Foot training device

Abstract

The utility model discloses a foot training device, including cylinder, including a plurality of detachable training element and training tool, a plurality of training element is sequentially spliced into cylinder, and a plurality of training element is in common definition accommodating cavity, training tool detachably inserts in accommodating cavity. When the user is in the foot training, carries this foot training device to satisfy the different training tool required by different training progress. The device simple structure, convenient to carry, is a kind of collective device that can satisfy the various foot training needs of different users.

Description

Technical Field

[0001] This utility model relates to sports training devices, and more particularly to a foot training device. Background Technology

[0002] Foot training devices are designed to enhance the strength and flexibility of the feet, ankles, and surrounding muscles. These devices are highly beneficial for improving overall foot health, preventing injuries, accelerating recovery, and improving athletic performance. Common foot training devices include massage sticks, massage balls, balance devices, and flexible bands. Massage sticks are used to roll and massage the foot area to promote muscle recovery and relaxation; massage balls provide deep massage to the plantar fascia and other soft tissues, helping to relieve tension, increase blood circulation, and reduce pain; users can improve ankle stability and proprioception by standing or moving on the surface of a balance device; flexible bands offer different levels of resistance to strengthen the muscles around the toes and ankles, suitable for exercises that enhance strength and flexibility.

[0003] Currently, most foot training devices on the market are used and stored separately. Users need to carry different training tools depending on their training progress. Sometimes, if someone is training multiple times a day, they may forget to bring a certain training device, preventing them from completing their training goals. For users who need to perform diverse foot training, carrying and managing multiple separate training devices can be inconvenient. Therefore, a combined device that can meet various foot training needs is essential.

[0004] Therefore, this utility model provides a foot training device that can effectively solve the above problems. It has a simple structure and is easy to carry. Utility Model Content

[0005] In order to overcome the shortcomings of the existing technology, this utility model provides a foot training device with simple structure and easy portability.

[0006] The technical solution adopted by this utility model to solve its technical problem is:

[0007] A foot training device, comprising:

[0008] The column includes multiple detachable training elements and training tools, wherein the multiple training elements are sequentially assembled to form the column, and the multiple training elements together define a receiving cavity; the training tools are detachably inserted into the receiving cavity.

[0009] As an improvement to this invention, a flexible band is also included, which is movably sleeved on the outside of the cylinder to restrict the movement of the plurality of training elements.

[0010] As an improvement of this utility model, at least one inner wall of the cavity extends outward along the central axis of the cavity until the cavity is connected to the external environment.

[0011] As an improvement of this utility model, the training element is provided with a first support surface, which is the inner wall surface constituting the receiving cavity, and the first support surface is used to abut against the support plane.

[0012] As an improvement of this utility model, the first support surface and the column are of equal length in the direction along the central axis of the receiving cavity.

[0013] As an improvement of this utility model, the training element is provided with a second support surface and a third support surface, which are used to abut against the support plane.

[0014] As an improvement of this utility model, the second support surface and the third support surface are of equal length to the column in the direction along the central axis of the receiving cavity, and the second support surface and the third support surface are located on both sides of the axis of symmetry of the training element.

[0015] As an improvement of this utility model, the central axis of the receiving cavity is coaxial with the central axis of the column.

[0016] As an improvement to this invention, the training tool includes a massage ball and / or a massage stick.

[0017] As an improvement of this utility model, the shape of the massage ball and / or the massage stick is adapted to the inner wall surface constituting the receiving cavity.

[0018] The beneficial effects of this invention are as follows: Through the above-described structure, the foot training device consists of multiple independent training elements, which together define a receiving cavity. This cavity can hold various training tools required by the user. When performing foot training, the user can carry this foot training device to meet the different training tools needed for different training progresses. This device has a simple structure, is easy to carry, and is a combined device that can meet the diverse foot training needs of different users. Attached Figure Description

[0019] To more clearly illustrate the technical solutions in the embodiments of this utility model, the drawings used in the following description of the embodiments will be briefly introduced. The drawings described below are only some embodiments of this utility model. For those skilled in the art, other drawings can be obtained based on these drawings without creative effort.

