CROSS-REFERENCE TO RELATED APPLICATIONS

8001] This application claims the benefit of and priority to U.S. Provisional Patent Application Nos. 62/057,101 , filed September 29, 2014, 62/066,150, filed October 20, 2014 and 62/132,363, fiied March 12, 2015. The contents of all of these applications are incorporated herein by reference in their entirety.

BRIEF DESCRIPTION OF THE DRAWINGS

[0002] FIGURES 1 and 2 illustrate an exercise system according to an embodiment of the invention.

[0003] FIGURES 3 and 4 illustrate an exercise system according to another embodiment of the invention.

[8004] FIGURES 5-43 illustrate games that may be implemented on an exercise system according to an embodiment of the invention.

[0005] FIGURES 44-52 illustrate displays of an instructor console in an exercise system according to an embodiment of the invention.

[0006] FIGURE 53 illustrates an overall application flow of an exercise system according to an embodiment of the invention.

[8007] FIGURE 54 illustrates a bicycle data flow of an exercise system according to an embodiment of the invention.

[0008] FIGURE 55 illustrates a flowchart for collecting statistics according to an embodiment of the invention.

[0009] FIGURE 56 illustrates a flowchart for synchronizing devices in an exercise system according to the invention.

[0010] FIGURE 57 illustrates a flowchart for connecting each device to a cycling application in an exercise system according to the invention. [8(511] FIGURES 58-59 illustrate displays of an instructor console in an exercise system according to an embodiment of the invention.

[8012] FIGURES 60-66 illustrate a game for an exercise system according to an embodiment of the invention.

[8013] FIGURE 67 illustrates the relationship of displays for a second screen in an exercise system according to an embodiment of the invention.

[8(514] FIGURES 68-79 illustrate images for a second display in an exercise systems according to an embodiment of the invention.

DETAILED DESCRIPTION OF SEVERAL EMBODIMENTS

[8015] An exercise system is disclosed appropriate for an exercise class. The exercise class may employ any type of exercise equipment or no equipment at all Although embodiments described herein employ stationary bicycles, alternatively, treadmills, elliptical trainers, stair climbers or any other type of exercise equipment may be employed. Such exercise equipment may produce exercise signals which indicate a level of performance on the equipment. For example, conventional stationar '- bicycles may produce data relating to the rotational rate at which a user is pedaling, the power being exerted by the user, distance and energy. The rotational rate may indicate the number of revolutions in a fixed period of time of the pedal or wheel of a stationary bicycle. If the exercise equipment is a treadmill, then a corresponding measurement may relate to the speed at which the belt is moving. In ihis application, rotational rate, revolutions per minute (RPM), speed, miles per hour (MPH), etc. are considered to be the same thing. In this application, power, intensity, effort, wattage, etc. are all considered to be the same thing. When the equipment is a stationary bicycle, distance may represent a combination of rotational rate and power in a way that resembles gearing on an outdoor bicycle. On a treadmill, a corresponding measure may be a combination of belt speed and inclination. The energy measure may reflect the power expended over a period of time. In this application, calories, energy, joules and kilojoules are considered to be the same. When a person is exercising in a class without exercise equipment, or when the person is exercising on a piece of equipment, sensors may be provided to monitor the person's physiology. Such sensors may include speed of motion, distance traveled, energy expended, heart rate, blood pressure, blood-oxygen content, blood- sugar content, etc.

[8(516] In embodiments described herein, exercise signals corresponding to any exercise performance measurements, such as those described above or other measurements, may be provided to a computer system which may include at least one electronic storage device for storing such exercise signals and at least one processor. The processor may generate an output signal which contains an animation corresponding to one or more of the exercise signals from the pieces of equipment or sensors on the class members. The animation may- illustrate one or more games being played by participants in an exercise class. The output signal may be provided to at least display device, visible from the pieces of equipment or visible to people in the class to display the animation.

[0017] FIGURE 1 illustrates such an exercise system. In this embodiment, stationary bicycles 102 are provided as the pieces of exercise equipment. Each bicycle may produce exercise signals which may include indications of rotational rate, power, distance, and/or energy, or any other performance measure. Such exercise signals may be transmitted wirelessly from bicycles 102 to WASP receiver 104 employing the ANT+ protocol. Receiver 104 may employ Wi-Fi to transmit the exercise signals to a computer system 106. Those skilled in the art will appreciate that any protocof(s) may be employed to transmit data from the exercise equipment and/or sensing systems to computer system 106. Computer system 106 may include at least one electronic storage device which stores, for example, local database 108. Computer system 106 may also include at least one processor which executes software. The software may include a module 1 10 which pre-processes data received from WASP receiver 104. Of course, data can be transmitted from bicycles 102 to computer system 106 using any wired or wireless channel and any protocol, e.g., Bluetooth. Preprocessor 1 10 may decode the WASP data and map the particular data to a bicycle within the fitness studio. The mapped data may be provided to web application software module 1 12 and cycling processor software module 1 14. Although software module 1 12. may be written as a web application, module 1 12 may also be written as a desktop application or in any manner known to those skilled in the art. As will be explained in greater detail below, web application module 1 12 may include software to be executed on at least one processor of computer system 106 to generate an ouiput signal based on the exercise signals which is provided for display on display device 1 16. Alternatively, web application module 112 may include a portion running on another computer system to provide images for another display. Cycling processor module 1 14 may include software which is execute by at least one processor of computer sy stem 106 to store the mapped data in a local database 108 on an electronic storage device of computer system 106, The software of cycling processor module 1 14 may also cause the mapped data to be queued and sent over a public network 1 18 to a permanent database 120. Data from database 120 may be made available to class participants using a variety of platforms.

