THIS INVENTION relates to sports and the teaching or coaching thereof. In particular, the invention relates to a sports ball invented for teaching or coaching a learner skills related to a particular sport. The invention also extends to a method of using a sports ball according to the invention in teaching or coaching a sport and, in particular, ball handling skills related to that sport.

BACKGROUND TO THE INVENTION

In this specification, the term "ball" does not only refer to its ordinary dictionary meaning of being a spherical object, but also includes other shaped objects such as, for example, those having an ovoid shape like a rugby ball and objects having an vesica piscis shaped outline such as, for example, an American football.

In sports games, players in different positions need to firstly understand the fundamentals of the particular game and thereafter conditioning and drilling follow to ensure a player learns all the different skills involved. Different positions may thus require having or learning different skills.

In the sport of basketball, examples of basketball related skills include: dribbling, in which for example a point guard being a player having superior ball handling skills and able to use both hands evenly keeps possession and prevents turnovers; a bounce pass, wherein a centre player who is typically tightly marked after having effected a turnover draws a defender to one side of him by faking a move and then passes the ball under the outstretched hands of the defender; shooting, in which post players and wings are mostly involved and wherein they utilize kinetic energy transfer from their legs to their hands. In shooting, a player's fingers have to be suitably positioned on the basketball such that when he extends his legs from a semi-bent position to an extended position, the arm holding the ball is also extended from its half-bent position and the player snaps his wrist to direct the basketball and add backspin thereto. Therefore, basketball, similar to other ball sports, can only be played on an advanced level once the players have mastered all the relevant ball handling skills. However, the process of mastering these skills are dependent inter alia on the effectiveness of the techniques, training modules and apparatus a coach, or trainee himself, uses.

Although many ball sport training techniques, training modules and apparatus have been developed and used in the past to improve player skills, the applicant believes that this invention, at least in part, addresses shortcomings in existing ball handling training techniques by providing a specifically developed sports ball and a method of using same.

SUMMARY OF THE INVENTION In accordance with this invention there is provided a sports ball for improving the handling skills of a learner keen to develop and improve handling skills related to a particular sport, the sports ball comprising a sports ball body having indicia in the form of marked off areas on an outer surface thereof, each marked off area occupying part of an outer surface area of the sports ball body and each marked off area representing an instruction to an action to be performed by the learner as and when he or she catches the sports ball.

In particular, provision is made for the indicia to be selected from any one or more of the group consisting of numbers, colours, symbols, shapes, lines and letters.

In an embodiment of the invention, the respective marked off areas differ in size. Alternatively, the respective marked off areas may be similar or identical in size. The invention also provides for the marked off areas to only appear on part of the outer surface area of the sports ball body; alternatively, the marked off areas appear on the whole of the surface area of the sports ball body.

The sports ball may be a basketball wherein each marked off area of the basketball relates to one of the following actions: a chest pass, bounce pass, one-handed pass, overhead pass and shoot for the basket.

In a further embodiment, the sports ball may be a rugby ball wherein each marked off area of the rugby ball relates to one of the following actions: a foot or kick pass, spin pass, pop pass, quick hands pass, hooker throw and drop kick. The invention also extends to a method of using a sports ball, as described in the above summary, to teach or coach sports ball handling skills to a catcher of said sports ball, the method comprising the steps of: providing a sports ball having indicia in the form of marked of areas on an outer surface area of the sports ball's body, which indicia prescribes an action to be performed by the catcher; allowing the catcher to catch the sports ball; determining on which marked off area a predetermined finger of the catcher of the sports ball is located; and allowing the catcher to pass the sports ball to another player or object in accordance and action prescribed by the marked off area on which the catcher's predetermined finger was located when the catcher caught the sports ball. The method as described above may provide for the predetermined finger to be any one of the 10 fingers of the human hands.

The method as described above may provide for the predetermined finger to be the right hand thumb.

The method as described above may provide for the predetermined finger to be the left and right hand index fingers respectively. The method as described above may provide for the marked off area or areas on parts of the surface area of the sports ball's body to prescribe an action selected from the group consisting of a chest pass, bounce pass, one-handed pass, overhead pass and shoot for the basket. The method as described above may provide for the marked off area or areas on parts of the surface area of the sports ball's body to prescribe an action selected from the group consisting of a foot or kick pass, spin pass, pop pass, quick hands pass, hooker throw and drop kick.

BRIEF DESCRIPTION OF THE DRAWINGS

Embodiments of the invention are now described, by way of example, with reference to the accompanying non-limiting diagrammatic drawings. In the drawings:

Figure 1 shows a first side view of a basketball in accordance with an embodiment of the invention; Figure 2 shows a perspective view of a basketball player using the method of the invention and the basketball of figure 1 ; Figure 3 shows a first side view of a rugby ball according to a further embodiment of the invention;

Figure 4 shows a second side view of the rugby ball of figure 2; and

Figure 5 shows a perspective view of a rugby player using the method of the invention and the rugby ball of figure 3.