[0020] The present invention will be further described below with reference to the accompanying drawings and embodiments.

[0021] Figure 1 This is a schematic diagram of the overall structure of the first embodiment of the foot training device of this utility model;

[0022] Figure 2 This is a cross-sectional structural schematic diagram of the first embodiment of the foot training device of this utility model;

[0023] Figure 3 This is a schematic diagram of the training elements of the first embodiment of the foot training device of this utility model;

[0024] Figure 4 This is a schematic diagram of the overall structure of the second embodiment of the foot training device of this utility model;

[0025] Figure 5 This is a cross-sectional structural schematic diagram of the second embodiment of the foot training device of this utility model;

[0026] Figure 6 This is a schematic diagram of the training elements in the second embodiment of the foot training device of this utility model;

[0027] Figure 7 This is an exploded structural diagram of the third embodiment of the foot training device of this utility model;

[0028] Figure 8 This is a cross-sectional view of the third embodiment of the foot training device of this utility model;

[0029] Figure 9 This is a schematic diagram of the training elements in the third embodiment of the foot training device of this utility model;

[0030] Figure 10 This is a schematic diagram of the overall structure of the fourth embodiment of the foot training device of this utility model;

[0031] Figure 11 This is an exploded structural diagram of the fifth embodiment of the foot training device of this utility model;

[0032] Figure 12 This is a cross-sectional structural schematic diagram of the fourth embodiment of the foot training device of this utility model;

[0033] Figure 13 This is a schematic diagram of the training elements in the fourth embodiment of the foot training device of this utility model;

[0034] Figure 14 This is a schematic diagram of the overall structure of the fifth embodiment of the foot training device of this utility model;

[0035] Figure 15 This is another overall structural schematic diagram of the fifth embodiment of the foot training device of this utility model;

[0036] Figure 16 This is a schematic diagram of the training elements in the fifth embodiment of the foot training device of this utility model;

[0037] Figure 17 This is a schematic diagram of the structure of the training tool of the foot training device of this utility model.

[0038] Explanation of reference numerals in the attached figures:

[0039] 1. Column; 10. Training element; 20. Receiving cavity; 30. Training tool; 11. First support surface; 12. Second support surface; 13. Third support surface; 31. Massage ball; 32. Massage stick; 33. Flexible band. Detailed Implementation

[0040] To make the above-mentioned objectives, features, and advantages of this application more apparent and understandable, the specific embodiments of this application are described in detail below with reference to the accompanying drawings. Many specific details are set forth in the following description to provide a thorough understanding of this application. However, this application can be implemented in many other ways different from those described herein, and those skilled in the art can make similar modifications without departing from the spirit of this application. Therefore, this application is not limited to the specific embodiments disclosed below.

[0041] In the description of this application, it should be understood that if terms such as "center", "longitudinal", "lateral", "length", "width", "thickness", "upper", "lower", "front", "rear", "left", "right", "vertical", "horizontal", "top", "bottom", "inner", "outer", "clockwise", "counterclockwise", "axial", "radial", "circumferential" appear, these terms indicate the orientation or positional relationship based on the orientation or positional relationship shown in the accompanying drawings, and 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, and therefore should not be construed as a limitation of this application.

[0042] Furthermore, where the terms "first" and "second" appear, these terms are for descriptive purposes only and should not be construed as indicating or implying relative importance or implicitly specifying the number of technical features indicated. Thus, a feature defined with "first" or "second" may explicitly or implicitly include at least one of that feature. In the description of this application, where the term "multiple" appears, "multiple" means at least two, such as two, three, etc., unless otherwise explicitly specified.