[8018] The system of FIGURE 1 may also include an instructor console 122. Console 122 may be a smartphone, a laptop computer, a desktop computer, a tablet, or any other electronic device that can communicate with computer system 106. The communication may occur over a wire or may be wireless, employing Wi-Fi or any other wireless protocol, instructor console 12.2 may provide a graphic user interface to launch portions of the exercise class and to pro vide an indication of class performance. [8(519] The system of FIGURE 1 may also include a second screen 124. Second screen 124 may be a device personal to each class member. For example, second screen 124 may be a smartphone, a tablet, a laptop computer, a desktop computer, or any other electronic device that can communicate with computer system 106. Therefore, although the second screen 124 may be temporally attached to a bicycle 102, the member may remove the second screen 124, The communication may occur over a wire or may be wireless, employing Wi-Fi or any other wireless protocol. Second screen 124 may provide a software application that allows a. member to register for a class and allows a class member to see additional details of their cycling experience live in the class. A member registered for a cycling class may employ the application to connect to the local cycling processor software module 1 14. The second screen 124 will show data to the member as it is being streamed from the web application module 1 12. It is a personalized view of the larger game experience and synchronized to the game play as displayed on display 1 16. The second screen 124 may obtain the data it displays from the computer system 106 and not directly from bicycle 102.

[8028] FIGURE 2 illustrates the apparatus for distributing data to class participants outside of the studio. Data from bicycles 102 may be provided to W ASP receivers 104 and may be stored in a database 120. Data stored in database 120 may include both detailed information concerning the performance of each class participant as well as summary data for each class. The summary information may be formatted by processor 206 and stored in long term store 120. Data in server 202 may be provided to any digital platform 204 such as a web access device or a smartphone for viewing by a participant. The class summary data from server 202 may also be provided to processor 206 to generate leader board information for the studio, region or system wide. That data may be stored in a cache 208 and then backed up to replicated instances 210 which may be provided to various devices of digital platform 204 for display. The detailed individual data from each class is also reformatted by processor 206 and provided to cache 212. This data may aiso be backed up to create re iicas 214 which may be provided to various devices associated with digital platform 204 for access by participants.

[8021] Data provided on the leaderboard may be categorized by characteristics of the participants, such as gender and age. Information concerning characteristics of the participants may be obtained from data 216 and provided to processor 206 for formatting. Processor 206 may provide this data to cache 208 to augment the leaderboard data.

[8022] As noted above, exercise signals from bicycles 102 may be provided to web application module 212. Web application module 212 may generate class activities and corresponding displays that motivate participants. Different classes may be tailored to different training protocols. For example, a first training protocol may focus on building endurance and strength. A second training protocol may focus on optimizing caloric expenditure and performance. Whether a class of the first or second training protocol, web application module 1 12. may generate an output signal for display 1 16 which represents a series of games corresponding to the selected training protocol.

[0023] FIGURES 3 and 4 represent an alternative arrangement of an exercise system as compared to FIGURES 1 and 2. Components in FIGURES 3 and 4 that are similar to components in FIGURES 1 and 2 have been numbered similarly.

[8024] In a manner similar to that illustrated in FIGURE 1 , data from bicycles 102 is provided to cycling server 106 via WASP receivers 104. Of course, data from exercise devices or sensors may be applied to server 106 via any wired or wireless communications. Data from cycling server 106 is employed to drive displays on large screen 1 16, instructor console 12.2, and/or second screen 124. Data from cycling server 106 is also sent over a network 1 18, such as the Internet, for example, to queue 250. Queue manager 252 parses the data in the queue 250 and pushes the data into long term data store 120. This data includes class suinmaiy data, games/ride data, user bicycle data, etc. Queue manager 252 also adds an entry to the cache manager job queue 254 with information concerning what had been parsed. Cache manager 256 reads data from the job queue and also processes data from long term data store 120. Cache manager 256 joins reference data and bicycle data from long term data store 120 to populate cache 258, 212 for various data such as leader boards, time series data, user data, etc. Data from cache 258, 212 is provided to web application 260, 204 to allow post-class public access of the data.

[8025] FIGURE 4 provides further details concerning cycling server 106. Data from bicycles 102 is received at processor 1 10. This data is provided to cycling presentation application 112 which employs the data to generate displays of games and other visuals. This data is employed to provide images on large screen 1 6, instructor console 122 and second screen 124. Data from processor 1 10 is also provided to queue 270. Data recorder 272 reads data from queue 270 and stores the data in local database 108. Core API 274 fetches the data necessary for a class, such as scheduling data, reservations and user statistics. Core API 274 also controls and saves ride and game information. Data manger 276 collects bicycle data from local database 108 and information concerning class schedules, reservations and user statistics to build user summaries. That data is transmitted through network 1 18 to queue 250 to be handled as described above with regard to FIGURE 3. The data transmitted over network 1 18 is also applied to backend APT 278 which provides from long term data store 120 data that is necessary for in-studio cycling administration of classes.

