A teaching device for ball games

Abstract

The utility model provides a kind of teaching device for ball sports, comprising: simulation ball, driving assembly and support assembly;Wherein, simulation ball includes shell;Driving assembly is arranged in the inside of simulation ball, and is fixedly connected with the inner wall of simulation ball;Support assembly extends from the outside of simulation ball to the inside of simulation ball, and is rotatably connected with the shell of simulation ball, and one end of support assembly in simulation ball is fixedly connected with driving assembly;Driving assembly is fixedly connected with the first position of simulation ball, and support assembly is rotatably connected with the second position of simulation ball, and first position and second position are located on the same diameter line of simulation ball, and the diameter line is as the rotation axis of driving assembly driving simulation ball rotation.This teaching device can simulate the rotational motion of ball in ball sports, and provide support and driving function, so that learners can clearly observe the movement and rotation direction of ball, and facilitate teaching demonstration.

Description

Technical Field

[0001] This utility model relates to the field of sports teaching equipment technology, and in particular to a teaching device for ball sports. Background Technology

[0002] Ball sports refer to sports activities that use a ball as the playing tool. There are many types of ball sports, including football, basketball, tennis, table tennis, badminton, golf, and so on. These sports each have their own unique rules and technical requirements, but they all have in common that athletes need to use their body coordination and technical skills to control the trajectory of the ball.

[0003] Ball spin is a crucial element in ball sports, adding technical challenge and playability. When a ball spins, it generates rotational force, affecting its trajectory and landing point. Different types of spin have different effects on the ball's movement. For example, in soccer, players can apply spin to alter the ball's trajectory and speed, making it more unpredictable and difficult to reach. In basketball, players can spin the ball to change the arc and accuracy of passes or shots. In table tennis and tennis, ball spin can alter the ball's bounce trajectory and direction, increasing the difficulty for opponents.

[0004] The ball's spin presents athletes with greater strategic and technical demands, making the game more interesting and challenging. Athletes need to learn how to control the ball's spin to perform at their best. Meanwhile, spectators can also appreciate the variations and challenges created by the ball, increasing the entertainment value and audience participation.

[0005] Currently, there are few teaching devices for ball sports, which cannot flexibly demonstrate the ball's rotation at any angle and in any posture. This makes it difficult for beginners to learn how to receive and serve spin balls. Instructors need to repeatedly and carefully guide them on how to receive and serve spin balls during the brief moments the ball is in motion.

[0006] Taking table tennis as an example, table tennis, as my country's national sport, enjoys a broad mass appeal. It's both a sporting event and a popular fitness activity suitable for all ages. However, most people, especially beginners, struggle with judging how to serve and receive the ball, unable to accurately determine its spin and direction, and thus unable to receive serves effectively. Therefore, a teaching aid is needed to help learners quickly master how to receive serves and receive balls with different spins. Utility Model Content

[0007] In view of this, the present invention provides a teaching device for ball sports to eliminate or improve one or more defects existing in the prior art.

[0008] In some embodiments, the teaching device includes: a simulation ball, a drive component, and a support component;

[0009] The simulated sphere includes a shell; the driving component is disposed inside the simulated sphere and fixedly connected to the inner wall of the simulated sphere, and is used to drive the rotational movement of the simulated sphere;

[0010] The support component extends from the outside of the simulated sphere to the inside of the simulated sphere and is rotatably connected to the shell of the simulated sphere. One end of the support component located inside the simulated sphere is fixedly connected to the drive component, and is used to support the drive component and the simulated sphere.

[0011] The driving component is fixedly connected to the first position of the simulated sphere, and the support component is rotatably connected to the second position of the simulated sphere. The first and second positions are located on the same diameter line of the simulated sphere, which serves as the rotation axis for the driving component to drive the simulated sphere to rotate.

[0012] In some embodiments, the shell of the simulated sphere includes a first hemisphere and a second hemisphere that are separately configured, and the first hemisphere and the second hemisphere are connected by a snap-fit ​​connection or a threaded connection.

[0013] In some embodiments, the drive assembly includes a drive motor and a motor bracket; wherein the motor bracket has a slot for fixing the drive motor; the output shaft of the drive motor is fixedly connected to the simulated ball through a bearing seat disposed on the inner wall of the simulated ball, or the output shaft of the drive motor is connected to a rotating shaft, and the rotating shaft is fixedly connected to the simulated ball through a bearing seat disposed on the inner wall of the simulated ball.

[0014] In some embodiments, the support assembly includes a support rod and a slewing support member, wherein the slewing support member is fitted onto the support rod and engages with a mounting hole at a second position of the simulated sphere;

[0015] The inner circumferential surface of the rotary support is rotatably connected to the outer circumferential surface of the support rod, and / or the outer circumferential surface of the rotary support is rotatably connected to the mounting hole of the simulated ball.