[0043] In this application, unless otherwise expressly specified and limited, the terms "installation," "connection," "joining," and "fixing," etc., should be interpreted broadly. For example, they can refer to a fixed connection, a detachable connection, or an integral part; they can refer to a mechanical connection or an electrical connection; they can refer to a direct connection or an indirect connection through an intermediate medium; they can refer to the internal communication of two components or the interaction between two components, unless otherwise expressly limited. Those skilled in the art can understand the specific meaning of the above terms in this application based on the specific circumstances.

[0044] In this application, unless otherwise expressly specified and limited, the use of descriptions such as "above" or "below" the second feature indicates that the first and second features are in direct contact or indirect contact via an intermediate medium. Furthermore, "above," "on top of," and "over" the second feature can mean that the first feature is directly above or diagonally above the second feature, or simply that the first feature is at a higher horizontal level than the second feature. Similarly, "below," "below," and "under" the second feature can mean that the first feature is directly below or diagonally below the second feature, or simply that the first feature is at a lower horizontal level than the second feature.

[0045] It should be noted that if an element is referred to as being "fixed to" or "set on" another element, it can be directly on the other element or there may be an intervening element. If an element is considered to be "connected to" another element, it can be directly connected to the other element or there may be an intervening element. If so, the terms "vertical," "horizontal," "upper," "lower," "left," "right," and similar expressions used in this application are for illustrative purposes only and do not represent the only possible implementation.

[0046] Reference Figures 1 to 17 A foot training device, comprising:

[0047] The column 1 includes multiple detachable training elements 10 and training tools 30. The multiple training elements 10 are sequentially assembled to form the column 1, and the multiple training elements 10 together define a receiving cavity 20. The training tools 30 are detachably inserted into the receiving cavity 20.

[0048] With the above-described structure, the foot training device consists of a column 1 composed of multiple independent training elements 10. These elements 10 collectively define a receiving cavity 20, which can hold various training tools 30 required by the user. When performing foot training, the user can carry this device to meet the different training tools 30 needed for different training progress. This device is simple in structure, easy to carry, and is a multi-functional device that can meet the diverse foot training needs of different users. Preferably, the column 1 is made of cork. Due to the inherent material properties of cork, its surface provides a certain degree of friction, helping to prevent the foot from slipping on the device and increasing user safety. Simultaneously, cork has natural cushioning properties, effectively absorbing impact. This allows users to reduce pressure on joints during training and decrease the risk of injury when choosing cork as a foot training material. Furthermore, although cork is lightweight, it is also very strong and durable, meaning that a foot training device made of cork is both easy to carry and can withstand prolonged use without damage. The excellent physical properties of cork make it a preferred material for this device. Optionally, the number of receiving cavities 20 can be one or more; the receiving cavity 20 can be arranged in the same direction as the central axis of the column 1, or it can be arranged perpendicular to the central axis of the column 1. In addition, the receiving cavity 20 can also be arranged both parallel to and perpendicular to the central axis of the column 1. When the column 1 is a right prism, its central axis is the line connecting the center points of the two opposite bases; when the column 1 is an oblique prism, the central axis needs to be determined by combining the shape of its base and the angle of inclination.

[0049] In this embodiment, the column 1 is cylindrical and consists of two detachable training elements 10. Multiple training elements 10 collectively define a receiving cavity 20, which is used to accommodate the training tool 30. Through the above structural arrangement, as... Figures 1 to 9 As shown, the two detachable training elements 10 are roughly semi-cylinders. When they are put together, they form a cylindrical column 1 and define a receiving cavity 20. The receiving cavity 20 can be used to accommodate training tools 30, such as a massage stick 32, a massage ball 31, etc.

[0050] In this embodiment, the column 1 is cylindrical and consists of three detachable training elements 10. The multiple training elements 10 collectively define a receiving cavity 20, which is used to accommodate the training tool 30. Through the above structural arrangement, as... Figures 1 to 16 As shown, the three detachable training elements 10 are roughly semi-cylinders. When the three are put together, they form a cylindrical column 1 and define a receiving cavity 20. The receiving cavity 20 can be used to hold training tools 30, such as massage sticks 32, massage balls 31, etc.

