Football and training assembly

Abstract

The application provides a football and training assembly. The football has a ball body and a marking area arranged on the surface of the ball body. The marking area includes a ball-out guide line, a ball placement line and a ball hitting point group, which are arranged on the surface of the ball body respectively. The ball-out guide line and the ball placement line are located in different cross sections. Each cross section is a cross section passing through the center of the ball body. The ball hitting point group includes a plurality of spaced ball hitting reference points. The distribution path of the plurality of ball hitting reference points is located in a cross section which coincides with the cross section of the ball-out guide line. A horizontal center line cross section is defined as a cross section passing through the center of the ball body. When the cross section of the ball-out guide line and the cross section of the ball placement line are both perpendicular to the ground, the horizontal center line cross section is parallel to the ground, and the plurality of ball hitting reference points are distributed downward from the horizontal center line cross section. The football and training assembly provided by the application can improve the training efficiency and training effect of positioning ball.

Description

Technical Field

[0001] This application relates to the field of sports equipment technology, and more specifically, to a football and training components. Background Technology

[0002] In football, set pieces are an advanced and crucial skill, encompassing free kicks, penalty kicks, corner kicks, and goal kicks. Mastering set pieces requires extensive practice and repetition to develop movement habits and muscle memory. However, the lack of training equipment to accurately and efficiently guide the various angles and distances required for the movements hinders the ability to maintain correct and stable execution of these elements during training, resulting in low training efficiency and poor training outcomes. Summary of the Invention

[0003] In view of this, this application provides a soccer ball, training components, and training devices to improve the training efficiency and effectiveness of set pieces.

[0004] One embodiment of this application provides a soccer ball. The soccer ball has a sphere and marking areas on its surface. Each marking area includes a ball guide line, a ball return line, and a set of striking points, each disposed on the surface of the sphere. The ball guide line and the ball return line are located at different cross-sections. Each cross-section passes through the center of the sphere. The set of striking points includes multiple spaced-apart striking reference points. The cross-section along the distribution path of the multiple striking reference points coincides with the cross-section along the ball guide line. The horizontal centerline cross-section is defined as the cross-section passing through the center of the sphere. When both the cross-section along the ball guide line and the cross-section along the ball return line are perpendicular to the ground, the horizontal centerline cross-section is parallel to the ground, and the multiple striking reference points are distributed downwards from the horizontal centerline cross-section.

[0005] In the above embodiments, the ball guide line, the ball swing line, and the path of the hitting reference point are all circular lines formed by the intersection of a cross section passing through the center of the ball and the surface of the ball. After the user rotates relative to the ball, these lines in the visually marked area can overlap and appear as a straight line. Based on the angle between the ball guide line and the ball swing line relative to the ground, after the user rotates the ball in place, when the cross section of the ball guide line is perpendicular to the ground, the ball guide line appears "perpendicular" to the ground in the user's vision; when the cross section of the ball swing line is perpendicular to the ground, the ball swing line appears "perpendicular" to the ground in the user's vision. Furthermore, when the user faces the ball guide line "perpendicular" to the ground, the ball guide line appears as a "straight line" in the user's vision and can be used to indicate direction. Therefore, by placing the ball so that the cross-sections containing the ball-launching guide line and the ball-setting line are perpendicular to the ground, and the ball-launching guide line is aligned with the preset target direction, the position of the marked area on the ball relative to the ground can be determined, thus achieving "correct ball placement," improving ball placement efficiency, and consequently improving training efficiency. Multiple striking reference points are located on the cross-section containing the ball-launching guide line. By aligning the "straight line" presented by the ball-launching guide line with the preset target direction, the user can be guided to determine the ball's flight direction when striking through the striking reference points. After correct ball placement, the striking reference points are distributed downwards from the horizontal center line cross-section. When the user kicks the ball at the positions indicated by each striking reference point, causing the ball to fly in the direction indicated by the ball-launching guide line, the further away from the horizontal center line cross-section (i.e., the lower the striking reference point), the higher the ball's flight angle will be. This allows the user to practice by kicking the ball towards the corresponding striking reference point according to the required angle for the desired ball height. When users practice set-piece training using the soccer ball provided by this application, the ball can be quickly positioned and aimed at the target using the ball guide line and placement line, thus quickly achieving "correct ball placement." This ensures that the positions of each striking reference point relative to the ground, the ball, and the preset striking target are correctly fixed. After a proper run-up and strike, the ball's flight direction and trajectory will also be consistent and fixed. Users can judge whether they have accurately and effectively hit the desired striking point on the ball during their entire striking motion based on the ball's release effect. This allows them to further improve and refine various elements of their motion, such as the run-up angle and trajectory, the landing of the supporting foot, the striking posture, and the follow-through. After becoming familiar with the effective motion, users can form movement habits and muscle memory. This allows them to consistently achieve the specific striking effect during training even when using a soccer ball without marked areas, applying the mastered motion details. Therefore, practicing with a soccer ball with the aforementioned marked areas can improve the efficiency and effectiveness of set-piece training.

[0006] In some embodiments of this application, the central axis is defined as the intersection of the cross section containing the ball launch guide line and the cross section containing the ball return line. The marking area also includes run-up guide markings. The run-up guide markings include multiple run-up corner points. The angle between different run-up corner points and the cross section containing the central axis and the cross section containing the ball launch guide line is different.

[0007] In the above embodiments, when a user kicks a stationary ball, the direction of their approach run relative to the ball will affect factors such as the direction of the force exerted by the user's kicking foot. Each approach run corner and the cross-section containing the central axis forms an angle with the cross-section containing the ball release guide line, which can be used to indicate the user's approach run angle. After "correctly placing the ball," when the user stands directly to the side of the cross-section containing the approach run corner and the central axis, and the ball release guide line appears as a "straight line" visually, it can be used to indicate the angle of the user's approach run relative to the ball release direction. This facilitates repeated practice of different approach run directions, improving training efficiency and effectiveness.

[0008] In some embodiments of this application, the approach run guidance markers further include multiple approach run guidance lines. Each approach run corner is located on one approach run guidance line. When the cross-section where the ball release guidance line and the cross-section where the ball swing line are both perpendicular to the ground, the cross-section where each approach run guidance line is located is perpendicular to the ground.

[0009] In the above embodiments, the cross section where the approach run guide line is located is the cross section where the approach run corner and the central axis are located. After "correctly placing the ball", when the user stands directly to the side of the "cross section where the approach run guide line is located" corresponding to the approach run angle to be practiced, the approach run guide line will appear as a "straight line" in the user's vision and can be used to indicate the direction, thereby improving the user's recognition of the approach run direction and helping to improve the training efficiency and training effect of the user's approach run direction practice.

[0010] In some embodiments of this application, the marking area further includes penalty kick guidance markings. These markings include a first penalty kick corner, a second penalty kick corner, a third penalty kick corner, and a fourth penalty kick corner, respectively used to instruct the user to aim at the four corners of the goal when taking a penalty kick.

[0011] In the above embodiments, the set ball includes a penalty kick taken from the penalty kick spot in front of the goal. The relative positions of the first, second, third, and fourth penalty kick corners relative to the center of the ball can correspond to the four corners of the goal, thereby enabling users to repeatedly practice the action of kicking the penalty kick towards the corner of the goal, improving training efficiency and training effect.

[0012] In some embodiments of this application, the area formed by sequentially connecting the first corner point, the second corner point, the fourth corner point, and the third corner point is the range of the striking point within the goal area that the user aims at when taking a penalty kick.

[0013] In the above embodiments, after connecting the first corner point, the second corner point, the fourth corner point, and the third corner point, the area within the range of the four points corresponds to the range of the goal, thereby enabling users to repeatedly practice the action of kicking a penalty kick towards the position within the goal range, improving training efficiency and training effect.

[0014] In some embodiments of this application, the striking point group further includes a first sidespin point. The first sidespin point is spaced apart from one of the plurality of striking reference points in a direction perpendicular to the cross-section where the ball guide line is located.