[8(526] Data for each member is streamed via the web application API 1 12. Each local web application API 1 12 supports an authentication token to identify the member that is verified by the backend API 278. A secondary authorization is done to ensure that the member requesting personal information is registered for a particular class. Any member that is not registered for a class will not be able to view any data on second screen 124. [8(527] The web application API obtains information from two sources: live bicycle data collected by the cycling application running on computer system 106 and long term store 120. The cycling application on computer system 106 monitors for milestones,

achievements, winners, etc. and pushes appropriate messaging to the second screen 124 as events occur,

[0028] The organization of the application running on second screen 124 is illustrated in FIGURE 67. Prior to class, a member may access a portion 6702 of the application relating to pre-class functionality. For example, the member may employ check-in module 6704 and may learn about the class in class detail module 6706. Once registered for a class, the application on second screen 124 may issue a class alert through module 6708 and may provide access to the in-class portion of the application at module 6710. A member is also able to view bicycle settings at module 6712 and edit those settings at module 6714. Finally, a member may review the member's personal best statistics employing module 6716.

[0029] Portion 6718 of the application running on second screen 12.4 drives displays on second screen 124 during class. Also, during class, module 6720 may be employed to download a soundtrack.

[8030] FIGURES 5-32 provide images that the output signal from web application module 1 12 may cause to be displayed on display device 1 16 in a class of the first training protocol. FIGURES 68-79 illustrate employing images on second screen 124 during the first training protocol. As noted above, a class of the first training protocol may be focused on building endurance and strength. The class may include three stages, each representing a hill climb. A recovery period may be provided between stages,

[0031] Once a member has registered for a class, second screen 124 may provide a reminder that the class is about to start as illustrated in FIGURE 68. Subsequently, second screen 124 may display the image illustrated in FIGURE 69 which provides a way for a member to engage the functionality of the application on second screen 124, including entering a class view for the class that is about to start. When a member enters the class view illustrated in FIGURE 70, the in-class mode may be selected. Once selected, second screen 124 may display the image of FIGURE 71. The image indicates the members bicycle number and allows the member to view personal best or bicycle settings. If the member selects personal best, an image such as in FIGURE 72 may be displayed that shows past performance of the member. If bicycle settings is selected, an image such as in FIGURE 73 may provide guidance for the member in adjusting the bicycle. The data displayed on second screen 124 may include cumulative data for the individual member over a class.

[8032] FIGURE 5 represents the image displayed by display device 1 16 as participants arrive and begin warming up. Each bicycle may be represented by a number. As the participant begins to pedal, the circle around the corresponding number may rotate at a rate corresponding to the participant's rotational rate in pedaling the bicycle. The width of the line forming the circle may correspond to the power begin exerted by the participant. The line may be made up of segments, with the number of segments decreasing and the length of each segment increasing as the exerted power increases. With a stationary bicycle, the power may be related to the resistance setting selected by the participant. The power that a participant is able to generate may be dependent on a participant's weight. For example, it is much easier to achieve higher watts for someone who is 250 pounds as compared to someone who is 120 pounds. As a result, web application module 1 12 may cause the wattage required to thicken the line forming each circle to be different for men and women, using gender as a proxy for weight.

[0033] FIGURE 6 is an overview of the class. As noted above, the class may consist of three stages with adjacent stages being separated by a recovery period. FIGURE 6 also illustrates that the overall goal for the class may be to cover 400 overall miles in 45 minutes as set by the instructor on the instructor console 122. The class goal may be dynamic based on the number of riders in the room (e.g., 12 miles per rider) and other factors. At the same time, second screen 124 may display (he image of FIGURE 74 showing the individual member's energy goal for the training session.

[8034] As illustrated in FIGURE 7, at the beginning of the class, a warm-up animation may be provided. The animation may be dynamic and responsive to the exercise signals coming from ihe bicycles.

[8035] FI GURE 8 illustrates the beginning of the first stage called "three-peaks." This game may provide an animation of the performance of each individual participant in three rounds over nine minutes. As represented in FIGURE 8, ihe performance of each participant may be indicated by a rotating circle, where the rate of rotation may correspond to the rotational rate of the participant, the thickness of the line forming the circle may correspond to the power being exerted by the participant and the distance that the circle moves along a vertical path may correspond to the distance measurement of the participant. The vertical path may be divided into segments, with each segment representing a fixed distance.

[0036] As illustrated in FIGURE 9, as the first round begins, the circle corresponding to each participant may be toward the bottom of the image. Already, the circle for each participant may indicate the rotational rate and power of each participant.

[0037] As illustrated in FIGURE 10, as the first round proceeds, the circle for each participant begins to rise along a track to indicate a distance measurement. The distance leader may be highlighted. The second screen 124 may display the image of FIGURE 75 showing the individual member's power, speed, distance and best distance in a previous round (if a previous round has occurred).