[0051] Optionally, the prism 1 can be configured as a triangular prism, square prism, pentagonal prism, hexagonal prism, rugby ball shape, etc., and the number of training elements 10 can be set according to the different shapes of the prism 1. Optionally, the multiple training elements 10 can have the same shape or different shapes.

[0052] In this embodiment, a flexible band 33 is also included. The flexible band 33 is movably fitted over the column 1 to restrict the movement of the multiple training elements 10. Through the above structural arrangement, as a training tool, the flexible band 33 is elastic and can be wrapped around the user's toes. Pulling the flexible band 33 with the foot can enhance toe grip strength and foot muscle strength. A longer flexible band 33 can also be used to stretch the ankle, knee, or even the arm. Furthermore, the elastic flexible band 33 can not only enhance the user's toe grip strength and foot muscle strength, but also be used to fix multiple training elements 10 to the column 1, such as... Figure 1 , Figure 4 , Figure 7 , Figure 10 and Figure 14 As shown, the flexible strap 33 can be horizontally fitted over the column 1 to fix multiple training elements 10 into the column 1, making it easy for users to carry and increasing the diversity and flexibility of foot training. This feature is particularly important when users need to store or combine different foot training tools 30. Figure 15 As shown, when the receiving cavity 20 is a semi-through or fully through structure, the flexible strap 33 can be vertically sleeved outside the column 1. This design prevents the training tool 30 stored in the receiving cavity 20 from sliding out. Optionally, if the user carries a large number of flexible straps 33, after securing the column 1, any excess flexible straps 33 can be detachably inserted into the receiving cavity 20. Optionally, a binding rope can be used instead of the flexible straps 33 to secure multiple training elements 10.

[0053] In this embodiment, at least one inner wall surface constituting the receiving cavity 20 extends outward along the central axis of the receiving cavity 20 until the receiving cavity 20 is in communication with the external environment. Through the above structural arrangement, at least one inner wall surface constituting the receiving cavity 20 can extend outward along the central axis of the receiving cavity 20 until the receiving cavity 20 is in communication with the external environment. The shape of the receiving cavity 20 is approximately cylindrical, adapted to the shape of the training tool 30. This design allows for changes in the capacity of the receiving cavity 20, enabling the user to store the required training tool 30 according to different needs. Optionally, as... Figure 2 As shown, the inner wall surface constituting the receiving cavity 20 does not extend outward along the central axis; in this case, the receiving cavity 20 is a non-through structure. Optionally, as shown... Figure 5As shown, one of the inner wall surfaces constituting the receiving cavity 20 extends outward along the central axis. In this case, the receiving cavity 20 is a semi-through structure, with only one end of the receiving cavity 20 communicating with the external environment; optionally, as... Figure 8 As shown, the inner walls at both ends of the cavity 20 extend outward along the central axis. In this case, the cavity 20 is a fully open structure, with both ends connected to the external environment. Different open forms determine different accommodating volumes of the cavity 20. Furthermore, the lateral diameter of the cavity 20 can also be adjusted according to the different needs of the user.

[0054] In this embodiment, the training element 10 is provided with a first support surface 11, which is the inner wall surface constituting the receiving cavity 20, and the first support surface 11 is used to abut against the support plane. Through the above structural arrangement, as... Figures 10 to 13 As shown, the training element 10 is held against the supporting plane by the first supporting surface 11. At this time, the user can use the training element 10 as a tool for balance training, placing the heel, forefoot, or entire sole on the training element 10 to perform different balance exercises. Different training methods achieve different training effects. Placing the heel on the training element 10 can focus on exercising the ankle and calf muscles, helping to improve the strength and flexibility of these areas; placing the forefoot on the training element 10 focuses on strengthening the forefoot, toes, and related calf muscle groups, which is particularly effective in improving gait and increasing foot muscle strength; placing the entire sole on the training element 10 can simultaneously exercise the entire foot and related ankle muscles, helping to comprehensively improve foot health and balance.