[0015] In the above embodiments, when kicking a stationary ball, the user applies a force passing through the center of the ball to the side of the target striking position, thereby kicking a side-spin ball. After "correctly setting the ball," if the horizontal centerline section is considered as the "equator" of the ball, then the first side-spin point and the corresponding striking reference point are located at a similar "latitude." Therefore, after "correctly setting the ball," the first side-spin point is located to the side of the corresponding striking reference point. When the user kicks the ball towards the first side-spin point, they can kick a side-spin ball with the same direction of play as the corresponding striking reference point. This allows the user to repeatedly practice side-spin balls, improving training efficiency and effectiveness.

[0016] In some embodiments of this application, the hitting point group further includes a topspin point. The topspin point is spaced apart from the hitting reference point. The topspin point is located on the cross section where the multiple hitting reference points are located. When both the cross section containing the ball guide line and the cross section containing the ball guide line are perpendicular to the ground, the topspin point is located below one of the multiple hitting reference points.

[0017] In the above embodiments, when kicking a stationary ball, the user applies a force passing above the center of the ball below the target height's striking position to generate topspin. After "correct ball placement," the topspin point is located below the corresponding striking reference point. When the user kicks the ball towards the topspin point, they can generate a topspin ball with the same direction of release as the corresponding striking reference point. This allows the user to repeatedly practice topspin, improving training efficiency and effectiveness.

[0018] In some embodiments of this application, the striking point group further includes a second sidespin point. The second sidespin point and the topspin point are distributed alternately in a direction perpendicular to the cross-section where the ball guide line is located.

[0019] In the above embodiments, when kicking a stationary ball, the user applies a force passing through the center of the ball to the side of the target hitting position, thereby kicking a side-spin ball. After "correctly setting the ball," if the horizontal center line section is considered as the "equator" of the ball, then the second side-spin point and the corresponding topspin point are located at a similar "latitude." Therefore, after "correctly setting the ball," the second side-spin point is located to the side of the corresponding topspin point. When the user kicks the ball towards the second side-spin point, they can kick a side-topspin ball corresponding to the topspin point. This allows the user to repeatedly practice side-spin balls, improving training efficiency and effectiveness.

[0020] In some embodiments of this application, the marking area further includes a drawing guide mark. The drawing guide mark includes a drawing line and a drawing base point. When both the cross-section of the ball guide line and the cross-section of the ball return line are perpendicular to the ground, the cross-section of the drawing line is perpendicular to the ground. The drawing base point is located at the intersection of the drawing line and the horizontal center line.

[0021] In the above embodiments, after "correctly placing the ball", the cross section where the ball-drawing aid line is located is also perpendicular to the ground. The ball-drawing aid line can also be presented as a "straight line" in the user's vision to guide the set target ball-drawing direction. By taking the ball-drawing aid line and the intersection point of the ball-drawing aid line and the horizontal center line cross section, that is, the ball-drawing base point, as a reference, the user can draw points or lines in the vicinity as new ball-drawing points as needed to test new ball-drawing effects.

[0022] In some embodiments of this application, the central axis is defined as the intersection of the cross-section where the ball launch guide line is located and the cross-section where the ball launch line is located. The marked area also includes a first ball launch point and a second ball launch point. The first ball launch point and the second ball launch point are located at opposite ends of the central axis.

[0023] In the above embodiments, after "correctly placing the ball," one of the first and second ball-swing points should be located at the top of the ball, and the other should be located at the bottom of the ball. Users can use the relative positions of the first and second ball-swing points to the ground to assist in adjusting the ball's placement posture, thereby improving the accuracy and efficiency of ball placement and enhancing training efficiency.

[0024] In some embodiments of this application, the marking area is applied to the sphere by spraying pigment, affixing a sticker to the sphere, or printing onto the sphere.

[0025] In the above embodiments, the methods of pigment spraying, sticker application, and printing can improve the speed and accuracy of setting the marking area on the ball, thereby increasing the production efficiency of soccer balls.

[0026] One embodiment of this application provides a training component. The training component includes a supporting foot marker and a soccer ball as described in any of the preceding embodiments. The supporting foot marker includes a lateral positioning section, a first marking portion, and a second marking portion. The lateral positioning section is perpendicular to the cross-section containing the ball-launching guide line during use. The second marking portion is located at the end of the lateral positioning section. The first marking portion is disposed on the lateral positioning section and can move freely on the lateral positioning section to adjust the distance between the first marking portion and the second marking portion, thereby guiding the user's supporting foot to a preset landing point on the ground, thus establishing the positional relationship between the supporting foot and the soccer ball.

[0027] In the above embodiment, the supporting foot marker is first placed approximately next to the penalty spot on the ground, with the lateral positioning segment perpendicular to the ball's trajectory and maintained thereafter. After "correctly positioning the ball," the ball is moved left or right to adjust the distance between the cross-section of the ball's trajectory guide line and the second marker to the length of the ball's radius and maintain thereafter. Then, the first marker is slid across the lateral positioning segment to adjust the lateral distance between the first marker and the cross-section of the ball's trajectory guide line, as well as the lateral distance between the second marker and the first marker. Finally, the ball is moved forward or backward across the cross-section of the ball's trajectory guide line to determine the position of the lateral positioning segment relative to the impact point group on the ground. This adjusts the positional relationship between the supporting foot's landing point and the actual impact point, providing guidance for the user's "correct stance," facilitating repeated practice of the supporting foot's position and improving training effectiveness.

[0028] In some embodiments of this application, the support foot marker further includes a length reference segment. The length reference segment is connected to the lateral positioning segment and is positioned at the location of the second marking portion. The length of the length reference segment serves as a dimensional reference when adjusting the distance between the first and second marking portions.

[0029] In the above embodiments, the length reference segment is bent to be parallel to and overlap with the lateral positioning segment. The position of the first mark is adjusted by sliding the first mark relative to the second mark or the actual hitting point, which can quickly adjust the position of the first mark relative to the second mark or the actual hitting point, thereby improving training efficiency. Attached Figure Description

[0030] To more clearly illustrate the technical solutions of the embodiments of this application, the accompanying drawings in the embodiments will be briefly described below. It should be understood that the following drawings only show some embodiments of this application and should not be regarded as a limitation on the scope.

[0031] Figure 1 A frontal view of a football provided in an embodiment of this application;

[0032] Figure 2 for Figure 1 A top-down view of a Chinese football;

[0033] Figure 3 for Figure 1 A frontal view illustration of another form of Chinese football;

[0034] Figure 4 for Figure 1 A diagram showing the rear view of a Chinese football.

[0035] Figure 5 for Figure 1 A reference diagram illustrating the flight direction of the Chinese soccer ball;

[0036] Figure 6This is a schematic diagram of the structure of the training component and user interaction provided in an embodiment of this application.

[0037] Explanation of key component symbols:

[0038] Football 100

[0039] Sphere 1

[0040] Identification Area 2

[0041] Ball guide line 21

[0042] 22-inch ball string

[0043] Horizontal midline section 231

[0044] Central axis 232

[0045] 24-point group of hitting points

[0046] The reference points for hitting the ball are 241, 241a, 241b, and 241c.

[0047] Topspin point 242

[0048] First lateral spin point 243

[0049] Second lateral spin point 244

[0050] Run-up guidance sign 25

[0051] Approach corners 251, 251a, 251b

[0052] Approach route 251A

[0053] Run-up guide line 252

[0054] Penalty kick sign 26

[0055] First penalty kick corner point 261

[0056] Second point corner 262

[0057] Third point corner 263

[0058] Fourth point corner point 264

[0059] First imitation door line 265

[0060] Second imitation door line 266

[0061] Third imitation door line 267

[0062] Fourth imitation door line 268

[0063] Assistance in drawing guidance sign 27

[0064] Hitting line 271

[0065] Assist drawing the base point of the ball 272

[0066] First pendulum point 281

[0067] Second pendulum point 282

[0068] Training Components 200

[0069] Support foot marker 210

[0070] Length reference segment 2101

[0071] Lateral positioning section 2102

[0072] First marking section 2103

[0073] Second marking section 2104

[0074] User 1000

[0075] 1001st foot that touched the ball

[0076] Support foot 1002 Detailed Implementation

[0077] The technical solutions of the embodiments of this application will be described below with reference to the accompanying drawings. Obviously, the described embodiments are only some embodiments of this application, and not all embodiments.