[8038] FIGURE 11 illustrates nearly ihe end of the first round. The round leader may be indicated. [8(539] FIGURE 12 illustrates the beginning of the second round. The circles of all of the participants may have been returned to near the bottom of the image. However, the track of the circle from the previous round may remain indicating the distance measurement,

[8048] As the second round proceeds, FIGURE 13 illustrates that the circle corresponding to each participant may begin to rise along the track corresponding to the distance measurement in the second round. The centers of some of the circles may be highlighted, noting that ihe participant has a distance measurement at a pace which is at or above the previous round. Once a participant has bested previous rounds, that participant's circle may so indicate, for example by changing color. For example, the participant on bicycle 20 has bested previous rounds. As indicated in FIGURE 76, second screen 124 may indicate a pace which is at or above the previous round by showing a highlighted circle.

[8041] FIGURE 14 illustrates nearly the end of the second round. The leader for the second round may be highlighted and the circles of those still on pace to hit the distance from ihe previous round may be highlighted. As illustrated in FIGURE 77, once a member has surpassed their previous best round, second screen 124 may display a momentary celebration.

[8042] At the beginning on the third round, illustrated in FIGURE 1 5, all circles may be returned to near the bottom of the image. A track may be indicated having a height corresponding to the best distance performance for each participant in the first or second round.

[8843] FIGURE 16 illustrates the middle of the third round. As with the previous round, the leader for the round may be indicated. Also, the circles of those on track to surpass their previous best round may be highlighted.

[8044] At the end of the third round, FIGUR E 17 illustrates an image that may display the top performers (optionally distinguishing top male and female participants) for the three- peaks game. The performances indicated may represent the sum of the three rounds making up the three-peaks game. FIGURE 8 illustrates an overall leader hoard that may be displayed after the three-peaks game. At the same time, second screen 124 may display an image such as FIGURE 78 which shows the individual member's ranking, the change in ranking since the previous round and the total distance traveled in the training session, including the addition to the total since the last time this screen was displayed. Thus, second screen 124 displays data comparing the individual member to the overall class. The leader board may represent o verall class distance performance including the warm-up. An image, similar to FIGURE 28, showing performance toward the class goal may also be displayed. At the same time, second screen 124 may display FIGURE 79 showing the individual member's contribution to the class goal and the member's individual goal. Afterwards, an animation may be presented, similar to FIGURE 7, dynamically driven by class performance, until the instructor triggers the second stage.

[0045] FIGURE 19 may provide a representation of the second stage named "avalanche." This stage ma be a 10-minute stage. For this game, the class may be dynamically divided into two teams based on the number of riders in the room and the placement of the bicycles within the room. Each participant may be represented by a circle as in the first game, wherein the thickness of the line forming the circle corresponds to power. Each time a rider covers 0.25 miles or the like, a circle icon with that participant's bicycle number may drop down to the mountain corresponding to that participant's team. The thickness of the dropping circle indicates power at the time the rider covered the 0.25 miles. Each time that participant covers 0.25 miles or the like, another circle with that participant's bicycle number may drop onto the mountain corresponding to that participant's team.

[8046] FIGURE 20 illustrates an image from display 1 16 as both teams begin to collect circles to form their respecti ve mountains. The idea of this game may be to form as many mountains as possible within the 10-minute period of the game. [8(547] Second screen 124 may display individually oriented images as in the previous stage for this and subsequent stages as well as the second training protocol

[8048] FIGURE 21 illustrates an image in which Team 1 may be about to complete its first mountain. As ilktstrated in FIGURE 22, when a team completes a mountain, then a display celebrating the completion may appear on display device 1 16. The team distance needed to complete a mountain may vary depending on class size. The size of the circles may vary, depending on class size, to accomplish this. As illustrated in FIGURE 23, completion of the first mountain by Team 1 may be represented by a smaller triangle. Team 1 then may begin to build its second mountain.

[8049] As illustrated in FIGURE 24, each time a team completed a mountain, the mountain may be replaced with a triangular counter and the team may continue to build its next mountain. In this game, as with any of the other games, in view of the intensity of this game, an instructor controlling the game may cause the image displayed on display device 1 16 to change to an animation which may have an image which may be responsive to the collective performance of participants in the class. This may also be the case with the "summit push" "tour de force" games described with respect to FIGURES 29-32 and 60-66 below.

[8058] At the end of the game, as ilktstrated in FIGURE 25, the team having the largest distance measurement may be declared the winner. This game may provide both individual and team measurements. The number of circles ihai an individual participant contributes to each mountain remains may be visible. At the same time, the number of mountains built by each team may also be indicated.

[8051] As illustrated in FIGURE 26, after the second game, top male and female performers for each team may be celebrated. Also, as illustrated in FIGURE 27, the overall leader board may also be displayed showing mileage leaders accumulated over the entire class. FIGURE 28 illustrates that distance performance toward a class goal may also be indicated. Afterwards, an animation may be presented similar to FIGURE 7.