[0016] In some embodiments, the support rod is hollow to serve as a mounting structure for power lines and / or signal lines; the support rod is a universal joint.

[0017] In some embodiments, the support assembly further includes a base, which is integrally or separately connected to the support rod; when the base and the support rod are integrally connected, the end of the support rod away from the simulated ball is fixedly connected to the base.

[0018] With the base and the support rod separately connected, the end of the support rod away from the simulated ball is provided with a connector, and the corresponding part of the base is provided with a connector, so that the support rod and the base can be detachably connected.

[0019] In some embodiments, the teaching device is powered by its own energy storage device or by direct connection to a power source. The energy storage device is either a battery used in conjunction with the device or is built into the base of the teaching device.

[0020] When the teaching device is directly connected to a power source: the end of the support rod away from the simulated ball is provided with a USB connector that is connected to the power line, for plugging into a USB socket to provide power; or, the power line inside the support rod extends into the base of the teaching device and is connected to the power line provided on the base.

[0021] In some embodiments, the teaching device further includes a wired control module and / or a wireless control module;

[0022] The wired control module is disposed in the base of the teaching device, and the signal line extends along the inside of the support rod and connects to the base. The wired control module includes a boat-shaped control switch, a rotary control switch, or a touch screen sub-module disposed on the base.

[0023] The wireless control module includes a controller submodule and a signal receiving submodule. The signal receiving submodule is located at one end of the support rod extending into the interior of the simulated sphere or on the drive assembly, and is used to control the start, stop, speed and direction of the drive assembly. The controller submodule is wirelessly connected to the signal receiving submodule. The controller submodule is an independent controller or integrated on the base of the teaching device.

[0024] In some embodiments, a light is provided at one end of the support rod that enters the simulated sphere. The light is mounted on the motor bracket of the drive assembly or mounted on the motor bracket via a connecting rod, extending to the middle position of the simulated sphere.

[0025] In some embodiments, the outer surface of the simulated ball is provided with a logo or an indicator for indicating the rotation direction of the simulated ball;

[0026] The simulated ball is a ping-pong ball or a tennis ball.

[0027] The teaching device in this embodiment is designed to simulate the rotational motion of a ball in ball sports and provide support and drive functions. Learners can operate the teaching device to feel and learn the rotational characteristics of the ball, and further understand and improve their technical level in ball sports.

[0028] Additional advantages, objects, and features of this invention will be set forth in part in the description which follows, and will in part become apparent to those skilled in the art upon review of the description, or may be learned by practice of the invention. The objects and other advantages of this invention can be realized and obtained by means of the structures specifically pointed out in the description and drawings.

[0029] Those skilled in the art will understand that the objectives and advantages achievable with this invention are not limited to those specifically described above, and that the above and other objectives achievable with this invention will become clearer from the following detailed description. Attached Figure Description

[0030] The accompanying drawings, which are included to provide a further understanding of the present invention and form part of this application, do not constitute a limitation thereof. The components in the drawings are not drawn to scale but are merely for illustrating the principles of the present invention. For ease of illustration and description of certain parts of the present invention, corresponding portions in the drawings may be enlarged, i.e., may appear larger relative to other components in an exemplary device actually manufactured according to the present invention. In the drawings:

[0031] Figure 1 This is a schematic diagram of the structure of a teaching device for ball sports according to one embodiment of the present invention.

[0032] Figure 2 This is a schematic diagram of the structure of a teaching device for ball sports according to another embodiment of the present invention.

[0033] Figure 3 for Figure 1 A magnified view of part A in the middle.

[0034] Figure 4 This is a bottom view of the first hemisphere of the simulated sphere in one embodiment of the present invention.

[0035] Figure 5 This is a front view of the first hemisphere of the simulated sphere in one embodiment of the present invention.

[0036] Figure label:

[0037] 1. Simulated sphere; 11. First hemisphere; 12. Second hemisphere; 14. Axle seat;

[0038] 2. Support assembly; 21. Support rod; 22. Rotary support component; 23. USB connector;

[0039] 3. Drive assembly; 31. Motor bracket; 32. Drive motor; 33. Rotating shaft;

[0040] 4. Wireless control module; 41. Signal receiving submodule; 42. Controller submodule; 43. Control switch;

[0041] 5. Base; 6. Lighting. Detailed Implementation

[0042] To make the objectives, technical solutions, and advantages of this utility model clearer, the present utility model will be further described in detail below with reference to the embodiments and accompanying drawings. Here, the illustrative embodiments and descriptions of this utility model are used to explain the present utility model, but are not intended to limit the present utility model.

