalance,
It is necessary to move in a specific, determined direction, but when actually performing it, the problem is that it is very difficult to understand how to move the body until you are used to it. In particular, the way you move varies depending on the state of your body's imbalance, and when you move your body,
Since it is performed assuming two spatial axes based on precession, it is different from the way the body moves in conventional exercises such as gymnastics, making it difficult to understand.

Therefore, this invention was devised to solve the above problems, and its purpose is to make it easier to understand how to move the body in the above-mentioned 3-axis corrective gymnastics, and to improve the 3-axis corrective gymnastics To provide a teaching tool that allows the user to more efficiently learn the precession of a rotating body, and at the same time makes it easier to understand the precession of a rotating body.

(Means for solving the problems) In order to achieve the above object, the present invention has the following configuration.

That is, a first arrow line and a second straight arrow line that are orthogonal to each other are displayed inside a main body formed from a transparent material such as synthetic resin or glass, and the first arrow line and the second arrow line are displayed at right angles to each other. a circular rotational arrow centered at the intersection of the first arrow and the second arrow on a plane including the arrow of No. 2, and a side surface of the main body perpendicular to the first arrow; When the virtual right-handed screw is rotated in the rotational direction of the circular arrow on the top and the side surface perpendicular to the second arrow, the direction in which the virtual right-handed screw advances is the first arrow and the second arrow. The present invention is characterized in that a first circular arrow line and a second circular arrow line whose directions match each other are displayed.

(Embodiments) Hereinafter, preferred embodiments of the present invention will be described in detail based on the accompanying drawings.

FIG. 1 is a perspective view showing an embodiment of the teaching tool according to the present invention. In the figure, 10 is a main body made of a transparent material such as glass or synthetic resin, and is formed into a rectangular parallelepiped with a square bottom. In this embodiment, the thickness of the main body 10 is approximately one-half of the base;
In order to display arrows to be described later, the main body 10 is formed by pasting together two transparent bodies having the same thickness in the thickness direction.

Reference numeral 12 denotes a first arrow line displayed at the center of the bonding surface of the main body 10 in the width direction, parallel to the bottom side. This first arrow line 12 is indicated by forming a groove on the bonded surface, and this groove is painted with green paint for identification.

14 is a second arrow line displayed on the bonding surface in a direction perpendicular to the first arrow line 12. This second arrow line 14 is displayed in yellow in the embodiment.

16 is the bonding surface, and the first arrow line 1
2 and the second arrow 14 as a center. The direction in which the rotational arrow 16 moves is from the end point (tip of the arrow) of the first arrow 12 to the end point of the second arrow 14. In the embodiment, this rotation arrow 16 is displayed in red.

12a and 12b are first circular arrows displayed on the side surface of the main body 10 in a circular shape centered on the starting and ending points of the first arrow 12. The directions of the first circular arrows 12a and 12b are such that when the right-handed screw is rotated in the direction of rotation of the arrows, the direction in which the right-handed screw advances matches the direction of the first arrow 12. Is displayed. The first circular arrows 12a, 12b are displayed in green, the same color as the first arrow 12.

14a and 14b are second circular arrows displayed on the side surface of the main body 10 in a circular shape with the second arrow 14 as the center. The directions of the second circular arrows 14a and 14b are such that when the right-hand screw is rotated in the direction of the arrow, the direction in which the right-hand screw advances matches the direction of the second arrow 14. .
The second circular arrows 14a and 14b are displayed in yellow, which is the same color as the second arrow 14.

Since the main body 10 of the above-mentioned teaching tool is made of a transparent material, the first arrow line 12, the second arrow line 14, and the rotating arrow line 16 displayed inside the main body 10 can be clearly seen from the outside. be able to.

An example in which the above-mentioned educational tool is used as a teaching tool for three-axis corrective gymnastics will be described below. As mentioned above, three-axis corrective exercises assume that the body has three axes that are orthogonal to each other: the vertical axis, the horizontal axis, and the sagittal axis. The first arrow 12, the second arrow 14, and the rotation arrow 16 of the teaching tool correspond to any one of the three axes assumed for the body. Here, it is assumed that the rotational arrow 16 has an axis passing through its center in a direction perpendicular to the plane of the rotational arrow 16.

And regarding rotations around these axes,
This represents a relationship in which a rotation force in the direction of the rotation arrow 16 is generated when the rotation of the first circular arrows 12a, 12b and the rotation of the second circular arrows 14a, 14b are combined.
This is an easy-to-understand representation of the principle of precession in a rotating body using circular arrows.

In 3-axis corrective gymnastics, you first learn about the imbalances around the three axes of your body and move your body accordingly. For example, when looking at the balance around the horizontal axis (the horizontal axis when standing upright), in other words, the balance between forward bending and backward bending, if the balance is such that it is difficult to bend forward, in this case, it is easier to bend forward. It is necessary to modify it as follows. in this way,
In order to make it easier to bend forward, you can apply force to the body to bend forward, but in 3-axis correction exercises, the rotational force of precession is used instead of directly bending forward.

