Bouldering educational exercise device and bouldering educational exercise method

Abstract

To provide a climbing educational exercise device having a language learning effect by producing various meanings depending on climbing routes and allowing users to enjoy it for a long time.SOLUTION: A bouldering educational exercise device includes: a plurality of climbing holds each having a shape corresponding to a prescribed letter different from each other and being fixed to a wall; and a plurality of word cards each having a first side and a second side, the first side on which a prescribed word is written, the prescribed word represented by combining a plurality of the prescribed letters represented by shapes of the climbing holds, where the prescribed words written on the first side are different from each other, and the second side on which a first letter of the prescribed word written on the first side and a picture representing a meaning of the prescribed word are written.SELECTED DRAWING: Figure 10

Description

Technical Field

[0001] The present invention relates to a bouldering educational exercise tool and the like used for educational exercises using bouldering.

Background Art

[0002] Bouldering is a type of free climbing. As a climbing sport that can be safely enjoyed by beginners without using a rope, it has gained recognition among a wide range of generations. Also, bouldering can be enjoyed indoors by preparing a wall with artificial climbing holds fixed, without worrying about time or weather, and the number of facilities where such bouldering can be enjoyed is increasing.

[0003] Here, there are various shapes of artificial climbing holds, and those having the shapes of letters such as alphabets, Chinese characters, and hiragana have been proposed, and those that form words or sentences when following a climbing route have also been proposed. Originally, bouldering has a strong aspect of a mental sport in terms of setting climbing routes, postures during climbing, distribution of physical strength and muscle strength, etc., and is suitable as an exercise that combines intellectual development.

Prior Art Documents

Patent Documents

[0004]

Patent Document 1

Summary of the Invention

Problems to be Solved by the Invention

[0005] In conventional climbing training tools having character-shaped climbing holds, there are few variations in climbing routes that generate meaning by following the climbing holds, and there are problems from the viewpoint of the learning effect of following characters. Also, there is a problem that there are few (only one set) climbing routes that generate meaning.

[0006] The present invention has been made in view of such problems, and relates to a climbing and educational exercise tool or the like that generates various meanings through climbing routes, has a language learning effect, and allows users to enjoy it for a long time.

Means for Solving the Problems

[0007] The bouldering and educational exercise tool according to the present invention has a plurality of climbing holds fixed to a wall, each having a shape corresponding to a predetermined different character, and a plurality of word cards are provided on the first surface, on which a predetermined word represented by combining a plurality of the predetermined characters represented by the shapes of the climbing holds is described, and the predetermined words described on the first surface are different from each other. On the second surface of each of the word cards, the first letter of the predetermined word described on the first surface and a picture representing the meaning of the predetermined word are described.

[0008] Since the bouldering and educational exercise tool according to the present invention has a plurality of climbing holds shaped like characters such as Roman letters and word cards on which words represented by combining those characters are described, various climbing routes that generate meanings corresponding to the word cards can be set and enjoyed. In addition, on the second surface of the word card, the first letter of the word and a picture representing the meaning of the word are described. Therefore, by looking at the second surface, remembering the letter composition (spelling of the word), imagining the correct climbing route, and then looking at the first surface to confirm the letter composition of the word, the learning effect of the language can be enhanced by tracing the letters that make up the word with the body.

[0009] Further, for example, the predetermined words described on the first surface may be described in multiple lines such that a plurality of characters constituting the predetermined word are arranged on a predetermined one-stroke route.

[0010] Such a word card with the first side can enable the user of the climbing education exercise equipment to easily verify whether the climbing route imagined on the wall is correct, thus enhancing the training effect of bouldering and the learning effect of language.

[0011] Also, for example, on the first side, the same picture as on the second side may be presented superimposed on a plurality of characters constituting the predetermined word.

[0012] By presenting the picture and the characters constituting the word superimposed, the meaning of the word and the character composition are combined, and the learning effect of language can be enhanced.