[0078] Unless otherwise defined, all technical and scientific terms used herein have the same meaning as commonly understood by one of ordinary skill in the art. The terminology used in this specification is for the purpose of describing particular embodiments only and is not intended to be limiting of the application.

[0079] In the description of this application, it should be noted that the terms "upper", "lower", "left", "right", etc., indicate the orientation or positional relationship based on the orientation or positional relationship shown in the accompanying drawings. They are only for the convenience of describing this application and simplifying the description, and do not indicate or imply that the device or element referred to must have a specific orientation, or be constructed and operated in a specific orientation. Therefore, they should not be construed as limitations on this application.

[0080] The term “and / or” includes any and all combinations of one or more of the related listed items.

[0081] The terms “first,” “second,” “third,” etc., are used for descriptive purposes only and should not be interpreted as indicating or implying relative importance.

[0082] In addition, the symbol "-" should be understood to include its endpoint value.

[0083] Embodiments of this application provide a soccer ball, a training component, and a training device. The soccer ball has a sphere and marking areas on its surface. Each marking area includes a ball guide line, a ball return line, and a set of striking points, each disposed on the surface of the sphere. The ball guide line and the ball return line are located at different cross-sections. Each cross-section passes through the center of the sphere. The set of striking points includes multiple spaced-apart striking reference points. The cross-section along the distribution path of the multiple striking reference points coincides with the cross-section along the ball guide line. The horizontal centerline cross-section is defined as the cross-section passing through the center of the sphere. When both the cross-section along the ball guide line and the cross-section along the ball return line are perpendicular to the ground, the horizontal centerline cross-section is parallel to the ground, and the multiple striking reference points are distributed downwards from the horizontal centerline cross-section.

[0084] All points on the sphere are calculated and located using tools such as "spherical coordinate system", "latitude and longitude coordinate system", and "arc length".

[0085] The ball launch guide line, ball swing line, approach run guide line, and striking reference point distribution path are circular lines formed by the intersection of a cross-section passing through the center of the ball and the surface of the ball. After the user rotates relative to the ball and stands directly to the side of these cross-sections (i.e., one eye is in front of the cross-section, the other eye is behind the cross-section, and the nose passes through the cross-section), the lines of the relevant cross-sections within the visually marked area will overlap and appear as a straight line. Based on the angle between the ball launch guide line and the ball swing line relative to the ground, after the user rotates the ball in place, when the cross-section of the ball launch guide line is perpendicular to the ground, the ball launch guide line appears "perpendicular" to the ground to the user; when the cross-section of the ball swing line is perpendicular to the ground, the ball swing line appears "perpendicular" to the ground to the user. Furthermore, when the user stands directly to the side of the cross-section of the ball launch guide line that is "perpendicular" to the ground, the ball launch guide line appears as a "straight line" to the user and can be used to indicate direction. Therefore, by placing the ball so that the cross-sections containing the ball-launching guide line and the ball-setting line are perpendicular to the ground, and the ball-launching guide line is aligned with the preset target direction, the position of the marked area on the ball relative to the ground and the launch target can be determined, thus achieving "correct ball placement," improving ball placement efficiency, and consequently improving training efficiency. Multiple striking reference points are located on the cross-section containing the ball-launching guide line. By aligning the "straight line" presented by the ball-launching guide line with the preset target direction, the user can be guided to determine the ball's flight direction when striking through the striking reference points. After correct ball placement, the striking reference points are distributed downwards from the horizontal center line cross-section. When the user kicks the ball at the positions indicated by each striking reference point, causing the ball to fly in the direction indicated by the ball-launching guide line, the further away from the horizontal center line cross-section (i.e., the lower the striking reference point), the higher the ball's flight angle will be. This allows the user to practice by kicking the ball towards the corresponding striking reference point according to the required angle for the desired ball height. When users practice set-piece training using the soccer ball provided by this application, the ball can be quickly positioned and aimed at the target using the ball guide line and placement line, thus quickly achieving "correct ball placement." This ensures that the positions of each striking reference point relative to the ground, the ball, and the preset striking target are correctly fixed. After a proper run-up and strike, the ball's flight direction and trajectory will also be consistent and fixed. Users can judge whether their entire striking motion accurately and effectively hit the desired striking point on the ball based on the ball's release effect. This allows for further adjustment and refinement of various elements in the motion, such as the run-up angle and trajectory, the landing of the supporting foot, the striking posture, and the follow-through. After effective testing and familiarization with the motion, it can form a habit and muscle memory. This allows users to consistently achieve the specific striking effect during training even when using a soccer ball without marked areas, applying the details and techniques of the mastered motion. Therefore, practicing with a soccer ball with the aforementioned marked areas can improve the efficiency and effectiveness of set-piece training.

[0086] In mathematical terms, a sphere is a spatial geometric solid formed by rotating a semicircle around its diameter. A sphere is a solid figure with continuous curved surfaces, and the geometric solid enclosed by the surface of a sphere is called a sphere. The soccer ball in this application belongs to the category of spheres as defined herein.

[0087] The following detailed description of some embodiments of this application is provided in conjunction with the accompanying drawings. Unless otherwise specified, the following embodiments and features can be combined with each other.

[0088] See Figure 1 One embodiment of this application provides a football 100 for user 1000 (in combination with...) Figure 6 (As shown) is used when training for stationary balls. User 1000 trains for stationary balls by using the soccer ball 100 of this application to control the flight trajectory of the ball 1 when kicking the stationary ball. In some embodiments, the ball 1 includes an inner bladder (not shown) and an outer skin covering the inner bladder, both the outer skin and the inner bladder being spherical and having their centers coincide.

[0089] See Figure 1 and Figure 2 In some embodiments, the soccer ball 100 has a ball 1 and a marking area 2 disposed on the surface of the ball 1. The marking area 2 includes a ball guide line 21, a ball setting line 22, and a striking point group 24, each disposed on the surface of the ball 1. It is understood that in some embodiments, the marking area 2 is disposed on the surface of the outer skin.

[0090] The soccer ball 100 has a ball 1 and a marking area 2 on the surface of the ball 1. The marking area 2 includes a ball guide line 21, a ball placement line 22 and a striking point group 24, each respectively set on the surface of the ball 1.

[0091] The ball guide line 21 and the ball-spinning line 22 are located at different cross-sections. Each cross-section passes through the center of the ball 1. The hitting point group 24 includes multiple spaced-apart hitting reference points 241. The cross-sections along the distribution paths of the multiple hitting reference points 241 coincide with the cross-section of the ball guide line 21. The horizontal centerline cross-section 231 is defined as the cross-section passing through the center of the ball 1. The centerline 232 is defined as the intersection of the cross-section of the ball guide line 21 and the cross-section of the ball-spinning line 22.

[0092] When the cross section where the ball guide line 21 is located and the cross section where the ball swing line 22 is located are both perpendicular to the ground, the horizontal center line cross section 231 is parallel to the ground, the central axis 232 is perpendicular to the ground, and multiple ball hitting reference points 241 are distributed downward from the horizontal center line cross section 231.

[0093] The distribution paths of the ball guide line 21, the ball swing line 22, and the hitting reference point 241 are all circumference lines formed by the intersection of the cross section passing through the center of the ball 1 and the spherical surface of the ball 1. After the user 1000 rotates relative to the ball 1, these lines in the marked area 2 can visually overlap and appear as a straight line. Based on the angle relationship between the ball guide line 21 and the ball swing line 22 relative to the ground, after the user 1000 rotates the ball 1 in place to adjust the contact point of the ball 1 on the ground, when the cross section of the ball guide line 21 is perpendicular to the ground, the ball guide line 21 can appear "perpendicular" to the ground in the user 1000's vision; when the cross section of the ball swing line 22 is perpendicular to the ground, the ball swing line 22 can appear "perpendicular" to the ground in the user 1000's vision. Furthermore, when user 1000 stands directly to the side of the cross section where the ball guide line 21 is located, the ball guide line 21 appears as a "straight line" to user 1000 and can be used to indicate direction. Multiple hitting reference points 241 are all located on the cross section where the ball guide line 21 is located. By aligning the "straight line" presented by the ball guide line 21 with the direction of the preset target, it can be used to guide the flight direction of the ball 1 when user 1000 hits the ball through the hitting reference point 241.