[0055] In this embodiment, the first support surface 11 and the column 1 are of equal length in the direction along the central axis of the receiving cavity 20. Through the above structural arrangement, as... Figures 10 to 13 As shown, the first support surface 11 and the column 1 are of equal length in the direction along the central axis of the receiving cavity 20. By increasing the contact area between the first support surface 11 and the support plane, the training element 10 can be more firmly abutted against the support plane, which can effectively prevent the equipment from sliding or tipping over during training and can meet the training needs of users with a larger base weight.

[0056] In this embodiment, the training element 10 is provided with a second support surface 12 and a third support surface 13, which are used to abut against the support plane. Through the above structural arrangement, as... Figures 1 to 9 , Figures 14 to 16 As shown, the training element 10 abuts against the support plane by means of the second support surface 12 and the third support surface 13; Figures 1 to 9 In the middle, the second support surface 12 and the third support surface 13 are the contact surfaces where two adjacent training elements 10 abut against each other; in Figures 14 to 16In this design, the receiving cavity 20 near the contact surface of two adjacent training elements 10 has a cavity with a triangular prism-like structure. The inner wall surface of this cavity forms the second support surface 12 and the third support surface 13. This design significantly improves the stability of the training element 10 by increasing the contact points between the training element 10 and the support plane, making it more suitable for various types of balance training and other foot exercises. Figure 10 The training element 10 is brought into contact with the support plane by the first support surface 11. Figure 14 The second support surface 12 and the third support surface 13 are used to abut against the support plane. The accommodating cavity 20 has different accommodating volumes, so the accommodating cavity 20 can accommodate different types of training tools 30. The appropriate training element 10 can be selected according to the required training tool 30. The diversified design meets a variety of usage needs.

[0057] In this embodiment, the second support surface 12 and the third support surface 13 are of equal length to the column 1 in the direction along the central axis of the receiving cavity 20, and the second support surface 12 and the third support surface 13 are located on both sides of the axis of symmetry of the training element 10. Through the above structural arrangement, as... Figures 1 to 9 , Figures 14 to 16 As shown, this design ensures that the training element 10 can be more firmly attached to the support plane, increasing the contact area between the training element 10 and the support plane. At the same time, the symmetrical design helps to achieve a more balanced weight distribution when the user stands on the training element 10, making the training element 10 more stable during use, reducing the possibility of tipping over, and providing the user with a more reliable foundation.

[0058] In this embodiment, the central axis of the receiving cavity 20 is coaxial with the central axis of the column 1. Through the above structural arrangement, as... Figures 1 to 16 As shown, this design ensures that the height of multiple training elements 10 is consistent when they contact the supporting surface. If needed, users can simultaneously stand on two training elements 10 for balance training. Furthermore, it allows multiple people to use the training elements 10 together. Optionally, when the lateral diameter of the column 1 remains constant, different lateral diameters of the receiving cavity 20 will determine the height of the training element 10 contacting the supporting surface. Users can choose different devices according to their needs and training progress. As a balance training tool, the training element 10 can not only be used for balance training, but users can also use the height difference between the training element 10 and the supporting surface to stretch the ligaments of the ankles or legs and train specific areas. When the column 1 is cylindrical or rugby ball-shaped, it can function as a whole training tool, rolling on the supporting surface. Users can perform balance, stretching, and other training exercises while using the column 1.