[0013] Also, for example, the plurality of climbing holds may be composed of a plurality of groups color-coded into 3 or more and 9 or less colors. The picture described on the second side of the word card may be represented by any of the colors of the color-coded climbing holds.

[0014] Since the climbing holds are color-coded, the usage conditions of the climbing holds can be easily determined for each color. Therefore, such climbing holds can easily change and set the difficulty level of bouldering without changing the position of the climbing holds. Also, since the picture described on the word card corresponds to the color of the climbing holds, it is possible to set rules for determining the usage conditions of the climbing holds according to the drawn word card, and the user can enjoy the education exercise by bouldering that combines language learning with various difficulty levels and routes.

[0015] Also, for example, the picture described on the second side of the word card may be represented by the same color as the color of the climbing hold corresponding to the first character described together with the picture on the second side.

[0016] By doing so, the first letter of the word is strongly associated with the color of the character represented by the climbing hold, and the learning effect of English words can be enhanced.

[0017] Also, for example, the front surface of the climbing hold has a first surface formed along the writing center line of the character represented by the shape of the climbing hold, and a second surface formed so as to border the first surface. The second surface may have a rougher surface roughness than the first surface.

[0018] The first surface of the climbing hold is difficult to be soiled by dirt such as anti-slip, so it is possible to prevent the visibility of the alphabet of the climbing hold from being lowered due to dirt. In addition, by making the surface roughness of the second surface rough, it is possible to make it difficult to slip when the user hangs their hands or feet.

[0019] Also, for example, the shape of the climbing hold has a shape corresponding to any Roman letter including uppercase and lowercase letters. The word card may be an English word card on which a predetermined English word represented by combining a plurality of the Roman letters represented by the shape of the climbing hold is described.

[0020] The character represented by the shape of the climbing hold may be any character such as hiragana, katakana, Roman letters (alphabets), Arabic letters, etc. However, by making the climbing hold in the shape of Roman letters (alphabets) and the word card an English word card, it is possible to carry out a bouldering education exercise that also includes English learning.

[0021] Also, for example, the bouldering education exercise method according to the present invention is a bouldering education exercise method using any of the above bouldering education exercise tools. A step of fixing a plurality of the climbing holds to the wall. A step of selecting one of a plurality of the word cards. Considering a climbing route on the wall that traces, in order, a plurality of characters included in the predetermined word described on the selected word card. Performing bouldering on the wall along the climbing route.

[0022] According to such a bouldering education exercise method, various climbing routes can be set according to word cards and enjoyed. Also, by remembering or looking at the spelling of a word and imagining the correct climbing route to perform bouldering, the learning effect of language can be enhanced.

Brief Description of the Drawings

[0023]

Figure 1

Figure 2

Figure 3

Figure 4

Figure 5

Figure 6

Figure 7

Figure 8

Figure 9

Figure 10

Figure 11

DETAILED DESCRIPTION OF THE INVENTION

[0024] FIG. 1 is a conceptual diagram showing a first example of a state in which a climbing hold 20 in the bouldering education exercise tool according to an embodiment of the present invention is fixed to a wall 12. The bouldering education exercise tool includes climbing holds 20 as shown in FIGS. 1, 2, 9, and 10, and English word cards 41, 51, 61, 71, 81, 91 as shown in FIGS. 3 to 8.

[0025] As shown in FIG. 1, the climbing hold 20 has Roman - type holds 21a to 21z having a shape corresponding to any Roman letter including uppercase and lowercase letters. As shown in FIG. 1, a plurality of Roman - type holds 21a to 21z are fixed to the wall 12 at intervals from each other. The Roman - type holds 21a to 21z included in the climbing hold 20 have shapes corresponding to at least two different Roman letters. In the example shown in FIG. 1, the Roman - type holds 21a to 21z are composed of 26 holds and have corresponding shapes for the 26 uppercase Roman letters that make up the alphabet.