[0094] Therefore, by placing the ball 1 such that the cross-sections of the ball release guide line 21 and the ball placement line 22 are both perpendicular to the ground, and the ball release guide line 21 is aligned with the preset target direction, the position of the marked area 2 on the ball 1 relative to the ground can be located, thus completing the "correct ball placement," improving ball placement efficiency, and thereby improving training efficiency. Therefore, the steps for "correct ball placement" are: 1. Make the ball release guide line 21 "perpendicular" to the ground; 2. Make the ball placement line 22 "perpendicular" to the ground; 3. Rotate the soccer ball in place, aligning the ball release guide line 21 with the preset target direction.

[0095] After the ball is correctly positioned, each striking reference point 241 is distributed downwards from the horizontal center line section 231. When the user 1000 kicks the ball at the position indicated by each striking reference point 241, the ball 1 flies out in the direction indicated by the ball release guide line 21. The farther away from the horizontal center line section 231, that is, the lower the striking reference point 241, the higher the flight angle of the ball 1 (the angle between the ball release line and the ground) will be. Thus, the user can kick the ball towards the corresponding striking reference point 241 according to the angle required for the ball release height to be practiced.

[0096] When user 1000 uses the soccer ball 100 of this application for set-piece training, the ball can be quickly positioned and aimed at the target using the ball guide line 21 and the ball placement line 22, thus quickly completing the "correct ball placement". This ensures that the positions of each striking reference point 241 relative to the ground, the ball 1, and the preset striking target are correctly fixed. After a correct run-up and strike, the flight direction and trajectory of the ball 1 will also be the same and fixed. User 1000 can judge whether the desired striking point on the ball 1 was accurately and effectively hit based on the ball release effect after the strike. This allows for further improvement and refinement of various elements in the action, such as the run-up angle and line, the landing of the supporting foot 1002, the striking posture, and the follow-through. After becoming familiar with the effective action, user 1000 can form action habits and muscle memory, thus enabling the application of the above-mentioned mastered action details and techniques when kicking the soccer ball 100, which does not have a marked area 2, to consistently achieve the specific striking effect during training. Therefore, using a soccer ball 100 with the aforementioned marked area 2 can improve the efficiency and effectiveness of set piece training.

[0097] See Figure 1 and Figure 2 In some embodiments, the two ends of the ball-launching guide line 21 form an angle of 90° with respect to the center of the sphere 1. The two ends of the pendulum line 22 also form an angle of 90° with respect to the center of the sphere 1. One end of the ball-launching guide line 21 is connected to one end of the pendulum line 22 and to one end of the central axis 232. The other ends of both the ball-launching guide line 21 and the pendulum line 22 are located at the horizontal centerline section 231. It can be understood that in some embodiments, the section containing the ball-launching guide line 21 and the section containing the pendulum line 22 are perpendicular to each other.

[0098] In some embodiments, the ball guide line 21 can be a continuously extending line, or a discontinuous line such as a dashed line, a dotted line, or a double-dash line. The ball placement line 22 can be a continuously extending line, or a discontinuous line such as a dashed line, a dotted line, or a double-dash line. The hitting reference point 241 includes, but is not limited to, the intersection of two lines, a circular point, an elliptical point, a triangular point, a square point, and more polygonal points; it can be a solid point or a hollow point.

[0099] See Figure 1 and Figure 5In some embodiments, the angle between two adjacent striking reference points 241 and the center of the ball 1 represents the angle between the trajectories of the ball 1 when it is struck by the two striking reference points 241. As an exemplary example, striking reference point 241a located at the horizontal centerline section 231 is used for practicing ground-hugging positioning balls, striking reference point 241b is used for practicing positioning balls with a flight elevation angle of 8.4°, and striking reference point 241c is used for practicing positioning balls with a flight elevation angle α of 14.7°. When the ball 1 is a standard size 5 ball with a circumference of 69cm, the arc length between striking reference point 241b and striking reference point 241a is 1.61cm, and the arc length between striking reference point 241c and striking reference point 241a is approximately 2.82cm.

[0100] See Figure 1 In some embodiments, the striking point group 24 further includes a topspin point 242. The topspin point 242 is spaced apart from the striking reference point 241. The topspin point 242 is located on the cross section where the plurality of striking reference points 241 are located. When the cross section where the ball guide line 21 is located and the cross section where the ball guide line 22 is located are both perpendicular to the ground, the topspin point 242 is located below one of the plurality of striking reference points 241.

[0101] When user 1000 kicks a stationary ball, by applying a force below the target height's striking point but above the center of the ball instead of passing through it, the user kicks a ball with the same angle as the "target height's striking point" but with topspin. After "correctly positioning the ball," the topspin point 242 is located below the corresponding striking reference point 241. When user 1000 kicks the ball towards the topspin point 242, the user can produce a topspin ball corresponding to the striking reference point 241. This allows user 1000 to repeatedly practice topspin, improving training efficiency and effectiveness.

[0102] In some embodiments, there are multiple topspin points 242. Each topspin point 242 is located on the side of a hitting reference point 241 away from the ball guide line 21.

[0103] In some embodiments, the spiral point 242 includes, but is not limited to, a point where two lines intersect, a circular point, an elliptical point, a triangular point, a square point, a polygonal point, or an irregular point, which can be a solid point or a hollow point.

[0104] See Figure 1 In some embodiments, the striking point group 24 further includes a first sidespin point 243 and a second sidespin point 244. In a direction perpendicular to the cross-section of the ball guide line 21, the first sidespin point 243 is spaced apart from one of the plurality of striking reference points 241. In a direction perpendicular to the cross-section of the ball guide line 21, the second sidespin point 244 is spaced apart from the topspin point 242.

[0105] When User 1000 kicks a stationary ball, by applying a force to the side of the ball's center instead of the center of the ball at the side of the target hitting position, the user kicks a ball with the same angle as the "target height hitting point" but with sidespin. After "correctly placing the ball", if the horizontal centerline section 231 is regarded as the "equator" of the ball 1, then the first side spin point 243 and the corresponding hitting reference point 241 are located at a similar "latitude" position, and the second side spin point 244 and the corresponding topspin point 242 are located at a similar "latitude" position. After "correctly placing the ball", the first side spin point 243 is located to the side of the corresponding hitting reference point 241, and the second side spin point 244 is located to the side of the corresponding topspin point 242. When user 1000 kicks the ball towards the first side spin point 243, he can kick a side spin ball corresponding to the hitting reference point 241. When user 1000 kicks the ball towards the second side spin point 244, he can kick a "side topspin ball" corresponding to the topspin point 242. This allows user 1000 to practice side spin repeatedly, improving training efficiency and training effect.

[0106] See Figure 1 In some embodiments, the distance between the first sidespin point 243 and the horizontal center line section 231 is equal to the distance between the corresponding hitting reference point 241 and the horizontal center line section 231. The distance between the second sidespin point 244 and the horizontal center line section 231 is equal to the distance between the corresponding topspin point 242 and the horizontal center line section 231. In other embodiments, the deviation between the angle between the first sidespin point 243 and the horizontal center line section 231 relative to the center of the ball 1 and the angle between the corresponding hitting reference point 241 and the horizontal center line section 231 relative to the center of the ball 1 is within 5°; the deviation between the angle between the second sidespin point 244 and the horizontal center line section 231 relative to the center of the ball 1 and the angle between the corresponding topspin point 242 and the horizontal center line section 231 relative to the center of the ball 1 is within 5°.

[0107] See Figure 1 It is understood that in some embodiments, after “correctly placing the ball”, a first side spin point 243 is provided on the left and right sides of the ball hitting reference point 241, and a second side spin point 244 is provided on the left and right sides of the topspin point 242, so that the user 1000 can practice side spin by running up from the left or right side and touching the ball with the left or right foot.