[8052] FIGURE 29 represents the third stage of the class named "summit push." This is a game in which data may be graphically represented only for each of two teams, and not for the indiv dual. The game may extend for ten minutes, for example. As with the previous game, the class may be dynamically divided into two teams based upon the number of participants in the room and the placement of bicycles within the room. As illustrated in FIGURE 30, as the game begins, each team may have a rotating circle. The rate of rotation of the circle may correspond to the average rotational speed of the team, and the thickness of the line forming the circle may be representati v e of the a v erage power of participants on that team. A band may surround the circle and may gradually progress around the circle. The band may represent the average distance measurement of participants on each team.

[0053] As illustrated in FIGURE 31, each time a band is completed, a congratulatory animation may be displayed. The team then may begin to build its next ring around the circle.

[8054] FIGURE 32 illustrates the end of the third stage. As illustrated. Team 1 is the winner because it has the greatest average distance as indicated by the rings around its circle. Each ring may represent a fixed distance measurement, such as 0.5 miles.

[0055] As with the previous games, after the third game is completed, top performers for the third game may be displayed and the overall leader board for the entire class may be displayed. An animation may also be presented which illustrates whether or not the class collectively made its class goal announced at the beginning of the class. Text may also be included that is driven by the relationship of class performance to class goal. Afterwards, an animation ma display, similar to FIGURE 7, for a cool down period. [8(556] As an alternative for the third stage, a game called "tour de force" may be played as illustrated in FIGURES 60-66. This is a game in which data may be graphically represented only for each of three, or any other number of, teams, and not for the individual. The game may extend for 10 minutes, for example. The class may be dynamically divided into three teams based on the number of participants in the room and the placement of bicycles within the room. As illustrated in FIGURE 60, this game involves each team following along a course where progress along the course is indicated based on a team's average distance. FIGUR E 61 shows the three teams at the beginning of the game. As with previous illustrations, the speed of rotation of each team's circle represents the average rotational rate of each team and the thickness of the circle represents the average po wer being generated by each team.

[8057] FIGURE 62 illustrates that team 1 has covered the greater distance. Once a team's average distance covers a fixed distance, such as a mile, the accomplishment of that team may be celebrated by changing the image, such as the color of the display . As illustrated in FIGURE 63, as the teams approach the end of the track on a screen, the screen may indicate the leading team and then slowly pan to show the next segment of track as illustrated in FIGURE 64. The scale of each track may be adjusted so that all teams remain on the same screen.

[6058] This process may continue each time the teams cover all of the track on a screen for the 10 minutes that the game is in progress. The distance that the tracks cover is based on ho far the slowest team will cover in the 10 minutes.

[8059] For the last fixed period of time, such as, for example, 30 seconds, the screen changes to the home stretch as illustrated in FIGURE 64. The slowest team will be displayed on the right side of the display with faster teams further advanced to the left. At the end of the 10 minutes allotted for the game, the team covering the most distance is declared the winner as illustrated in FIGURE 65. Subsequently, a leaderboard may be displayed as in previous games, illustrating the top male and female participants for each team. As described previously , if a team consists only of males or females, the top two performers may be indicated on the leaderboard. Class progress to the class goal may also be illustrated.

80 8] As noted above, the class of the second training protocol may focus on optimizing caloric expenditure and performance. This class may include 5 stages of 4-6 minutes in length. Each stage may have a different high intensity interval training protocol with 2. minutes of recover}/ between each stage. The first stage may provide an animation representing individual performance. The third stage may provide an animation of performance based on partners. The fifth stage may provide an animation of performance based only on a team. The second and fourth stages may not have games, providing an instructor more flexibility in coaching these segments. During these segments, an abstract animation may be provided which is responsive to the exercise signals from the participants of the class.

[8061] FIGURE 33 shows an image on display device 1 16 generated by the output signal from web application module 1 12 before class begins. Each bicycle in the class may be represented as a circle. The circle may also or alternatively rotate in relation to rate of rotation. As a participant's power increases, that participant's circle may become brighter and fill in. As noted above, a participant's ability to generate power is dependent upon the participant's weight. That is, it is much easier for a participant weighing 250ibs. to generate higher watts than a participant weighing 120ibs. As a result, the power required to light up each circle may vary for men and women, using gender as a proxy for weight.

[8062] As illustrated in FIGURE 34, as the class begins, an overview of the class may be provided. The left side of the image on display device 116 may indicate the overall class objective, such as burning 40,000 kilojoules in 45 minutes. This may be adjusted dynamically based on the number of riders in the class (e.g., 400 kilojoules per rider). The right portion of the display may graphically illustrate the stages that will make up the class. As noied above, the class of ihe second training protocol may include 5 stages, separated by recovery periods.