[0026] However, the Roman - type holds 21a to 21z of the climbing hold 20 are not limited to the example shown in FIG. 1. It is also acceptable if the shapes corresponding to lowercase and uppercase Roman letters are mixed, or if the shapes corresponding to all 26 alphabets are not complete. However, regarding the Roman letters included in the English words of the English - word cards 41, 51, 61, 71, 81, 91 shown in FIGS. 3 to 8, regardless of the difference between uppercase and lowercase, it is preferable that all the Roman - type holds 21a to 21z of the corresponding shapes are fixed to the wall 12.

[0027] The plurality of Roman - type holds 21a to 21z are composed of a plurality of groups color - coded into 3 to 9 colors. In the example shown in FIG. 1, the plurality of Roman - type holds 21a to 21z are composed of 6 groups color - coded into 6 colors. That is, the Roman - type holds 21a, 21h, 21o, 21q, 21x, which are the first group 31, are colored red; the Roman - type holds 21b, 21g, 21m, 21r, 21w, which are the second group 32, are colored blue; the Roman - type holds 21c, 21k, 21u, 21y, which are the third group 33, are colored yellow. Also, the Roman - type holds 21d, 21j, 21n, 21s, which are the fourth group 34, are colored orange; the Roman - type holds 21e, 21l, 21p, 21t, which are the fifth group 35, are colored green; the Roman - type holds 21f, 21i, 21v, 21z, which are the sixth group 36, are colored pink.

[0028] In this way, by classifying the Roman - type holds 21a to 21z into the first to sixth groups 31 to 36 which are a plurality of groups and color - coding them, the conditions (restrictions) of the holds that can be used in bouldering can be easily determined using colors. Also, as will be described later, by associating with the colors of the pictures 44, 54, 64, 74, 84, 94 described on the English - word cards 41 to 91, it is also possible to change the conditions (restrictions) of the Roman - type holds 21a to 21z that can be used according to the drawn English - word cards 41 to 91, and the learning effect and playfulness of the bouldering education movement can be enhanced.

[0029] FIG. 9 is an enlarged view of some of the Roman - type holds 21a to 21z shown in FIG. 1. As shown in FIG. 9(a), the Roman - type hold 21a has a shape corresponding to the capital Roman letter 'A'. The Roman - type hold 21a is made of, for example, polyurethane resin or polyester resin. The front surface 22a of the Roman - type hold 21a has a first surface 23a with different surface roughness and a second surface 25a.

[0030] The first surface 23a is formed along the writing center line 24a of the Roman letter 'A' represented by the shape of the Roman - type hold 21a. The first surface 23a has a flat or gently bulging shape and corresponds to the most forward - protruding part of the Roman - type hold 21a.

[0031] On the other hand, the second surface 25a is formed around the first surface 23a so as to border the first surface 23a. The second surface 25a includes a portion that slopes from the first surface 23a toward the rear surface facing the wall 12 (see FIG. 1) during fixation.

[0032] The second surface 25a has a rougher surface roughness than the first surface 23a and feels rough to the touch. When performing bouldering, since the fingertips and toes are often placed on the second surface 25a of the Roman - type hold 21a, by making the second surface 25a like this, the fingers and feet placed on the Roman - type hold 21a are less likely to slip. On the other hand, the first surface 23a is smoother than the second surface 25a and feels smooth to the touch. By making the surface roughness of the first surface 23a finer, it becomes less likely for anti - slip powder, etc. used by bouldering practitioners to adhere to the first surface 23a, and it is possible to prevent the visibility of the Roman letter "A" represented by the shape of the Roman - type hold 21a from decreasing.

[0033] The Roman - type hold 21f shown in Fig. 9(b) has a shape corresponding to the capital Roman letter "F". The front surface 22f of the Roman - type hold 21f also has a first surface 23f and a second surface 25f with different surface roughnesses, similar to the Roman - type hold 21a. The first surface 23f is formed along the writing center line 24f of the Roman letter "F" represented by the shape of the Roman - type hold 21f, and the second surface 25f is formed around the first surface 23f so as to border the first surface 23f. The material of the Roman - type hold 21f and the difference in surface roughness between the first surface 23f and the second surface 25f are the same as those of the Roman - type hold 21a.