[0108] In some embodiments, there are multiple first sidespin points 243. Every two first sidespin points 243 are located on opposite sides of a striking reference point 241 in a cross-sectional direction perpendicular to the ball guide line 21. In some embodiments, there are multiple second sidespin points 244. Every two second sidespin points 244 are located on opposite sides of a topspin point 242 in a cross-sectional direction perpendicular to the ball guide line 21.

[0109] In some embodiments, the first lateral rotation point 243 includes, but is not limited to, a point where two lines intersect, a circular point, an elliptical point, a triangular point, a square point, a polygonal point, or an irregularly shaped point; it can be a solid point or a hollow point. The second lateral rotation point 244 includes, but is not limited to, a point where two lines intersect, a circular point, an elliptical point, a triangular point, a square point, a polygonal point, or an irregularly shaped point; it can be a solid point or a hollow point.

[0110] See Figure 1 and Figure 2 In some embodiments, the marking area 2 further includes run-up guidance markings 25. The run-up guidance markings 25 include multiple run-up corner points 251. The angle between the cross-section containing different run-up corner points 251 and the central axis 232 and the cross-section containing the ball release guide line 21 is different. Each cross-section containing each run-up corner point 251 and the central axis 232 is referred to as the "run-up cross-section".

[0111] When User 1000 kicks a set ball, the direction of their approach run relative to the ball 100 will affect the direction of the force exerted by their kicking foot 1001. Each "approach run section" forms an angle with the section containing the ball release guide line 21, which can be used to indicate the approach run angle of User 1000. After "correctly placing the ball," when User 1000 stands directly to the side of the "approach run section" (i.e., one eye is in front of the section, the other eye is behind the section, and the nose passes through the section), the "approach run section" can be visually presented as a "straight line," which can be used to indicate the approach run angle of User 1000 relative to the ball release direction. This facilitates repeated practice of different approach run directions by User 1000, improving training efficiency and effectiveness.

[0112] See Figure 1 and Figure 2 In some embodiments, the approach run guidance mark 2 further includes multiple approach run guidance lines 252. Each approach run corner point 251 is located on one approach run guidance line 252. When the cross section where the ball release guide line 21 is located and the cross section where the ball swing line 22 is located are both perpendicular to the ground, the cross section where each approach run guidance line 252 is located is also perpendicular to the ground. The cross section where each approach run guidance line 252 is located is the "approach run cross section" of the corresponding approach run corner point 251.

[0113] The section where the approach guide line 252 is located is the "approach section" where the corresponding approach corner point 251 and the central axis 232 are located. After "correctly placing the ball", when user 1000 stands directly to the side of the "approach section" where the corresponding approach corner point 251 is located, the approach guide line 252 can be presented as a "straight line" in the visual perception of user 1000 and can be used to indicate the angle between the approach and the ball release direction, thereby improving user 1000's recognition of the approach direction and helping to improve user 1000's training efficiency and training effect in approach direction practice.

[0114] See Figure 1 and Figure 2 In some embodiments, multiple approach angle points 251 may be all located on the horizontal center line section 231. The multiple approach angle points 251 may be located within a 90° range relative to the center of the ball 1 on one side of the hitting reference point 241 located on the horizontal center line section 231, or within a 90° range relative to the center of the ball 1 on the other side of the hitting reference point 241 located on the horizontal center line section 231, or multiple approach angle points 251 may be provided on both sides of the hitting reference point 241 located on the horizontal center line section 231.

[0115] As an example, both approach angle points 251a and 251b are located at the horizontal centerline section 231. The angle between approach angle point 251a and the hitting reference point 241 located at the horizontal centerline section 231 and the center of the ball 1 is 45°. The angle between approach angle point 251b and the hitting reference point 241 located at the horizontal centerline section 231 and the center of the ball 1 is 45°. Approach angle point 251a is used to indicate the approach angle direction of 45° on the left, and approach angle point 251b is used to indicate the approach angle direction of 45° on the right. Other approach angle points 251 can be used to indicate approach angle directions of 30°, 60°, 70°, etc.

[0116] In some embodiments, the running corner point 251 includes, but is not limited to, a point where two lines intersect, a circular point, an elliptical point, a triangular point, a square point, a polygonal point, or an irregular point, which may be a solid point or a hollow point.

[0117] See Figure 1 and Figure 2 In some embodiments, one end of each run-up guide line 252 is connected to the run-up corner point 251, and the other end of each run-up guide line 252 is connected to one end of the ball release guide line 21 and one end of the ball swing line 22.

[0118] In some embodiments, the running guide line 252 can be a continuously extending line, or it can be a non-continuously extending line such as a dashed line, a dotted line, or a double-dotted line.

[0119] In other embodiments, the approach guide line 252 is omitted at the location of the approach corner point 251 used by the left-footed player, reducing the difficulty for the user 1000 to identify the marked area 2 when using the football 100. At the same time, the approach corner point 251 is retained so that the user 1000 can draw the approach guide line 252 as needed.

[0120] See Figure 3In some embodiments, the marking area 2 further includes penalty kick guidance markings 26. Penalty kick guidance markings 26 include a first penalty kick corner mark 261, a second penalty kick corner mark 262, a third penalty kick corner mark 263, and a fourth penalty kick corner mark 264, which are used to instruct the user to aim at the four corners of the goal when taking a penalty kick.

[0121] A set piece includes a penalty kick taken from the penalty spot in front of the goal. The relative positions of the first penalty corner point 261, the second penalty corner point 262, the third penalty corner point 263, and the fourth penalty corner point 264 relative to the center of the ball 1 can correspond to the four corners of the goal, thereby enabling users to repeatedly practice the action of kicking the penalty kick towards the corner of the goal 1000 times, improving training efficiency and training effect.

[0122] See Figure 3 In some embodiments, the first corner point 261 and the second corner point 262 are located at the horizontal centerline section 231. The first corner point 261 and the second corner point 262 are spaced apart. In use, the ball guide line 21 is aligned with the center of the goal, and the distance between the first corner point 261 and the ball guide line 21 is equal to the distance between the second corner point 262 and the ball guide line 21. The angle between the first corner point 261 and the second corner point 262 relative to the center of the ball 1 is 35-39°. The section containing the third corner point 263, the first corner point 261, and the center of the ball 1 is perpendicular to the horizontal centerline section 231. The angle between the third corner point 263 and the first corner point 261 relative to the center of the ball 1 is 10.4-12.4°. The cross-section containing the fourth corner point 264, the second corner point 262, and the center of sphere 1 is perpendicular to the horizontal midline cross-section 231. The angle between the fourth corner point 264 and the second corner point 262 relative to the center of sphere 1 is 10.4-12.4°. When the cross-section containing the ball-launching guide line 21 and the cross-section containing the pendulum line 22 are both perpendicular to the ground, the third corner point 263 and the fourth corner point 264 are both located below the horizontal midline cross-section 231.

[0123] Based on the distance between the penalty spot and the goal (usually 12 yards, approximately 10.97m), the size of the goal (usually 8 yards wide, approximately 7.32m, and 8 feet high, approximately 2.44m), and the size of ball 1 (taking a size 5 ball as an example, with a diameter of approximately 22cm), it can be calculated that after "correct ball placement," the angle between the lower left and lower right corners of the goal relative to the penalty spot is approximately 36.9°, the angle between the upper left corner of the goal relative to the horizontal center line section 231 is approximately 11.4°, and the angle between the upper right corner of the goal relative to the horizontal center line section 231 is approximately 11.4°. Therefore, the relative positions of the first corner point 261, the second corner point 262, the third corner point 263, and the fourth corner point 264 relative to the center of ball 1 can roughly correspond to the four corners of the goal, allowing users to repeatedly practice kicking the ball towards the corners of the goal 1000 times, improving training efficiency and effectiveness.

[0124] See Figure 3 In some embodiments, after "correctly placing the ball", when the first ball corner point 261 is located at the ball reference point 241 set at the horizontal center line section 231 of the ball 1, the first ball corner point 261 corresponds to the lower right corner of the goal, the second ball corner point 262 corresponds to the lower left corner of the goal, the third ball corner point 263 corresponds to the upper right corner of the goal, and the fourth ball corner point 264 corresponds to the upper left corner of the goal.