[8063] FIGURE 35 illustrates an animation corresponding to an output signal from web application module 1 12, which may be displayed on display device 1 6 during a warm-up period prior to the first stage. The abstract animation may be responsive to the exercise signals from the class. For example, the animation may include a number of wavy lines made up of particles. As the power generated by participants increases, the lines may increase in brightness and the movement of particles making up the lines may increa se in speed,

[8064] The first stage is named "fire up." This game may include several rounds. The object may be to motivate participants to push for a high level of power. Circles

corresponding to participants may become brighter and fill-in as the power increases. The circles may also rise based on power. FIGURE 36 shows an image from display device 1 16 during the first stage. The object may be for each participant to keep his/her circle as high and as bright as possible during intervals which may each be 1 minute, for example. After each round, top male and female performers, based on average power, may be displayed for that round. After each round, an abstract animation may be displayed on display device 116 as illustrated in FIGURE 37. This dynamic animation may be driven by the power generated by class participants. As power increases, the animation may become brighter and movement within the animation may become faster.

[8065] After the first stage has finished, an image may be displayed on display device 1 16 that may indicate the overall leaderboard for the class, based on the energy expended. The leaderboard ma be divided based on gender. [8(566] After the first stage, a recovery period may be provided during which an abstract dynamic animation may be displayed, where the animation may be dynamic based on the power generated by participants in the class.

[8067] Between stages, an image may also be displayed on display device 1 16 that indicates progress of the class toward the class goal mentioned above.

[0068] As noted above, no game may be provided during the second stage of this class. Instead, throughout this stage, an abstract animation may be provided on display device 1 16. The animation may be responsive to the collective power generated by class participant. FIGURE 38 illustrates such an abstract animation. The brightness and speed of movement of the animation may increase in response to the cumulative power generated by participants in the class.

[0069] At the end of the second stage, an overall leaderboard may be displayed showing the leaders in terms of energy expended among participants over the class to this point. A lso, an image may be displayed on display device 1 16 which indicates the progress of the class toward the class goal.

[0070] After the second stage, a recovery period may be provided with an abstract animation, which again may be driven by the exercise signals related to power generated by the participants of the class.

[0071] The third stage of this class may represent a pairs game. Each participant may be paired dynamically with another participant, for example a participant located near them. The game may run like a relay race. The goal may be to maximize the distance measurement during the game period. Partners may alternate back and forth between racing and resting. As illustrated in FIGURE 39, a single circle may be illustrated for each pair of participants. In FIGURE 39, the image shows that one of each pair of bicycles (indicated by a bolded number) may be driving the circle. The intensity of the circle may be related to the power generated by the active participant and the movement of the circle may be related to the distance measurement from the active participant. At the end of a predetermined time, the first of each pair of riders may stop controlling the circle and the second of each pair of participants may begin to control the circle. Thus, as illustrated in FIGURE 40, the other of each pair bicycles of each pair may now control the circle. The intensity of the circle may be related to the power generated by the active participant. The circle for each may pair continue io move from where ihe circle left off based on the other participant in the pair so that the distance the circle moves may represent the distance measure for each participant of the pair during the time that that participant is active. Once each circle reaches the top of the display, web application module 1 12 may cause the circle to reverse direction. A label may indicate which team is leading.

[8072] At the end of this stage, the top performing pairs may be displayed indicating the cumulative distance measure of the team. Again, the overall leaderboard for the class up to this point may be displayed based on cumulative energy expended. An image indicating progress toward the class goal may also be created on display device 1 16.

[0073] After the third stage, a recovery period may be provided with a dynamic animation which again may be driven by ihe collective power of the participants in the class.

[8074] The fourth stage may be similar to the second stage. No game may be provided but an abstract animation may be displayed on display device 1 16 which is driven by the collective power generated by participants in the class. After the fourth stage, a class leaderboard may be displayed as well as an image illustrating progress of the class toward the class goal. After the fourth stage, a recovery period may be provided during which time an abstract animation may be displayed on display device 1 16 that varies based upon the collective intensity riders in the room. [8(575] Stage 5 of this class is named "heat wave." For this game, the class may be dynamically divided into two teams. In a first portion of this stage, an abstract animation may be displayed on display device 1 16, driven by the collective power exerted by the participants in the stage. The game may begin during the second half of the stage. As illustrated in FIGURE 41, web application module 1 12 may generate an output signal to cause display 1 16 to display an image that may include a brighter area in the middle of the screen that fades to darker colors in opposite directions from the middle portion. The image may then shift based on the average power being generated by each team. As illustrated in FIGURE 41 , as team 1 exerts a higher average team power (e.g., wattage), the brighter central area of the image may be pushed t ow ard team 2, The game may be played in three rounds of fixed periods. Alternatively, the game may be played until the central portion of the image has been pushed all the way to one edge. Alternatively, it may be desirable to weight the average team power by a factor related to the distance that the central portion of the image has been displaced. For example, at the beginning of the game, this the weighing factor may be 1.0 for each team. As team 1 begins to push the central area of the image toward team 2, team 1 's average power may be weighted by a factor that decreases based on the distance that team 1 has pushed the central portion of the image towards team 2. That is, the further team 1 pitshes the central portion of the image, the more difficult it becomes for team 1 to push it any further. Alternatively, movement based on average team power may be less dramatic toward the beginning of the game and may become more dramatic by the end of the game.