[0043] It should also be noted that, in order to avoid obscuring the present invention with unnecessary details, only the structures and / or processing steps closely related to the solution according to the present invention are shown in the accompanying drawings, while other details that are not closely related to the present invention are omitted.

[0044] It should be emphasized that the term "including / comprises" as used herein refers to the presence of a feature, element, step, or component, but does not exclude the presence or addition of one or more other features, elements, steps, or components.

[0045] It should also be noted that, unless otherwise specified, the term "connection" in this article can refer not only to a direct connection, but also to an indirect connection involving an intermediary.

[0046] In the following description, embodiments of the present invention will be illustrated with reference to the accompanying drawings. In the drawings, the same reference numerals represent the same or similar parts, or the same or similar steps.

[0047] To address the problems in existing ball sports where beginners, lacking experience, cannot accurately judge the ball's rotation and direction of motion, hindering their ability to receive and serve effectively, and where the ball's high speed makes observation and learning difficult, this invention provides a teaching device for ball sports (hereinafter referred to as the teaching device). This device simulates different ball handling configurations, enabling beginners to understand the motion of a ball with different rotations, master the motion patterns under different rotational directions, speeds, and tilt angles, and smoothly and efficiently complete the receiving and serving of a rotating ball. It should be noted that this teaching device does not involve personnel striking the ball; it is solely for demonstrating and teaching the ball's rotational motion, including but not limited to rotational speed, direction, and tilt angle of the rotation axis.

[0048] In some embodiments, such as Figure 1 As shown, the teaching device includes: a simulation ball 1, a driving component 3, and a support component 2, etc.

[0049] The simulated ball 1 includes a shell, and its shape is spherical or approximately spherical or ellipsoidal, so that the simulated ball 1 is consistent with the shape of an actual sports ball, enabling a clearer and more accurate simulation of the ball's motion. Optionally, the shape and material of the simulated ball 1 can be consistent with those of a real sports ball to improve simulation and display effects.

[0050] The drive assembly 3 is disposed inside the simulated sphere 1 and is fixedly connected to the inner wall of the simulated sphere 1, for driving the rotational movement of the simulated sphere 1. The support assembly 2 extends from the outside of the simulated sphere 1 to the inside of the simulated sphere 1 and is rotatably connected to the shell of the simulated sphere 1. One end of the support assembly 2 located inside the simulated sphere 1 is fixedly connected to the drive assembly 3, for supporting the drive assembly 3 and the simulated sphere 1.

[0051] The driving component 3 is fixedly connected to the first position of the simulated ball 1, and the support component 2 is rotatably connected to the second position of the simulated ball 1. The first position and the second position are located on the same diameter line of the simulated ball 1. This diameter line serves as the rotation axis for the driving component 3 to drive the simulated ball 1 to rotate, so that the simulated ball 1 rotates stably along the rotation axis.

[0052] In the above embodiments, the design of the teaching device can simulate the rotational motion of a ball in ball sports and provide support and driving functions. Learners can operate the teaching device to feel and learn the rotational characteristics of the ball, and further understand and improve their technical level in ball sports.

[0053] Compared to designs that place the drive component 3 outside the simulated ball 1 or inside the support component 2, the teaching device in this embodiment places the drive component 3 inside the simulated ball 1, which can more realistically simulate the rotational motion of the ball in ball sports. This design allows learners to more intuitively experience the ball's self-rotation characteristics, rather than relying on externally driven rotation, thus increasing the realism and practicality of the teaching.

[0054] Because the drive assembly 3 is fixedly connected to the inner wall of the simulated ball 1, the appearance and mass of the ball are not affected by the drive assembly 3. This better maintains the integrity and stability of the simulated ball 1, allowing learners to better grasp the ball's rotational trajectory.

[0055] Furthermore, compared to designs that place the drive component 3 outside the simulated sphere 1 or inside the support component 2, placing the drive component 3 inside the simulated sphere 1 simplifies the overall structure of the teaching device. This design makes the device more compact, portable, and easier to operate, as well as easier to maintain and care for. Placing the drive component 3 inside the simulated sphere 1 reduces the risk of learners coming into contact with it, thus improving the safety of the teaching device. Learners can explore the sphere's rotational characteristics more freely without worrying about the risk of collision or injury with the drive component 3.

[0056] The motion posture of the sphere includes the sphere's rotation direction, rotation speed, and tilt angle; the sphere's rotation direction indicates the direction in which the sphere's surface moves along the rotation axis; the sphere's rotation speed is how fast the sphere rotates along the rotation axis; and the sphere's tilt angle is the angle between the rotation axis and the horizontal plane.