[0125] As an example, the angles between the first spherical corner point 261 and the second spherical corner point 262 relative to the center of sphere 1 are 35°, 36°, 36.9°, 37°, 37.5°, 38°, 38.5°, 39°, etc.; the angles between the third spherical corner point 263 and the first spherical corner point 261 relative to the center of sphere 1 are 10.4°, 11°, 11.4°, 12°, 12.4°, etc.; and the angles between the fourth spherical corner point 264 and the second spherical corner point 262 relative to the center of sphere 1 are 10.4°, 11°, 11.4°, 12°, 12.4°, etc.

[0126] See Figure 3 In some embodiments, the area formed by sequentially connecting the first penalty corner point 261, the second penalty corner point 262, the fourth penalty corner point 264, and the third penalty corner point 263 is the range of the striking contact point within the goal area that the user 1000 is aiming at when taking a penalty kick.

[0127] After connecting the first corner point 261, the second corner point 262, the fourth corner point 264, and the third corner point 263, the area within the range of the four points corresponds to the range of the goal. This allows users to repeatedly practice the action of kicking a penalty kick towards the position within the range of the goal, thereby improving training efficiency and training effect.

[0128] The penalty kick guidance markings 26 also include a first imitation goal line 265, a second imitation goal line 266, a third imitation goal line 267, and a fourth imitation goal line 268. The first imitation goal line 265 connects to the first penalty kick corner 261 and the third penalty kick corner 263, respectively. The cross-section of the first imitation goal line 265 coincides with the cross-section of the first penalty kick corner 261 and the central axis 232. The second imitation goal line 266 connects to the second penalty kick corner 262 and the fourth penalty kick corner 264, respectively. The cross-section of the second imitation goal line 266 coincides with the cross-section of the second penalty kick corner 262 and the central axis 232. The third imitation goal line 267 connects to the third penalty kick corner 263 and the fourth penalty kick corner 264, respectively. The fourth imitation goal line 268 connects to the first penalty kick corner 261 and the second penalty kick corner 262, respectively.

[0129] The section where the fourth imitation door line 268 is located coincides with the horizontal centerline section 231.

[0130] See Figure 1 and Figure 3 In some embodiments, multiple sets of ball guide lines 21, ball placement lines 22, and run-up guide signs 25 are provided, with the striking point group 24 associated with one set of positions and the penalty kick guide sign 26 associated with another set of positions. In other embodiments, the striking point group 24 and the penalty kick guide sign 26 may be associated with the positions of the same set of ball guide lines 21, ball placement lines 22, and run-up guide signs 25.

[0131] In some embodiments, the first spherical corner point 261, the second spherical corner point 262, the third spherical corner point 263, and the fourth spherical corner point 264 are, but are not limited to, intersections of two lines, circular points, elliptical points, triangular points, square points, polygonal points, or irregularly shaped points; they can be solid points or hollow points. The first imitation door line 265, the second imitation door line 266, the third imitation door line 267, and the fourth imitation door line 268 can be continuously extending lines, or they can be non-continuously extending lines such as dashed lines, dotted lines, or double-dash lines.

[0132] See Figure 2 and Figure 4 In some embodiments, the marking area 2 further includes a drawing guide mark 27. The drawing guide mark 27 includes a hitting guide line 271. When the cross section of the ball guide line 21 and the cross section of the ball guide line 22 are both perpendicular to the ground, the cross section of the hitting guide line 271 is perpendicular to the ground.

[0133] After "correctly placing the ball," the cross-section of the ball-hitting aid line 271 is also perpendicular to the ground. The ball-hitting aid line 271 can also be presented as a "straight line" in the user's vision to guide the set target hitting direction. By using the ball-hitting aid line 271 and the intersection of the ball-hitting aid line 271 and the horizontal center line cross-section 231 (the center point of the hit) as a reference, the user can draw dots or lines in the vicinity as needed, such as the hitting point group 24, the approach run guidance mark 25, and the penalty kick guidance mark 26, etc., and use the ball-hitting aid line 271 with reference to the ball release guidance line 21 to test new hitting effects. This allows the user to adjust the training goals according to their actual needs, improving training efficiency and training effect.

[0134] In some embodiments, one end of the ball-assist line 271 is connected to one end of the ball-launching guide line 21. The cross-section of the ball-assist line 271 coincides with the cross-section of the ball-launching guide line 21.

[0135] See Figure 2 and Figure 4 In some embodiments, the assist drawing guide mark 27 also includes an assist drawing hitting base point 272. The assist drawing hitting base point 272 is located at the intersection of the hitting assist line 271 and the horizontal center line section 231. The assist drawing hitting base point 272 serves as a reference for the hitting reference point 241 located on the horizontal center line section 231.

[0136] In some embodiments, when the cross section where the ball guide line 21 is located and the cross section where the ball swing line 22 is located are both perpendicular to the ground, and the ball guide line 21 and the ball swing line 22 are both located above the horizontal center line cross section 231, the ball-hitting assist line 271 is located below the horizontal center line cross section 231.

[0137] In some embodiments, the ball-drawing line 271 can be a continuously extending line, or a non-continuously extending line such as a dashed line, a dotted line, or a double-dotted line. The ball-drawing base point 272 includes, but is not limited to, a point where two lines intersect, a circular point, an elliptical point, a triangular point, a square point, a polygonal point, or an irregularly shaped point, which can be a solid point or a hollow point.

[0138] See Figure 1 and Figure 2 In some embodiments, the marking area 2 further includes a first pendulum point 281 and a second pendulum point 282. The first pendulum point 281 and the second pendulum point 282 are located at opposite ends of the central axis 232.

[0139] After "correctly placing the ball," one of the first placement point 281 and the second placement point 282 should be located at the top of the ball 1, and the other should be located at the bottom of the ball 1. The user 1000 can use the relative positions of the first placement point 281 and the second placement point 282 to adjust the placement posture of the ball 1, thereby improving the accuracy and efficiency of the ball placement and improving training efficiency.

[0140] In some embodiments, the first pendulum point 281 includes, but is not limited to, a point where two lines intersect, a circular point, an elliptical point, a triangular point, a square point, a polygonal point, or an irregularly shaped point; it can be a solid point or a hollow point. The second pendulum point 282 includes, but is not limited to, a point where two lines intersect, a circular point, an elliptical point, a triangular point, a square point, a polygonal point, or an irregularly shaped point; it can be a solid point or a hollow point.

[0141] In some embodiments, the ball guide line 21, ball placement line 22, ball hitting reference point 241, topspin point 242, first sidespin point 243, second sidespin point 244, approach run guide mark 25, penalty kick guide mark 26, assist drawing guide mark 27, first ball placement point 281, and second ball placement point 282 can be set to the same color or to different colors respectively.

[0142] In some embodiments, the marking area 2 is applied to the sphere 1 by spraying pigment, affixing a sticker to the sphere 1, or printing onto the sphere 1.

[0143] The methods of pigment spraying, sticker application, and printing can improve the speed and accuracy of setting the marking area 2 on the ball 1, thereby increasing the production efficiency of the football 100.

[0144] See Figure 6 In some embodiments, the use of the soccer ball 100 includes placing the ball, running up to prepare, and striking the ball.

[0145] Ball placement: Using the ball launch guide line 21 and the ball placement line 22 as visual references, make the ball launch guide line 21 visually "perpendicular" to the ground, and make the ball placement line 22 visually "perpendicular" to the ground. Then rotate the ball 1 so that the ball launch guide line 21 is aligned with the set target position.

[0146] Approach preparation: Based on the approach angle to be practiced, select the corresponding approach angle point 251 or approach guide line 252, and move away from the sphere 1 to the set distance along the direction indicated by the approach angle point 251 or approach guide line 252. In the user's 1000 vision, the section where the approach angle point 251 and the central axis 232 are located, i.e., the approach section, is a "straight line" and forms an intersection line with the ground. In the user's 1000 vision, the approach guide line 252 is also a "straight line." Then, by shifting the body to the left or right, select a suitable route parallel to the "intersection line of the ground and the approach section" as the final approach route. For an illustrative example, see... Figure 2 The final approach run trajectory corresponding to approach angle 251a is approach run trajectory 251A. Figure 2 The approach run route 251A is parallel to the approach run section corresponding to the approach run corner point 251a.