[0034] The Roman - type hold 21k shown in Fig. 9(c) has a shape corresponding to the capital Roman letter "K", and the Roman - type hold 21w shown in Fig. 9(d) has a shape corresponding to the capital Roman letter "W". The front surfaces 22k, 22w of the Roman - type holds 21k, 21w also have a first surface 23k, 23w and a second surface 25k, 25w with different surface roughnesses, similar to the Roman - type hold 21a. The second surfaces 25k, 26w are formed around the first surfaces 23k, 23w so as to border the first surfaces 23k, 23w. The material of the Roman - type holds 21k, 21w and the difference in surface roughness between the first surfaces 23k, 23w and the second surfaces 25k, 25w are the same as those of the Roman - type hold 21a.

[0035] As shown in FIGS. 9(a) to 9(d), the Roman - type holds 21a, 21f, 21k, 21w are formed with fixing holes 26. The Roman - type holds 21a, 21f, 21k, 21w are fixed to the wall 12 as shown in FIG. 1 via fixing bolts 27 that pass through the fixing holes 26.

[0036] As shown in FIG. 1, climbing holds 20 fixed to the wall 12 may have climbing holds of other shapes in addition to the Roman - type holds 21a to 21z. In the example shown in FIG. 1, in addition to the Roman - type holds 21a to 21z, a rock - type hold 28 is fixed to the wall 12 so as to be located between the Roman - type holds 21a to 21z.

[0037] Also, in FIG. 1, the Roman - type holds 21a to 21z are arranged in alphabetical order with respect to the wall 12, but the arrangement order of the Roman - type holds 21a to 21z on the wall 12 does not necessarily have to be in alphabetical order. FIG. 2 is a conceptual diagram showing a second example of the state in which the Roman - type holds 21a to 21z similar to those in FIG. 1 are fixed to the wall 12a.

[0038] As shown in FIG. 2, since the Roman - type holds 21a to 21z are not arranged in alphabetical order, it is difficult to grasp the positions of the Roman - type holds 21a to 21z representing a predetermined character compared to the arrangement shown in FIG. 1. Therefore, in the arrangement shown in FIG. 2 where the Roman - type holds 21a to 21z are not arranged in alphabetical order, the initial route setting and its memorization are more important compared to the arrangement shown in FIG. 1.

[0039] Also, as shown in FIG. 2, the climbing hold 20 fixed to the wall 12 may include a rectangular hold 29 for footholds arranged below the wall 12. The arrangement of the climbing holds, the height, inclination, etc. of the wall 12 can be appropriately set in consideration of the skills, age of the users using the bouldering educational exercise equipment, the purpose of doing bouldering, etc.

[0040] Figures 3 to 8 are conceptual diagrams showing the first to sixth examples of English word cards in the bouldering education exercise equipment according to an embodiment of the present invention. In Figures 3 to 8, six English word cards 41, 51, 61, 71, 81, and 91 are taken as examples for explanation. However, the number of English word cards 41, 51, 61, 71, 81, and 91 included in the bouldering education exercise equipment is not particularly limited as long as it is plural. The number of English word cards 41, 51, 61, 71, 81, and 91 included in the bouldering education exercise equipment can be, for example, 26 or more, which is the number of alphabets, and can be, for example, 100 or less from the viewpoint of ease of carrying.

[0041] Figure 3 is a conceptual diagram representing the English word card 41 according to the first example. Figure 3(a) shows the design of the first side 41a of the English word card 41, and Figure 3(b) shows the design of the second side 41b of the English word card 41. The English word card 41 is a rectangular card with a horizontal length of about 5 to 7 cm, a vertical length of about 8 to 10 cm, and a thickness of about 0.5 to 10 mm. However, the shape and size of the English word card 41 are not particularly limited. Also, the English word card 41 may be made of paper or resin (plastic). Further, the English word card 41 may be an electronic display type card displayed on an electronic device having a display portion or the like. In this case, the electronic device for displaying the English word card 41 can switch and display the first side 41a and the second side 41b by a predetermined operation on the electronic device.