[8076] After each round of this game, the winning team may be acknowledged. Display device 1 16 may also display the top male and female performers in terms of average power for each of the two teams. If a team includes members of a single gender, the top two performers may be displayed. At the end of the stage, the overall leaderboard may be displayed showing top performance in total energy throughout the class. The leaders may be divided by gender. Also at the end of the game, display device 1 16 may also display whether or not at the end of the class the class goal has been achieved. After stage 5, a recover animation may be displayed to end the class. As with previous recovery animation, the abstract animation may be altered based on power generated by participants.

[0077] The games in either class may be played in any order. Furthermore, other games may be substituted for those described above. An example of a substitute game for this class is illustrated in FIGURES 42 and 43. This game is played on an individual basis, and thus may be substituted for the game of stage 1 , for example. This game may use a training protocoi called 30-20-10, where the object is to ride at a moderate mtensiiy for 30 seconds, a hard intensity for 20 seconds and a very hard intensity for 10 seconds. Alternatively, a training protocol of three one minute periods of increasing rotation rate may be employed. This may be repeated a series of times, for example 5 times. Participants may compete individually . The circle corresponding to each participant may change in the same manner as previously described with other games in this class. That is, as the power of each participant increases, the circle may become more intense and fill in. For each participant, the movement of the circle in a vertical direction may be driven by the participant's rotational rate. Horizontal bands may mark the safe area in which the participant may peddle. As a participant reaches the top boundary, an instructor may suggest to that participant to increase his/her power (resistance) to make it more difficult to maintain thai rotational rate. The converse may also be tme when a participant reaches the lower boundary. When it is time to increase the intensity, the horizontal lines may move upwardly as illustrated in FIGURE 43 as compared to FIGURE 42.

[8078] The coding for the games generated by the web application 1 12 may be organized in an architecture that may be modular and expandable. The code may include a core module to perform functions common to all of the games. The code unique to each game may be plugged into the application and call the common functions as needed.

[8079] The games described above may be implemented with one or more rounds of each game. Also, the games can be implemented for any number of teams.

8088] FIGURES 44-52 provide examples of images that web application module 1 12 may cause to be displayed on instructor console 122. As illustrated in FIGURE 44, when an instructor first logs into the system to conduct a class, the sysiem may request the instructor to confirm the class. As illustrated in FIGURE 45, the instructor may then have an opportunity to confirm and/or change the class to be taught The class designation may include information concerning ihe location and time of the class, the instructor and whether the class is of the first training protocol (called "Build") or of the second training protocol (called "Burn"). Web application module 1 12 may provide instructor console 122 with the opportunity to setup the stages in the class. As illustrated in FIGURE 46, this may involve picking an appropriate game for each stage, picking a training protocol for each game, setting a time for each stage and the number of rounds within each stage. FIGURE 47 illustrates a screen which may be provided to instructor console 120 by web application module 1 12 to edit stage 1. The instructor may choose which of two games to play in stage 1 and the training protocol for either of the games.

[8081] Once setup is completed, and the class is about to start, web application module 1 12 may pro vide instructor console 122. with a display of the room indicating all of the occupied bicycles and the names of the participants riding the bicycles as illustrated in FIGURE 48. The instructor also may move participants to other bicycles and/or opt participants out of the games (changing the nature, e.g., color, of the circle). This display also provides a button for the instructor io start the class. [8(582] When the instructor presses the start class button, web application module 1 12 may provide to instructor console 122 a screen as illustrated in FIGURE 49 which may provide a summary of the class. An instructor may share with the class the overall class goal and the structure of stages and warm-up/recovery periods associated with the class. Web application module 1 12 may then present to instructor console 122 a screen indicating a warm-up period, as illustrated in FIGURE 50. At the bottom of the screen, the instructor may be presented with a button to allow for the initiation of the first game,

[8083] When that button is pressed, web application module 1 12 may cause instructor module 122 to display information about the first game, as illustrated in FIGURE 51 , This may be the information that the instructor shares with participants in the class. The button also causes the display device 116 to display the games as illustrated in FIGURES 5-32.

[8084] As illustrated in FIGURE 52, as the game begins, all bicycles may be arranged in sequence with a performance measurement indicated associated with each bicycle. Web application module 1 12. may cause instructor console 122 to display upwardly pointing arrows or downwardly pointing arrows with participants who are determined to be best or worse performing to assist the instructor in coaching the class.

[8085] As indicated in the upper left corner of a screen during a class, the instructor may change a class view to a rider view or a timeline view. FIGURE 58 illustrates a rider view. All of the participants are displayed with their names in a layout that reflects the studio layout. Performance values are also display ed. The buttons along the right side allow the instructor to select to display either rank, watts, distance or rotation rate.