[0147] Hitting the ball: Aim at one of the following points to be practiced: reference point 241, topspin point 242, first sidespin point 243, second sidespin point 244, and penalty kick indicator 26. Run towards the ball 1 and finally hit the target point on the ball 1 with the contact foot 1001.

[0148] In the relevant technology, when user 1000 practices stationary ball play, to form movement habits and muscle memory, the distance between the contact foot 1001 and the supporting foot 1002 at the moment of impact is basically fixed in order to form these habits. The contact foot 1001's contact point (e.g., at the metatarsal bone on the instep) relative to the ball 1 remains relatively fixed in each practice session. If the position of the supporting foot 1002 relative to the ball 1 changes during each practice session, user 1000's body posture must be forced to adjust accordingly to maintain the designated contact point of the contact foot 1001 and the designated contact point on the ball 1, resulting in distorted movements and an inability to naturally and powerfully contact the ball. This leads to poor ball quality and reduced training effectiveness. Therefore, it is necessary to maintain a fixed position of the supporting foot 1002 relative to the ball 1 in each practice session.

[0149] See Figure 6 One embodiment of this application provides a training component 200. The training component 200 includes a supporting foot marker 210 and a soccer ball 100 as described in any of the above embodiments.

[0150] The support foot marker 210 includes a lateral positioning section 2102, a first marking portion 2103, and a second marking portion 2104. The lateral positioning section 2102 is configured to deform under external force and is perpendicular to the cross section containing the ball guide line 21 during use. The second marking portion 2104 is located at the end of the lateral positioning section 2102. The first marking portion 2103 is disposed on the lateral positioning section 2102 and can slide freely on the lateral positioning section 2102 to adjust the distance between the first marking portion 2103 and the second marking portion 2104, thereby guiding the user 1000's support foot 1002 to a preset landing point on the ground, thus establishing the positional relationship between the support foot 1002 and the soccer ball 100.

[0151] A football 100 can be mathematically projected onto the ground in a circular shape (similar to the perspective of looking down at the football 100 from directly above). The orthographic projections of all points on the ball's surface (including the striking point) also lie at a fixed position within this circular orthographic projection of the sphere 1 on the ground. Furthermore, the positional relationships of the orthographic projections between all points on the ball's surface (such as the striking reference points 241b and 241a) are also fixed on the ground. See also... Figure 6 , Figure 6 The structures shown are illustrations of their respective orthographic projections.

[0152] The actual hitting point is located at a fixed height above the "orthographic projection of the hitting point" on the ground. Therefore, the positional relationship between the actual hitting point and its "orthographic projection" on the ground is fixed. By adjusting the two-dimensional positional relationship between the first marker 2103 on the ground (indicating the landing point of the support foot 1002) and the orthographic projection of the specific hitting point on the ground, the positional relationship between the landing point of the support foot 1002 and the actual hitting point can be adjusted.

[0153] First, place the supporting foot marker 210 approximately next to the penalty spot on the ground, ensuring the lateral positioning section 2102 is perpendicular to the ball's trajectory and maintain this position. After "correctly positioning the ball," move the ball left or right to adjust the distance between the cross-section of the ball's guide line 21 and the second marker 2104 of the supporting foot marker 210, setting it to the length of the ball's radius and maintaining this distance. Then, adjust the lateral distance of the first marker 2103 relative to the cross-section of the ball's guide line 21 by sliding it on the lateral positioning section 2102. Finally, by moving the ball 100 forward or backward about the cross-section of the ball's guide line 21 as its central axis, determine the position of the lateral positioning section 2102 relative to the impact point group 24 on the ground. This adjusts the positional relationship between the landing point of the supporting foot 1002 and the actual impact point, providing guidance for the user 1000's "correct stance" of the supporting foot 1002. This facilitates repeated practice of the supporting foot 1002's stance, improving training effectiveness.

[0154] As an example, the first marking part 2103 is used to indicate the standing position of the user 1000's supporting foot 1002, on the middle of the inner side of the sole or the inner side of the ankle.

[0155] See Figure 6 In some embodiments, the support foot marker 210 further includes a length reference segment 2101. The length reference segment 2101 is connected to the lateral positioning segment 2102 and is located at the position of the second marker 2104. The length of the length reference segment 2101 serves as a dimensional reference when adjusting the distance between the first marker 2103 and the second marker 2104, or as a reference for the vertical distance between the extension direction of the lateral positioning segment 2102 and the orthographic projection of the striking point group 24.

[0156] By bending the length reference segment 2101 to be parallel to and overlap with the lateral positioning segment 2102, and by sliding the first marker 2103 to adjust its position by referring to the length of the length reference segment 2101, the position of the first marker 2103 relative to the second marker 2104 or the actual hitting point can be quickly adjusted, thereby improving training efficiency.

[0157] See Figure 6 In some embodiments, the length reference segment 2101 is configured to deform in the presence of external forces and to be parallel to the plane containing the ball guide line 21 during use. When using the support foot marker 210, the length of the length reference segment 2101 can also be used as a reference for the vertical distance between the lateral positioning segment 2102 and the orthographic projection of the hitting point group 24 in the extension direction of the lateral positioning segment 2102, thereby positioning the relative position between the lateral positioning segment 2102 and the hitting point in the extension direction of the lateral positioning segment 2102.

[0158] In some embodiments, the length reference segment 2101 and the lateral positioning segment 2102 are bendable and deformable rope-like structures.

[0159] See Figure 6 In some embodiments, the length reference segment 2101 and the lateral positioning segment 2102 are integrally formed. The integrally formed length reference segment 2101 and lateral positioning segment 2102 are easy to carry and place, and make the connection between the length reference segment 2101 and the lateral positioning segment 2102 stable, reducing the possibility of separation by the user 1000 during training and improving service life.

[0160] In other embodiments, the length reference segment 2101 and the lateral positioning segment 2102 are separate structures, which can be formed by a single rope or by a combination of multiple ropes.

[0161] See Figure 6 In some embodiments, the length reference segment 2101 and the lateral positioning segment 2102 are knotted together.

[0162] The method of setting the length by tying a knot makes it easy to set the length of the reference segment 2101 (for example, set to the diameter of a standard 4-ball or a standard 5-ball), so as to adjust the position of the relative projection of the hitting point group 24 as needed.

[0163] See Figure 6 In some embodiments, the first marking portion 2103 is attached to the transverse positioning segment 2102 by another short rope in the form of a knot or similar arrangement. In other embodiments, the first marking portion 2103 can be formed by the transverse positioning segment 2102 itself being knotted.

[0164] As an illustrative example, when ball 1 is a standard size 5 ball with a circumference of 69cm, the perpendicular distance L1 between the extension of the lateral positioning segment 2102 and the orthographic projection of the striking point group 24 is ( Figure 6 The diagram shows that the vertical distance between the extension of the lateral positioning segment 2102 and the orthographic projection of the hitting reference point 241a is approximately 2.2 cm (approximately 10% of the diameter of the ball 1), and the distance L2 between the first marking part 2103 and the second marking part 2104 is approximately 15.4 cm (approximately 70% of the diameter of the ball 1). Therefore, the position of the first marking part 2103 can satisfy the following: the vertical distance L1 between the extension of the lateral positioning segment 2102 and the orthographic projection of the hitting point group 24 is approximately 2.2 cm; and the lateral distance between the first marking part 2103 and the orthographic projection of the hitting point group 24 is approximately 26.4 cm in the cross-sectional direction perpendicular to the ball guide line 21.