[0042] As shown in Figure 3(a), on the first side 41a of the English word card 41, a predetermined English word represented by combining a plurality of Roman letters represented by the shapes of the Roman - type holds 21a to 21z shown in Figure 1 is described. The predetermined English word described on the first side 41a of the English word card 41 is "ice cream". As will be described later with reference to Figures 4 to 8, the predetermined English words described on the first sides 41a, 51a, 61a, 71a, 81a, and 91a of the plurality of English word cards 41, 51, 61, 71, 81, and 91 included in the bouldering education exercise equipment are different from each other.

[0043] As shown in Fig. 3(a), on the first side 41a of the English word card 41, a predetermined English word "ice cream" is written in two different notations. That is, in the English word writing section 42 at the lower part of the first side 41a, the predetermined English word "ice cream" is written in lowercase letters, similar to the entry notation of words in a dictionary or the like. Note that the English words in this specification include those like "ice cream" that contain spaces and are treated as one word (entry word) in a dictionary or the like.

[0044] On the other hand, in the central part of the first side 41a, a route writing section 43 is provided where a plurality of Roman letters "I", "C", "E", "C", "R", "E", "A", "M" that make up the predetermined English word "ice cream" are written in multiple lines so as to be arranged on a predetermined one-stroke route. In the route writing section 43, the plurality of Roman letters that make up the English word "ice cream" are represented in capital letters, similar to the Roman letter type holders 21a to 21z shown in Fig. 1, and a straight line from the previous Roman letter to the next Roman letter is written between each Roman letter. The first side 41a of the English word card 41 having such a route writing section 43 is easier to image a climbing route with respect to the walls 12 and 12a shown in Figs. 1 and 2 than when only the English word writing section 42 represents the spelling of a predetermined English word.

[0045] As shown in Fig. 3(a), on the first side 41a, a picture 44 (a picture of ice cream) representing the meaning of the predetermined English word "ice cream" is written overlapping the plurality of Roman letters "I", "C", "E", "C", "R", "E", "A", "M" that make up the predetermined English word in the route writing section 43. Note that the picture 44 only needs to overlap at least a part of the plurality of Roman letters "I", "C", "E", "C", "R", "E", "A", "M". According to such a bouldering education sports tool having the English word card 41, by overlapping and representing the picture 44 and the route writing section 43, the meaning of the English word and the spelling of the English word expressed by the climbing route are strongly connected, and the English learning effect can be enhanced.

[0046] As shown in Fig. 3(b), on the second side 41b, which is the opposite side of the first side 41a of the English word card 41, the first letter "I" of the predetermined English word "ice cream" described on the first side 41a and a picture 44 representing the meaning of the predetermined English word "ice cream" are described. The single-character notation part 45 for denoting the first letter "I" is arranged at the upper left of the second side 41b. Also, the picture 44 representing the meaning of the predetermined English word is arranged at the center of the second side 41b. Note that the picture 44 described on the first side 41a shown in Fig. 3(a) is the same picture as the picture 44 described on the second side 41b.

[0047] As shown in Fig. 3(b), at the lower right of the second side 41b, a character count notation part 46 is provided. In the character count notation part 46, the number of Roman letters (the number of characters of the English word) included in the predetermined English word "ice cream" described on the first side 41a is described in Arabic numerals. In this way, although the spelling itself of the predetermined English word "ice cream" is not described on the second side 41b, hints for remembering the spelling of the predetermined English word, such as the single-character notation part 45, the picture 44, and the character count notation part 46, are described.

[0048] According to such an English word card 41, for example, by only looking at the second side 41b of the English word card 41 and imagining the climbing route for the walls 12, 12a without looking at the first side 41a, the learning effect regarding the memorization of English words can be enhanced.