[0057] In the above embodiment, the driving component 3 drives the simulated ball 1 to rotate, which is used to simulate different rotation directions and rotation speeds of the ball 1 during rotation. One end of the support component 2 is fixedly connected to the driving component 3, which is used to support the driving component 3 and the simulated ball 1. Adjusting the angle of the support component 2 can simulate different tilt angles of the ball 1. This teaching device can simulate and demonstrate different rotation directions, rotation speeds and tilt angles of the ball, enabling beginners to successfully complete the receiving and serving operation of the rotating ball.

[0058] Compared to solutions that place the drive component 3 outside the simulated sphere 1 or inside the support component 2, the teaching device in this embodiment places the drive component 3 inside the simulated sphere 1. This not only avoids the limitation imposed by the structure of the drive component 3 on the bending posture of the support component 2 near the simulated sphere 1, but also avoids the mutual limitation between the thickness of the support component 2 and the volume of the drive component 3. Setting a slender support component 2 can optimize the overall shape of the teaching device, making the shape of the teaching device more consistent with the actual state of the sphere during movement. In space-constrained scenarios, if the drive component 3 is placed in a smaller support device, using a small-sized special motor would result in high cost and low torque. Setting a larger drive component 3 can not only provide more stable torque for the teaching device, but also reduce the production cost of the drive component 3.

[0059] In some embodiments, the shell of the simulated sphere 1 includes a split first hemisphere 11 and a second hemisphere 12, which are connected by a snap-fit ​​or a threaded connection. This split-shell design makes the teaching device easier to disassemble and assemble, and facilitates maintenance and adjustment, such as adjusting the shape and type of the sphere. Furthermore, the material, weight, and other parameters of the simulated sphere 1 can be changed or adjusted as needed to adapt to different teaching requirements. A snap-fit ​​structure with interlocking inner and outer parts, or a threaded structure with corresponding upper and lower parts, is provided along the edges of the shells of the first hemisphere 11 and the second hemisphere 12. The first position of the simulated sphere 1 is the center point of the top of the first hemisphere 11 or the second hemisphere 12, and the second position is the center point of the bottom of the shell of the first hemisphere 11 or the second hemisphere 12.

[0060] In some embodiments, the drive assembly 3 includes a drive motor 32 and a motor bracket 31; wherein the motor bracket 31 has a motor slot for fixing the drive motor 32.

[0061] As at least one possible implementation, the output shaft of the drive motor 32 is fixedly connected to the simulated ball 1 through a bearing 14 disposed on the inner wall of the simulated ball 1. This connection method allows the output shaft to be directly connected to the simulated ball 1, thereby transmitting the driving force to the simulated ball 1 and realizing its rotational motion.

[0062] Alternatively, the output shaft of the drive motor 32 is connected to the rotating shaft 33, and the rotating shaft 33 is fixedly connected to the simulated ball 1 via a bearing 14 disposed on the inner wall of the simulated ball 1. In this configuration, the driving force can be transmitted to the rotating shaft 33 through the connection between the output shaft and the rotating shaft 33, and then connected to the simulated ball 1 via the bearing 14, thus realizing the rotational movement of the simulated ball 1. This method can be used in special scenarios, such as when the output shaft of the drive motor 32 is short, or to avoid damage to the drive motor 32, a coupling and rotating shaft 33 are used to transmit torque.

[0063] Furthermore, the aforementioned drive motor 32 has specific dimensional requirements due to its placement inside the simulation device. Taking a small ping-pong ball as an example: its standard size is 40 mm in diameter. Existing motors can be miniaturized and placed inside the ping-pong ball. For cost reasons, a special motor is not used; mature commercial products available on e-commerce platforms can also achieve these functions. For example, a coreless DC brushed motor can be used for driving. Based on the 40 mm diameter size limitation of this technical solution, a drive motor of model A4-102-01 with dimensions of 4mm*10.2mm or model LF1718 with dimensions of 17mm*18mm can be selected. More specifically, the drive motor 32 can be a geared motor, for example, its speed range can be controlled between 0-70 rpm, to better demonstrate ping-pong balls at various speeds for teaching purposes.

[0064] In the above embodiments, the slots of the motor bracket 31 and the bearing seat 14 ensure that the drive assembly 3 is stably connected to the simulation ball 1, thereby making the operation of the teaching device more reliable and stable.

[0065] Furthermore, the connection between the output shaft or rotating shaft 33 of the drive motor 32 and the bearing 14 can be a keyway connection, a plug connection, a threaded connection, or a flexible connection, etc., depending on the specific application scenario requirements to ensure the reliability, stability, and transmission effect of the connection.