FIGS. 2a, 2b, and 2c are explanatory diagrams showing how to use the teaching tool when modifying the body to make it easier to bend forward around the horizontal axis. In order to synthesize forward bending, that is, rotation around the horizontal axis, a rotational force is generated by rotation around the vertical and sagittal axes. a
As shown, hold the teaching tool in your hand and rotate the arrow 16.
(this axis is perpendicular to the plane of the rotation arrow 16) coincides with the horizontal axis direction of the rotation arrow 1.
Align the direction of the arrow 6 with the direction in which you want your body to bend forward (the direction of the rotation arrow 16 is the direction you want your body to move). Also, the first arrow 12 is aligned with the vertical axis (vertical direction). The second arrow 14 becomes an axis passing through the front and back of the body.

First, as shown in FIG. 2b, the body (upper body) is rotated to the left in accordance with the arrow direction of the first circular arrow 12b. Next, rotate the body around the sagittal axis as shown in Figure 2c. In this case, actually lower your right shoulder.

The movements b and c in FIG. 2 are performed continuously from b to c, or the movements b and c are performed in combination almost simultaneously. The result of the combination of these movements appears as a rotational force that bends the body forward, as shown in Figure 2a, and the imbalance is corrected.

In order to generate the rotational force that causes forward bending as shown in Figure 2 a, you must also rotate your body clockwise around the vertical axis, then lower your left shoulder and rotate around the sagittal axis. You may rotate. This movement method can also be easily understood from the direction of the arrow by using the teaching tool upside down.

The above is a method for correcting unbalance on the horizontal axis, but the same applies to correcting unbalance on the other vertical and sagittal axes.To summarize how to use this teaching tool, the rotation arrow 16 The arrow direction is the direction to eliminate the imbalance of the body, and next, the first circular arrow lines 12a, 12b and the second circular arrow line 1 displayed on the side of the teaching tool.
The imbalance can be corrected by moving the body in the directions of the arrows 4a and 14b.

As mentioned above, in 3-axis corrective gymnastics, you have to move your body while assuming spatial axes, and the movements are difficult to understand, but by using the teaching tools mentioned above, you can It is extremely easy to understand and can be used particularly effectively when performing 3-axis corrective exercises by yourself.

In the embodiment, a rectangular parallelepiped with a square bottom is used, but the shape is not limited to a rectangular parallelepiped as long as it can display three axes and a circular arrow line displayed on the side. Further, each arrow may be provided with a groove on the surface of the main body and coated with paint, and in the above-described embodiment, a groove is formed on the bonding surface of the main body 10 and the first arrow 12, Second arrow 14, rotating arrow 1
6 is shown, but the arrow line may be displayed by printing or the like without forming the groove.

Further, the color of each arrow line is not limited, and by appropriately coloring each axis, the way of understanding each axis becomes visually clearer and easier to use.

Furthermore, in the above explanation, an example was shown in which the teaching tool was used for 3-axis corrective gymnastics, but the teaching tool of the present invention is not limited to this use, and as mentioned above, the teaching tool can be used for observation on a rotating body. Since it visually expresses the precession motion that occurs in an easy-to-understand manner, it can also be used as a teaching tool for mechanics to help people understand precession motion in an easy-to-understand manner.

(Effects of the invention) As mentioned above, in 3-axis corrective gymnastics, the three axes are assumed and the body is made to move in a prescribed manner to correct the imbalance of the body, but in this gymnastics, the way the body moves is quite difficult. Also, since the way the body moves differs in each case, it is difficult to learn how to do it, but by using the teaching tool of this invention, you can easily and correctly understand 3-axis corrective exercises. be able to. Also, since the teaching materials are small,
You can always hold it in your hand while exercising, and it has the effect of being extremely easy to handle. Moreover, since the teaching tool of the present invention expresses precession in mechanics in an easy-to-understand manner, it can also be used as a teaching material for helping students understand the motion of a rotating body.

The present invention has been variously explained above using preferred embodiments, but the present invention is not limited to these embodiments, and it goes without saying that many modifications can be made without departing from the spirit of the invention. That's true.

[Brief explanation of the drawing]

FIG. 1 is a perspective view showing an embodiment of the present invention;
FIG. 2 is an explanatory diagram showing how to use the teaching tool. 10...Main body, 12...First arrow, 12a,
12b...first circular arrow line, 14...second circular arrow line, 14a, 14b...second circular arrow line, 16...
...Rotating arrow.

Claims (1)

[Scope of utility model registration request] A first arrow line and a second arrow line that are perpendicular to each other are displayed inside the main body formed from a transparent material such as synthetic resin or glass, and the first arrow line and the second arrow line are displayed at right angles to each other. A circular rotation arrow centered at the intersection of the first arrow and the second arrow is displayed on a plane including the arrow, and a circular rotation arrow is displayed on a side surface of the main body perpendicular to the first arrow When the virtual right-handed screw is rotated in the rotational direction of the circular arrow on the side surface perpendicular to the second arrow, the direction in which the virtual right-handed screw advances is the first arrow and the second arrow.
A teaching tool characterized in that a first circular arrow line and a second circular arrow line are respectively displayed, which correspond to the direction of the arrow line.