[8886] When the timeline view is selected as illustrated in FIGURE 59, the overall layout of the class is displayed, along with an indication of where the class is in the overall class layout. [8(587] FIGURES 53-57 provide example process flows for various elements and embodiments of the exercise system. FIGURE 53 shows how data from connected bicycles 102. may be streamed to multiple devices during a class. At the start of a session, preprocessor module i 10 may load the facility configuration 5305, get bicycle 102 layout for the facility 5310, and get classes scheduled for the day (or other time period) 5315. At this time, data may be obtained from local database 108, permanent database 12.0 and/or reference data 216 related to participants who have registered for the class and information related to the participants (e.g., gender, alias, statistics, etc.). As noted above, in some games the class may ^¬ be divided into teams based on bicycle placement. Loading the facility configuration, bicycle 102. layout, and class may allow web application 1 12 to perform the dynamic assignment of bicycles 102 to teams. Pre-processor module 1 10 may join the device ID and studio bicycle number for each bicycle 102 to the facility configuration 5320. A class selection may be entered 5325 via instructor console 122. Pre-processor module 1 10 may listen for bicycle 102 data 5330, as described below in relation to FIGURE 54. Web application software module 1 12 and/or cycling processor module 1 14 may stream class statistics to any device subscribed using web sockets 5335, as discussed above, during the class. The class may be configured based on configurable protocols and games 5340, such as the games described above, via instructor console 122. When the class begins 5345 via instruction from instructor console 122, web application software module 1 12 and/or cycling processor module 1 14 may track statistics 5350 from the bicycles 102, as described below in relation to FIGURE 55, Pre-processor module 1 10 may run through the class configuration based on timing and send messages to web application software module 1 12 and/or cycling processor module 1 14 to change views (e.g., change information being displayed) 5355, as described below in relation to FIGURE 56. The class may end 5360 via instruction from instructor console 122, and web application software module 1 12 and/or cycling processor module 1 14 may send messages to all subscribed devices using web socket 5365, as described below in relation to FIGURE 57.

[8088] FIGURE 54 shows how bicycle 102 daia can be sent from pre-processor module 1 10 to web application software module 1 12 and or cycling processor module 1 14. Preprocessor module 1 10 opens a connection to bicycle 102 to receive bicycle 102 data 5405. Pre-processor module 1 10 may start listening for data payload by event type 5410. For example, bicycles 102 and/or other exercise equipment may generate various daia signals which may be applicable in various ways depending on game type or class type, etc, as discussed above. Pre-processor module 1 10 may receive data from bicycle 102 by event type 5415 after a class begins. The received data may be used for stats processing 5420, as described belo in relation to FIGURE 55.

[8089] FIGURE 55 shows how stats can be generated for individual bicycles 102 both for games and for overall class reporting. Pre-processor module 1 10 may create a stats collection for each bicycle 102 in the facility layout 5505. Raw data may be received from each bicycle 102 and assigned to the stats collection associated with each respective bicycle 102 (for example, based on bicycle ID) 5510. Current stats for each bicycle 102 may be set fro the received JSON payload and saved to sfat object 5515. If a game is running, ne stats for the game can be created 5520. Stat history may be stored in an array 5525, and history stats can be calculated based on the amount of time between messages 5530 received from bicycle 102. Historical siat data may be used to track a user's individual exercise progress. Preprocessor module 1 10 may also check to see if a game is running 5535 (for example, as set by instructor console 122 as described above). If so, a new instance of stats may be created 5540. This ew/ instance may be reset to 0 (i.e., may not be linked to the historical data) upon creation, so that it ma be used for the game only. Stats can be created as a JSON object and returned to web application software module 1 12 and/or cycling processor module 14 for display 5545.

[8098] FIGURE 56 shows how devices listening to web application software module 1 12 and/or cycling processor module 1 14 can stay in sync. Pre-processor module 1 10 may receive class configuration 5605 from instructor console 122, and the class may begin 5610. Based on class start time, web application module 1 12 may determine time to switch views to be displayed 5615. Web application module 1 12 and/or cycling processor module 114 may send switch view messages to all devices listening at the determined time 5620. Thus, all users of all bicycles 102 in the class may see the same information about the class or game in sync.

[8091] FIGURE 57 shows how devices connect to the system and listen for data. Devices (e.g., display 116, smart phones, tablets, instructor console 122, any digital devices associated with digital platform 204, etc.) can subscribe to a web socket channel (e.g., channel

"signature cycling") 5705. The subscribed devices may create an event listener for an event type 5710. Those event types for which a device has created an event listener may be processed by the device. When such events are received by the device, they may be processed 5715. Devices may execute code based on device type to handle the events (e.g., display data relating to a game or class, as discussed above) 5720.

[8092] While various embodiments have been described above, it should be understood that they have been presented by way of example and not limitation. It will be apparent to persons skilled in the relevant art(s) that various changes in form and detail can be made therein without departing from the spirit and scope. In fact, after reading the above description, it will be apparent to one skilled in the relevant art(s) how to implement alternative embodiments. [8(593] In addition, it should be understood that any figures which highlight the functionality and advantages are presented for example purposes only. The disclosed methodology and sysiem are each sufficiently flexible and configurable such that they may be utilized in ways other than that shown.

[8094] Although the term "at least one" may often be used in the specification, claims and drawings, the terms "a", "an", "the", "said", etc. also signify "at least one" or "the at least one" in ihe specification, claims and drawings.

[8095] Finally, it is the applicant's intent that only claims that include the express language "means for" or "step for" be interpreted under 35 U.S.C. 1 12(f). Claims that do not expressly include the phrase "means for" or "step for" are not to be interpreted under 35 U.S.C. 112(f).