[0066] As at least one feasible approach, if a plug-in connection is used, the cross-sectional shape of the mating portion between the output shaft or rotating shaft 33 of the drive motor 32 and the bearing seat 14 can be designed to be non-circular, such as... Figure 4 and Figure 5 As shown, the bearing seat 14 has a square or cross-shaped slot inside. The shape of the slot corresponds to the head structure of the drive shaft or output shaft of the drive motor 32, allowing the head of the drive shaft or output shaft of the drive motor 32 to be inserted into the slot inside the bearing seat 14, thus driving the simulated sphere 1 to rotate. However, this is not a limitation. If one of the mating parts between the output shaft or rotating shaft 33 of the drive motor 32 and the bearing seat 14 is made of an elastic material, its cross-sectional shape can also be set to circular, and the two are mutually clamped by shaft holes of different diameters. In addition, the bearing seat 14 can be glued to the inner wall of the simulated sphere 1 at the first position for fixation.

[0067] In some embodiments, such as Figure 1 and Figure 3As shown, the support assembly 2 includes a support rod 21 and a rotary support member 22. The rotary support member 22 is sleeved on the support rod 21 and engaged with the mounting hole at the second position of the simulated ball 1. The support rod 21 is relatively fixed, while the simulated ball 1 can be driven to rotate by the drive assembly 3. The rotary support member 22 serves to separate the fixed support rod 21 from the rotatable simulated ball 1, and can also provide support and limit.

[0068] Furthermore, as one possible implementation, the inner circumferential surface of the rotary support 22 can be rotatably connected to the outer circumferential surface of the support rod 21. In this case, relative rotation can occur between the rotary support 22 and the support rod 21. The rotary support 22 has a through hole in the middle, and the rotary support 22 also rotates when the simulated ball 1 rotates. The support rod 21 extends from the through hole of the rotary support 22 into the interior of the simulated ball 1 along the rotation axis of the simulated ball 1. The rotary support 22 and the simulated ball 1 can be fixedly connected, such as by bolts or clips; the rotary support 22 and the simulated ball 1 can also be rotatably connected.

[0069] As another possible implementation, the outer peripheral surface of the rotary support 22 is rotatably connected to the mounting hole at the second position of the simulated sphere 1. In this case, the inner peripheral surface of the rotary support 22 can be fixedly connected to the outer peripheral surface of the support rod 21, or it can be rotatably connected. In the above embodiment, the rotary support 22 can take the form of a bearing, sleeve, eyelet, or flange, etc. The connection between the rotary support 22 and the shell of the simulated sphere 1 should be provided with a first limiting structure to prevent the rotary support 22 from falling off the shell of the simulated sphere 1. Figure 3 As shown, the first limiting structure is specifically the "I"-shaped locking part of the rotary support 22. The waist position of this "I"-shaped structure can accommodate the shell of the simulated ball 1, preventing the simulated ball 1 from moving axially, and also not limiting the rotational freedom of the simulated ball 1 about the support rod 21. It can be understood that the first limiting structure... Figure 3 The embodiment shown is a part of the structure of the rotary support 22, namely the "I"-shaped structure around the central hole, which is used to simulate the axial positioning of the shell of the ball 1.

[0070] The connection between the rotary support 22 and the support rod 21 should be equipped with a second limiting structure to prevent the rotary support 22 from falling off the support rod 21, and also to prevent the shell of the simulated ball 1 from sliding or detaching from the support rod 21 along the rotation axis or in the axial direction of the support rod 21. Figure 3As shown, along the axial direction, the two ends of the rotary support 22 are respectively provided with plate-like structures, which are the second limiting structures. The outer diameter of the plate-like structure is larger than the inner diameter of the center hole of the rotary support. The second limiting structure can be made of rubber sleeves, shaft snap rings, or other parts. By clamping and fixing it to the outer periphery of the support rod 21, the rotary support 22 is fixed on the support rod 21, preventing it from sliding axially on the support rod 21.

[0071] As another possible approach, the connection between the support rod 21 and the ball can also be made without using the slewing support 22. In other words, the support rod 21 can be directly inserted into the hole in the simulated ball's shell, with the support rod and hole designed as a non-locking structure (the diameter of the ball's hole is larger than the outer diameter of the support rod). Taking a ping-pong ball as an example, since the ping-pong ball's shell is relatively light, it can be connected close to the power output end, i.e., the axle seat 14 connects to the simulated ball 1 to achieve shell support and power transmission.