[0059] In this embodiment, the training tool 30 includes a massage ball 31 and / or a massage stick 32. With the above-described structure, at least one of the massage ball 31 and massage stick 32 can be located in the receiving cavity 20. The receiving cavity 20 is used to store the training tool 30, adding storage functionality to the training element 10 itself, which can function as a foot training tool. Storing the training tool 30 in the receiving cavity 20 reduces the space occupied by the tool itself, making it easier for the user to carry. Only the column 1 needs to be carried to meet diverse foot training needs. The user presses the massage ball 31 with their foot, which stimulates the reflex zones on the sole of the foot by rolling the massage ball 31, promoting blood circulation and reducing fatigue. Similarly, the user presses the massage stick 32 with their foot and rolls it on the sole of their foot, which can provide targeted deep massage to specific areas of the user's foot, helping to relieve tension and pain. The variety of training tools 30 can meet the different training needs of different users. Optionally, in addition to the two tools mentioned above, any training tool 30 that can be placed in the receiving cavity 20 can be carried by the user.

[0060] In this embodiment, the shapes of the massage ball 31 and / or the massage stick 32 are adapted to the inner wall surface of the receiving cavity 20. Through the above structural arrangement, as... Figure 2 and Figure 5 As shown, when at least one inner wall surface constituting the receiving cavity 20 is spherical, the shape of the receiving cavity 20 can be adapted to the massage ball 31, ensuring that the massage ball 31 can be stably placed inside, making better use of the receiving space of the receiving cavity 20 and avoiding waste of space. At the same time, the receiving cavity 20 can also be adjusted to different shapes according to the needs of different users. If multiple massage balls 31 need to be accommodated, then multiple inner wall surfaces constituting the receiving cavity 20 need to be set to the corresponding spherical shape to enhance the adaptability to the storage of the massage balls 31. Furthermore, when accommodating the massage stick 32, the inner wall surface constituting the receiving cavity 20 needs to be set to different shapes according to the shape of the massage stick 32. This design means that the foot training device can flexibly adapt to different types of foot training tools 30, improving its practicality and multifunctionality.

[0061] The above description provides one or more embodiments in conjunction with specific content, and does not imply that the specific implementation of this utility model is limited to these descriptions. Any methods or structures that are similar to or identical to those of this utility model, or any technical deductions or substitutions made based on the concept of this utility model, should be considered within the protection scope of this utility model.

Claims

1. A foot training device, characterized in that, include: The column (1) includes multiple detachable training elements (10) and training tools (30), the multiple training elements (10) are sequentially assembled into the column (1), and the multiple training elements (10) together define a receiving cavity (20); the training tools (30) are detachably inserted into the receiving cavity (20).

2. The foot training device according to claim 1, characterized in that, It also includes a flexible band (33) that is movably fitted over the column (1) to restrict the movement of the plurality of training elements (10).

3. The foot training device according to claim 1, characterized in that, Along the central axis of the receiving cavity (20), at least one inner wall of the receiving cavity (20) extends outward until the receiving cavity (20) is in communication with the external environment.

4. The foot training device according to claim 1, characterized in that, The training element (10) is provided with a first support surface (11), which is the inner wall surface of the receiving cavity (20) and is used to abut against the support plane.

5. The foot training device according to claim 4, characterized in that, The first support surface (11) and the column (1) are of equal length in the direction along the central axis of the receiving cavity (20).

6. The foot training device according to claim 1, characterized in that, The training element (10) is provided with a second support surface (12) and a third support surface (13), which are used to abut against the support plane.

7. The foot training device according to claim 6, characterized in that, The second support surface (12) and the third support surface (13) are of equal length to the column (1) in the direction along the central axis of the receiving cavity (20), and the second support surface (12) and the third support surface (13) are located on both sides of the axis of symmetry of the training element (10).

8. The foot training device according to claim 1, characterized in that, The central axis of the receiving cavity (20) is coaxial with the central axis of the column (1).

9. The foot training device according to claim 1, characterized in that, The training tool (30) includes a massage ball (31) and / or a massage stick (32).

10. The foot training device according to claim 9, characterized in that, The shape of the massage ball (31) and / or the massage stick (32) is adapted to the inner wall surface that constitutes the receiving cavity (20).

Images