DETAILED DESCRIPTION OF THE DRAWINGS

This description is presented in the cause of providing what is believed to be the most useful and readily understood description of the principles and conceptual aspects of the invention. In this regard, no attempt is made to show structural details of the invention in more detail than is necessary for a fundamental understanding of the invention, the description taken with the drawings making apparent to those skilled in the art how at least two of the several forms of the invention may be embodied in practice. In the drawings, like numerals generally indicate like components, unless otherwise indicated.

Referring to Figure 1 , a sports ball, being a basketball in accordance with a first embodiment of the invention and generally indicated by reference numeral 10, is shown. Basketball 10 is configured and specially manufactured for use in training and coaching basketball handling skills.

The basketball 10 has a body 12 which is divided into four distinct marked off areas or zones 1 , 2, 3, and 4 on an outer surface area of the body 12. These zones 1 , 2, 3, and 4 are bordered by lines 7 on the outside surface area of the body 12. Each zone 1 , 2, 3, and 4 relates to a different action to be performed when a basketball skill learner 14 (shown in Figure 2) catches the ball 10. The action to be performed by said skill learner 14 as and when he catches the ball 10 is, for example, determined by the position of his right indicating or index finger on the ball when he catches the ball. It is anticipated that in other embodiments of the invention not described herein, the position of other fingers such as, for example, the thumb may also be looked at as guidance for which action to be performed by the catcher of the ball 10. Further referring to Figure 1 , it will be appreciated that the marked off area 1 relates to a one handed pass instruction while marked off area 2 relates to a chest pass instruction and marked off area 3 relates to a pass with a bounce instruction to the skill learner 14 so that he, after looking at his finger position on the ball 10, uses a pass prescribed by a particular zone to forward the ball 10 to a different player or to his coach.

As depicted in Figure 1 and 2, the right index finger 16 of the skill learner 14, when he or she catches the ball 10 is located on the marked off area illustrated by the reference numeral 4. The marked off area 4 relates to and instructs the skill learner 14 to perform a shot by shooting for the basket 18.

Figure 2, thus illustrates a method of using the sports ball or basketball 10 in accordance with the invention. Accordingly, upon receipt of the ball 10, the ball catching skill learner 14 looks at his finger 16 position on the outer surface of the ball's body 12 and, depending on which zone 1 , 2, 3, or 4 is in contact with his right index finger 16 at that moment, he then performs a ball handling action as prescribed by the particular zone 1 , 2, 3, or 4. In the illustrated embodiment, the right index finger 16 is positioned within zone 4 and the skill learner 14 then performs a shot by shooting for the basket 18.

The different actions to be performed by the right handed basketball skill learner 14 after having caught the ball 10 and holding same with his right index finger 16 in a specific location on the outer surface of the ball 10, i.e. in a particular zone 1 to 4 is further explained below.

Thus, as shown in Figure 2, when the skill learner 14, after catching the ball 10, has his right index finger 16 positioned so that it touches zone 4 and his other fingers are spread out, he is required to perform a shot whereby he needs to bend his knees halfway, take control of the ball 10 in his dominant hand with all fingers spread out and only the fingertips gripping onto the ball 10 while the other hand only supports the ball 10 on its side. Thereafter, the ball 10 is brought above his head in one motion and at that point, the angles at his armpit, elbow, and wrist is at 90 degrees. As he extends his knees, he also extends his forearm, snaps his wrist and follow through with his wrist movement. In most cases a jump follows upon release of the ball 10. Although not shown, a wing forward skill learner, in another embodiment of the invention, after having gained possession of the ball 10 with his right index finger on zone 2 will then be required to hold the basketball 10 close to his chest, with the rest of his fingers spread around the ball. When he pushes the ball 10 to his teammate, typically a post player, (after making eye contact with the teammate to ensure he realises the pass is about to be made), he takes a step forward and extends his arms sharply. As his arms straighten after releasing the ball 1 0, he snaps his wrists inward with both thumbs together and pointing downwards while the other fingers follow the direction of his teammate. It is further envisaged that a centre skill learner, for example, after having gained possession of the ball 10 and while being pressurised by other defenders around him with his right index finger on zone 3 will then be required to firstly draw a defender to one side of him by faking a move, then he will have to pass the basketball 10 under the defender's outstretched arms. In so doing, the centre player will attempt to keep his centre of gravity low in order to complete this bounce pass successfully. To keep the ball 10 down, he would be required to push the ball 10 with his fingers in the direction of his teammate and aim for the ball to hit the ground two-thirds of the distance towards his teammate.

In the same way, when a basketball handling skill learner, after catching the ball 10, has his right index finger positioned so that it touches zone 1 and his other four fingers in his right hand are spread out, he is required to perform a one-hand pass whereby he pushes the ball 10 to his teammate and takes a step forward and extends his right arm sharply. As his arm straightens after releasing the ball 10, he snaps his wrist inward with his thumb pointing downwards while the other fingers follow the direction of his teammate.