[0072] In some embodiments, the support rod 21 is hollow to serve as a mounting structure for power lines and / or signal lines. By mounting the power lines and / or signal lines in the support rod 21, the overall compactness and ease of use of the system can be improved, and problems such as tangling and damage of the power lines and / or signal lines can be avoided. Simultaneously, by introducing power lines and / or signal lines into the support rod 21, rapid communication and data transmission between different parts of the teaching device can be achieved.

[0073] In some embodiments, the support rod 21 is a universal joint. If a universal joint is used, adjusting the bending angle of the support rod 21 and changing its bending posture can change the tilt angle of the simulated ball 1, simulating the motion state of the simulated ball 1 at different tilt angles.

[0074] A gimbal is a flexible rod-like structure composed of multiple bendable segments. It can bend and rotate, allowing the teaching device to adapt to different movements and rotation angles. Whether it's soccer, basketball, golf, tennis, or table tennis, the device can be adjusted as needed to simulate real-world sports scenarios. Gimbals are lighter, easier to carry, and easier to store than rigid rods, making the teaching device more portable and easy to set up, usable in various venues and indoor / outdoor environments. The gimbal's bending and deformation provide learners with more intuitive feedback. By observing the degree of bending and the posture of the rod, learners can understand whether their movements are correct and make timely adjustments and improvements. The gimbal can adjust the ball to any angle, creating various spins, allowing learners to clearly observe the ball's movement and spin direction, and quickly master the techniques for receiving and serving balls with different spins.

[0075] In some embodiments, the support component 2 may not have a bottom support structure so that learners or instructors can hold it for demonstration, or it may have a bottom support structure so that it can be placed on a table or the ground for display. Figure 2 As shown, the support component 2 also includes a base 5, which is integrally or separately connected to the support rod 21, providing greater flexibility, portability and adjustability for ball sports teaching devices.

[0076] With the base 5 and the support rod 21 integrally connected, the end of the support rod 21 away from the simulated ball 1 is fixedly connected to the base 5. The base 5 allows the teaching device to be stably placed above the platform, eliminating the need to hold it by hand during use, which facilitates long-term demonstrations and teaching.

[0077] With the base 5 and the support rod 21 separately connected, a connector is provided at the end of the support rod 21 away from the simulated ball 1, and a corresponding connector is provided on the base 5, allowing the support rod 21 and the base 5 to be detachably connected. The detachable connection between the support rod 21 and the base 5 via a plug-in method facilitates the daily storage and carrying of the teaching device, making it convenient for teaching or training in different locations.

[0078] In some embodiments, the teaching device is powered by its built-in energy storage device or by direct connection to a power source. The use of an energy storage device increases the flexibility and portability of the teaching device, while direct connection to a power source provides continuous power support, suitable for scenarios requiring long-term use or higher power. The specific power supply method can be selected based on actual needs and design requirements.

[0079] The energy storage device is either a battery used in conjunction with the device or built into the base 5 of the teaching device. In this way, the teaching device can obtain power independently from the energy storage device without directly connecting to an external power source.

[0080] When the teaching device is directly connected to a power source, a USB connector 23, connected to the power line, is provided at the end of the support rod 21 furthest from the simulated sphere 1, for plugging into a USB socket to provide power. Direct power connection allows the teaching device to operate continuously for extended periods, solving the problem of long battery life.

[0081] When the teaching device is powered by an energy storage component, the energy storage component can be a large storage battery, a small power bank, or a mobile phone or tablet with reverse charging capability. When a storage battery is used, it can be housed inside the base 5 structure. The power lines within the support rod 21 extend into the base 5 of the teaching device. The base 5 is equipped with a charging interface to replenish the battery's internal power and has a power cord for connection. The battery inside the base 5 not only stabilizes the teaching device on the platform for demonstrations but also provides power. When a power bank is used, a USB plug is located at the bottom of the support rod 21. The teaching device connects to the power bank via the USB plug. The power bank not only provides power to the teaching device but also serves as an external base 5 structure, allowing the teaching device to be placed independently on the platform.

[0082] In some embodiments, the teaching device further includes a wired control module and / or a wireless control module 4; through the wired control module or the wireless control module 4, users can conveniently control the operation and functions of the teaching device. The wired control module is suitable for situations requiring direct physical contact with the control panel, while the wireless control module 4 provides greater flexibility and convenience, allowing users to perform control operations within a certain distance. The specific control module used can be selected based on actual needs and design requirements.