[0165] See Figure 6 In some embodiments, the training component 200 is used in the following ways: swaying the rope, swaying the ball, moving the ball, running up, landing the supporting foot, and striking the ball. Swaying the rope: First, place the supporting foot marker 210 approximately next to the free-throw line on the ground, then orient the lateral positioning segment 2102 and the length reference segment 2101. Position the lateral positioning segment 2102 perpendicular to the ball's trajectory and maintain this orientation thereafter, and position the length reference segment 2101 parallel to the ball's trajectory and maintain this orientation thereafter. Adjust the position of the first marker 2103, adjusting the distance L2 between the first marker 2103 and the second marker 2104 to the correct position.

[0166] Ball placement: Make the ball placement guide line 21 "perpendicular" to the ground, make the ball placement line 22 "perpendicular" to the ground, rotate the football in place, and align the ball placement guide line 21 with the direction of the preset ball hitting target.

[0167] Ball movement: By translating the soccer ball 100 to the left or right, the vertical distance between the cross section where the ball release guide line 21 is located and the second mark 2104 of the supporting foot marker 210 is the length of the radius of the ball 1 and is maintained thereafter (at this time, the length reference segment 2101 and the circumference of the orthographic projection of the ball 1 on the ground remain "tangent"). Finally, by translating the ball 1 forward or backward in the direction indicated by the ball release guide line 21, the position of the extension line of the lateral positioning segment 2102 relative to the orthographic projection of the hitting point group 24 on the ground is determined, thereby adjusting the positional relationship between the landing point of the supporting foot 1002 and the actual hitting point, and providing guidance for the "correct stance" of the supporting foot 1002 for the user 1000, so that the user 1000 can repeatedly practice the stance of the supporting foot 1002 to improve the training effect.

[0168] Approach run: Based on the desired approach run angle, select the corresponding approach run angle point 251 or approach run guide line 252, and move away from the sphere 1 to the set distance along the direction indicated by the approach run angle point 251 or approach run guide line 252. In the user's 1000 vision, the cross section where the approach run angle point 251 and the central axis 232 are located, i.e., the approach run cross section, is a "straight line" and intersects with the ground. In the user's 1000 vision, the approach run guide line 252 is also a "straight line." Then, by shifting the body to the left or right, select a suitable route parallel to the "intersection line of the ground and the approach run cross section" as the final approach run route. For an illustrative example, see [link to example]. Figure 2 The final approach run trajectory corresponding to approach angle 251a is approach run trajectory 251A. Figure 2 The approach run route 251A is parallel to the approach run section corresponding to the approach run corner point 251a.

[0169] Landing the supporting foot: After the run-up, the designated position on the ball of the supporting foot 1002 (such as the middle of the inner side of the ball of the supporting foot 1002 of the user 1000 or the inner side of the ankle) is overlapped with the position set on the first mark 2103 of the supporting foot marker 210 on the ground.

[0170] Hitting the ball: Aim at one of the following points to be practiced: the reference point 241, the topspin point 242, the first sidespin point 243, the second sidespin point 244, and the penalty kick indicator 26, and finally hit the target ball 1 with the contact foot 1001.

[0171] In this application, the various "lines" in the identification area 2 are linear areas with a certain width, and the various "dots" are dot-shaped areas with a certain diameter.

[0172] Furthermore, those skilled in the art should recognize that the above embodiments are merely illustrative of this application and are not intended to limit this application. Any appropriate changes and variations made to the above embodiments within the essential spirit and scope of this application fall within the scope of this application's disclosure.

Claims

1. A football, characterized in that: The soccer ball has a sphere and a marking area on the surface of the sphere. The marking area includes a ball-launching guide line, a ball-setting line, and a striking point group, each respectively set on the surface of the sphere. The ball launch guide line and the ball swing line are located at different cross sections. Each cross section passes through the center of the ball. The hitting point group includes multiple spaced hitting reference points. The cross section where the distribution path of the multiple hitting reference points is located coincides with the cross section where the ball launch guide line is located. The horizontal center line cross section is defined as the cross section that passes through the center of the ball. When both the cross section where the ball guide line is located and the cross section where the ball swing line is located are perpendicular to the ground, the horizontal center line cross section is parallel to the ground, and the plurality of the ball hitting reference points are distributed downward from the horizontal center line cross section; The central axis is defined as the intersection of the cross section where the ball release guide line is located and the cross section where the ball swing line is located. The marking area also includes run-up guide markings, which include multiple run-up corner points. The angle between different run-up corner points and the cross section where the central axis is located and the cross section where the ball release guide line is located is different.

2. The football according to claim 1, characterized in that: The approach run guidance markings also include multiple approach run guidance lines, with each approach run corner point located on one of the approach run guidance lines. When both the cross section where the ball launch guide line is located and the cross section where the ball swing line is located are perpendicular to the ground, the cross section where each run-up guide line is located is perpendicular to the ground.

3. The football according to claim 1 or 2, characterized in that: The striking point group also includes a first sidespin point. In a direction perpendicular to the cross section where the ball guide line is located, the first side spin point is distributed at intervals with one of the plurality of ball-hitting reference points.

4. The football according to claim 1 or 2, characterized in that: The hitting point group also includes topspin points, which are spaced apart from the hitting reference points. The topspin points are located on the cross-section where the multiple hitting reference points are located. When both the cross section containing the ball guide line and the cross section containing the ball swing line are perpendicular to the ground, the topspin point is located below one of the multiple ball-hitting reference points.

5. The football according to claim 4, characterized in that: The hitting point group also includes a second sidespin point. In the direction perpendicular to the cross section where the ball guide line is located, the second side spin point and the top spin point are distributed at intervals.

6. The football according to claim 1 or 2, characterized in that: The marking area also includes assist markings, which include a stroke assist line and a stroke assist base point. The stroke assist base point is located at the intersection of the stroke assist line and the horizontal center line section. When both the cross section containing the ball guide line and the cross section containing the ball swing line are perpendicular to the ground, the cross section containing the ball striking aid line is perpendicular to the ground.

7. The football according to claim 1 or 2, characterized in that: The central axis is defined as the intersection of the cross section where the ball launch guide line is located and the cross section where the ball swing line is located. The marked area also includes a first ball swing point and a second ball swing point, which are located at the two ends of the central axis, respectively.

8. The football according to claim 1 or 2, characterized in that: The marking area is applied to the sphere by spraying pigment, affixing a sticker, or printing.

9. A training component, characterized in that, The device includes a support foot marker and a soccer ball as described in claim 1 or 2. The support foot marker includes a lateral positioning section, a first marking portion, and a second marking portion. The lateral positioning section is perpendicular to the cross section where the ball-launching guide line is located during use. The second marking portion is located at the end of the lateral positioning section. The first marking portion is disposed on the lateral positioning section and can move freely on the lateral positioning section to adjust the distance between the first marking portion and the second marking portion, thereby guiding the user's support foot to a preset landing point on the ground and establishing the positional relationship between the support foot and the soccer ball.

10. The training component according to claim 9, characterized in that: The support foot marker also includes a length reference segment, which is connected to the lateral positioning segment and located at the position of the second marking part. The length of the length reference segment is used as a size reference when adjusting the distance between the first marking part and the second marking part.

11. A football, characterized in that: The soccer ball has a sphere and a marking area on the surface of the sphere. The marking area includes a ball-launching guide line, a ball-setting line, and a striking point group, each respectively set on the surface of the sphere. The ball launch guide line and the ball swing line are located at different cross sections. Each cross section passes through the center of the ball. The hitting point group includes multiple spaced hitting reference points. The cross section where the distribution path of the multiple hitting reference points is located coincides with the cross section where the ball launch guide line is located. The horizontal center line cross section is defined as the cross section that passes through the center of the ball. When both the cross section where the ball guide line is located and the cross section where the ball swing line is located are perpendicular to the ground, the horizontal center line cross section is parallel to the ground, and the plurality of the ball hitting reference points are distributed downward from the horizontal center line cross section; The marking area also includes penalty kick guidance markings, which include a first penalty kick corner, a second penalty kick corner, a third penalty kick corner, and a fourth penalty kick corner, respectively used to instruct the user to aim at the four corners of the goal when taking a penalty kick; The area formed by sequentially connecting the first, second, fourth, and third penalty corner points is the range of the striking point within the goal area that the user aims at when taking a penalty kick.

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