The method of teaching or improving basketball handling skills may thus involve two or more skill learners using the basketball 10 having marked off areas 1 , 2, 3 and 4 thereon to continuously exchange possession of the ball 10. Each time a skill learner A catches the ball passed to him by another skill learner B, the catching skill learner A, as and when he catches the ball 10, determines on which marked off area his right index finger 16 is on the ball 10, and then uses the intended action which corresponds to that particular marked off area 1 , 2, 3 and 4 to pass the ball 10 to a further skill learner C, or back to the other skill learner B or he shoots for the basket. Instead of multiple skill learners being involved in the method of the invention, a basketball coach can also use the method of the invention to work one on one with an individual who wants to improve his handling skills.

It is envisaged that the method will teach skill learners different skills referred to above in an enjoyable manner.

It will be appreciated by those skilled in the art that the invention is not limited to the precise details as described herein. For example, instead of using different number zones or marked off areas as shown in the drawings, areas of different colours or symbols or patterns may be used representing the different zones or comprising the different zones. The different zones on the outer surface of the basketball may also be of different shapes and/or sizes other than those shown in the drawings.

Although not shown, it is envisaged that this invention extends to further embodiments where marked off areas or zones other than those described herein such as, for example, an overhead pass zone or a behind-the-back pass zone is also provided on the outer surface of the ball 10.

With reference to Figures 3 to 5 in the drawings, a rugby ball, in accordance with a further embodiment of the invention and generally indicated by reference numeral 100, is shown.

The rugby ball 100 is divided into eight distinct marked off areas or zones on the rugby ball's body 1 12 outer surface area. These zones are bordered by lines 7 on the outside surface area of the body 1 12. These zones are indicated by the following in numerals and letters as shown in Figure 3 and 4:

1A, 1 B, 2A, 3A, 4B, 5B, 6A, and 6B. Each zone may relate to a different action to be performed when a rugby ball handling skill learner catches the ball 100. The action to be performed may, for example, be determined by the position of the skill learner's right thumb on the ball when he catches the ball. Other fingers may also be used to indicate which action should follow, but the thumb would be preferable. The right thumb of the skill learner, when he catches the ball, may, for example, be located on the marked off area indicated by reference numeral 4B. The marked off area of numeral 4B relates to and instructs the skill learner to perform a quick hands pass (not shown).

Alternatively, and as shown in Figure 5, the right handed skill learner 1 14 may find his right thumb touching zone 5B after receipt of the ball from his coach or another skill learner. Then, zone 5B prescribes that a hooker throw in be effected and skill learner 1 14 then has to throw in the ball 100 to, for example, a lineout front forward 120, being another skill learner. Depending on where this front forward's thumb is positioned with reference to the zones 1A, 1 B, 2A, 3A, 4B, 5B, 6A, and 6B of the ball body 1 12, he then has to perform a ball handling action corresponding to that zone so as to continue the method of using the ball 100 to improve ball handling skills. It will be appreciated that with left handed skill learners, the finger position on the ball 100 will obviously mirror the finger position of a right handed skill learner.

The further areas listed below and marked off on the ball's body 1 12 relate to the actions mentioned alongside the below listed areas:

1A: foot or kick pass

1 B: spin pass

2A and 3A: pop pass

4B: quick hands pass

5B: hooker throw

6A and 6B: drop kick

The different actions to be performed by the rugby ball handling skill learner may be defined as follows: a hooker lineout throw-in which involves holding the rugby ball with both hands above one's head and throwing it into the playing area where players in a line out formation (two parallel lines of players) attempt to catch the ball; a dropkick in which the ball is dropped to touch the ground and at the same time or a very short moment after the ball touches the ground kicking the ball; a kick or foot pass in which the ball is released from a player's hands and kicked towards another player before the ball touches the ground; a quick hands pass in which the ball is deflected by a player's hands to another player without catching the ball; a spin pass in which the ball is released from a player's hands and rotated in the process so that the ball spins about its longitudinal axis; and a pop pass in which the ball is released from a player's hands so that it spins about a transverse axis. The method of teaching rugby skills may thus involve two or more rugby handling skill learners using the ball 100 having marked off areas thereon. Each time a skill learner catches the ball passed to him by another skill learner, the catching skill learner determines on which marked off area his right thumb is on the ball 100 when he catches the ball 100. Then, the catching skill learner uses the action corresponding to, or prescribed by, that marked off area or zone to pass the ball 100 to a further skill learner or to the coach.

It is envisaged that the method of this invention will teach rugby ball and basketball handling skill learners different skills referred to above in an enjoyable manner.

Although the invention is described in this specification by way of a rugby ball 100 and a basketball 10, the applicant believes that other balls used in other sports and which are also required to be handled during a sports event may have marked off areas or zones on an outer surface thereof, which areas are linked to an instruction to handling of the ball after catching thereof thereby to improve ball handling skills.

The invention has the benefit that it provides a unique sports ball configured to function as a skills coaching or ball handling skill tool in which sports ball skill learners, by using the method of the invention, learn to catch the sports ball with two hands, keep eyes on the ball and communicate with other ball handling skill learners while having fun.

The invention for which protection is claimed is further defined by way of the appended set of claims.