[0083] The wired control module is located inside the base 5 of the teaching device. The signal line extends along the inside of the support rod 21 and connects to the base 5. The wired control module includes a boat-shaped control switch 43, a rotary control switch 43, or a touch screen sub-module located on the base 5. The control switch 43 controls the start and stop of the rotation of the simulated ball 1 by adjusting the on / off state of the control circuit, adjusts the current of the control circuit to control the rotation speed of the simulated ball 1, and adjusts the current direction of the control circuit to control the forward and reverse rotation of the simulated ball 1.

[0084] The wireless control module 4 includes a controller submodule 42 and a signal receiving submodule 41. The signal receiving submodule 41 is located at one end of the support rod 21 extending into the interior of the simulated sphere 1 or on the drive assembly 3, and is used to control the start / stop, speed, and direction of the drive assembly 3. The controller submodule 42 is wirelessly connected to the signal receiving submodule 41. The controller submodule 42 can be an independent controller or integrated into the base 5 of the teaching device. When the base 5 is a battery structure, the control submodule can be integrated into the base 5 for easy daily use and setup. When the base 5 is a power source or directly connected to a power supply, the control submodule is an independent controller, which allows for flexible adjustment of the movement state of the simulated sphere 1 during demonstrations of the teaching device.

[0085] In some embodiments, a light 6 is provided at one end of the support rod 21 that enters the simulated ball 1. The light 6 is mounted on the motor bracket 31 of the drive assembly 3 or mounted on the motor bracket 31 via a connecting rod, so that it extends to the middle position of the simulated ball 1. The light 6 is used to demonstrate the direction of the ball's rotation in indoor or poor visibility scenarios. The light 6 can be an LED light, which has the advantages of compact structure and low power consumption.

[0086] In some embodiments, the outer surface of the simulated ball 1 is provided with a logo or a mark indicating the rotation direction of the simulated ball 1. By observing the shape of the mark as it moves, beginners can distinguish the rotation direction of the simulated ball 1, and the speed of the mark's rotation indicates the magnitude of the simulated ball 1's rotation speed. A logo can be printed on the ball for orientation purposes and as a form of corporate culture promotion.

[0087] The simulated ball 1 is at least one of ping-pong ball, tennis ball, golf ball, baseball, handball, basketball, and soccer ball. By setting simulated balls 1 of different shapes, the motion and rotation of balls with special shapes can also be demonstrated, such as rugby and ice hockey. For the actual shell of the simulated ball, which has a certain light-transmitting property, such as ping-pong ball, the simulated ball material can be the actual shell material or a transparent material. When simulating, the light can be emitted outward through the shell to demonstrate the rotation direction of the simulated ball. For balls whose actual shell does not have light-transmitting properties, such as tennis ball, golf ball, baseball, handball, basketball, and soccer ball, when selecting the shell of the simulated ball, the first or second hemisphere of the simulated ball can be changed to a transparent or semi-transparent material, such as rubber or leather, and can be changed to a light-transmitting or semi-transparent plastic. The shell thickness can also be reduced to give it a certain degree of light transmission.

[0088] Alternatively, as another possible implementation, the teaching device in this invention may not include the lighting lamp 6, that is, it can simply display the rotational motion.

[0089] The simulated ball 1 can also be designed as a detachable structure, suitable for demonstrating and teaching the rotational motion of various ball sports. For example, the teaching device can be designed as a simulated ball suitable for table tennis, possessing the appropriate size, mass, and elasticity to simulate the trajectory and rebound effect of a table tennis ball. Similarly, the teaching device can also adapt to the needs of other ball sports by replacing different types of simulated balls.

[0090] The teaching device in this embodiment is a teaching and popular science equipment for the rotation and serving of sports balls such as table tennis balls. It can help learners to intuitively observe the different motion patterns of the ball during its operation, and clearly understand how to serve and receive the ball. It can also be displayed as a desktop ornament.

[0091] It should be clarified that this utility model is not limited to the specific configurations and processes described above and shown in the figures. For the sake of brevity, detailed descriptions of known methods are omitted here. In the above embodiments, several specific steps are described and shown as examples. However, the method process of this utility model is not limited to the specific steps described and shown. Those skilled in the art can make various changes, modifications, and additions, or change the order of steps, after understanding the spirit of this utility model.

[0092] In this invention, features described and / or illustrated for one embodiment may be used in the same or similar manner in one or more other embodiments, and / or combined with or in place of features of other embodiments.

[0093] The above description is merely a preferred embodiment of this utility model and is not intended to limit the utility model. For those skilled in the art, various modifications and variations can be made to the embodiments of this utility model. Any modifications, equivalent substitutions, improvements, etc., made within the spirit and principles of this utility model should be included within the protection scope of this utility model.

Claims

1. A teaching device for ball sports, characterized in that, The teaching device includes: a simulation ball (1), a driving component (3), and a support component (2); The simulated sphere (1) includes a shell; The driving component (3) is disposed inside the simulated ball (1) and is fixedly connected to the inner wall of the simulated ball (1) for driving the rotational motion of the simulated ball (1); The support component (2) extends from the outside of the simulated ball (1) to the inside of the simulated ball (1) and is rotatably connected to the shell of the simulated ball (1). One end of the support component (2) located inside the simulated ball (1) is fixedly connected to the drive component (3) for supporting the drive component (3) and the simulated ball (1). The driving component (3) is fixedly connected to the first position of the simulated ball (1), and the support component (2) is rotatably connected to the second position of the simulated ball (1). The first position and the second position are located on the same diameter line of the simulated ball (1), which serves as the rotation axis for the driving component (3) to drive the simulated ball (1) to rotate.

2. The teaching device for ball sports according to claim 1, characterized in that, The shell of the simulated sphere (1) includes a first hemisphere (11) and a second hemisphere (12) that are separately arranged. The first hemisphere (11) and the second hemisphere (12) are fastened together or threaded together.

3. The teaching device for ball sports according to claim 1, characterized in that, The drive assembly (3) includes a drive motor (32) and a motor bracket (31). The motor bracket (31) has a slot for fixing the drive motor (32). The output shaft of the drive motor (32) is fixedly connected to the simulated ball (1) through a bearing seat (14) provided on the inner wall of the simulated ball (1), or the output shaft of the drive motor (32) is connected to the rotating shaft (33), and the rotating shaft (33) is fixedly connected to the simulated ball (1) through a bearing seat (14) provided on the inner wall of the simulated ball (1).

4. The teaching device for ball sports according to claim 1, characterized in that, The support assembly (2) includes a support rod (21) and a rotary support (22), wherein the rotary support (22) is sleeved on the support rod (21) and is engaged with the mounting hole at the second position of the simulated ball (1); The inner circumferential surface of the rotary support (22) is rotatably connected to the outer circumferential surface of the support rod (21), and / or the outer circumferential surface of the rotary support (22) is rotatably connected to the mounting hole of the simulated ball (1).

5. The teaching device for ball sports according to claim 4, characterized in that, The support rod (21) is hollow to serve as a mounting structure for power lines and / or signal lines; The support rod (21) is a universal joint.

6. The teaching device for ball sports according to claim 4, characterized in that, The support assembly (2) also includes a base (5), which is integrally or separately connected to the support rod (21); With the base (5) and the support rod (21) integrally connected, the end of the support rod (21) away from the simulated ball (1) is fixedly connected to the base (5); When the base (5) and the support rod (21) are connected separately, a connector is provided at the end of the support rod (21) away from the simulated ball (1), and a corresponding connector is provided at the base (5), so that the support rod (21) and the base (5) can be detachably connected.

7. The teaching device for ball sports according to claim 5, characterized in that, The teaching device is powered either by its built-in energy storage device or by direct connection to a power source. The energy storage component is either a matching battery or built into the base (5) of the teaching device. When the teaching device is directly connected to a power supply: the end of the support rod (21) away from the simulation ball (1) is provided with a USB connector (23) connected to the power line, which is used to plug into a USB socket to provide power; or, the power line in the support rod (21) extends into the base (5) of the teaching device and is connected to the power line provided in the base (5).

8. The teaching device for ball sports according to claim 5, characterized in that, The teaching device also includes a wired control module and / or a wireless control module (4). The wired control module is located inside the base (5) of the teaching device. The signal line extends along the inside of the support rod (21) and connects to the base (5). The wired control module includes a boat-shaped control switch (43), a knob control switch (43), or a touch screen sub-module located on the base (5). The wireless control module (4) includes a controller submodule (42) and a signal receiving submodule (41). The signal receiving submodule (41) is located at one end of the support rod (21) extending into the simulated ball (1) or on the drive assembly (3), and is used to control the start, stop, speed and direction of the drive assembly (3). The controller submodule (42) is wirelessly connected to the signal receiving submodule (41). The controller submodule (42) is an independent controller or integrated on the base (5) of the teaching device.

9. The teaching device for ball sports according to claim 4, characterized in that, The support rod (21) has a light (6) at one end that enters the simulated ball (1). The light (6) is installed on the motor bracket (31) of the drive assembly (3) or mounted on the motor bracket (31) via a connecting rod, so that it extends to the middle position of the simulated ball (1).

10. The teaching device for ball sports according to any one of claims 1-9, characterized in that, The outer surface of the simulated ball (1) is provided with a logo or an indicator for indicating the rotation direction of the simulated ball (1); The simulated ball (1) is a ping-pong ball or a tennis ball.

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