[0049] Also, the picture 44 described on the second side 41b and the first side 41a of the English word card 41 may be represented by any of the colors (for example, red, blue, yellow, orange, green, pink) of the color-coded Roman letter holds 21a~21z shown in Fig. 1. Furthermore, the picture 44 described on the second side 41b and the first side 41a of the English word card 41 may be represented by the same color (pink) as the climbing hold 21i (see Fig. 1) corresponding to the first letter "I" described together with the picture 44 on the second side 41b.

[0050] In this way, since the picture 44 described on the English word card 41 corresponds to the color (for example, pink) of the Roman font hold 21i, it is possible to set rules for determining the usage conditions of the Roman font hold 21i according to the drawn English word card 41. Therefore, users of such bouldering educational sports equipment can enjoy educational sports that combine bouldering and learning with various difficulties and routes.

[0051] Figure 4 is a conceptual diagram showing the English word card 51 according to the second example. Figure 4(a) shows the design of the first side 51a of the English word card 51, and Figure 4(b) shows the design of the second side 51b of the English word card 51. The predetermined English word described on the first side 51a of the English word card 51 is "school".

[0052] As shown in Figure 4(a), on the first side 51a of the English word card 51, similar to the first side 41a of the English word card 41, the predetermined English word "school" is described in two different notations. That is, in the English word description part 52 at the lower part of the first side 51a, the predetermined English word "school" is described in lowercase, similar to the word entry notation in a dictionary or the like. Also, in the central part of the first side 51a, a route description part 53 is provided, in which the plurality of Roman letters "S", "C", "H", "O", "O", "L" that make up the predetermined English word "school" are described in multiple lines so as to be arranged on a predetermined one-stroke route. In the route description part 53, the plurality of Roman letters that make up the English word "school" are represented in uppercase, similar to the Roman font holds 21a to 21z shown in Figure 1, and a straight line from the previous Roman letter to the next Roman letter is described between each Roman letter.

[0053] Furthermore, as shown in Figure 4(a), on the first side 51a, a picture 54 (a picture of school) representing the meaning of the predetermined English word "school" is described overlapping the plurality of Roman letters "S", "C", "H", "O", "O", "L" that make up the predetermined English word in the route description part 53.

[0054] On the other hand, as shown in FIG. 4(b), on the second side 51b, which is the opposite side of the first side 51a of the English word card 51, the first letter "S" of the predetermined English word "school" described on the first side 51a and a picture 54 representing the meaning of the predetermined English word "school" are described. The single-character notation part 55 for denoting the first letter "S" is arranged at the upper left of the second side 51b. Also, the picture 54 representing the meaning of the predetermined English word is arranged at the center of the second side 51b. Further, at the lower right of the second side 51b, a character count notation part 56 is provided. In the character count notation part 56, the number of Roman characters (the number of characters in the English word) included in the predetermined English word "school" described on the first side 51a is described in Arabic numerals.

[0055] FIG. 5 is a conceptual diagram showing an English word card 61 according to a third example. FIG. 5(a) shows the design of the first side 61a of the English word card 61, and FIG. 5(b) shows the design of the second side 61b of the English word card 61. The predetermined English word described on the first side 61a of the English word card 61 is "tree".

[0056] As shown in FIG. 5(a), on the first side 61a of the English word card 61, similar to the first side 41a of the English word card 41, the predetermined English word "tree" is described in two different notation methods. That is, in the English word description part 62 at the lower part of the first side 61a, the predetermined English word "tree" is described in lowercase letters, similar to the word entry notation in a dictionary or the like. Also, in the central part of the first side 61a, a root description part 53 is provided, in which the plurality of Roman characters "T", "R", "E", "E" that make up the predetermined English word "tree" are described in multiple lines so as to be arranged on a predetermined one-stroke route. Further, a picture 64 (a picture of a tree) representing the meaning of the predetermined English word "tree" is described overlapping the plurality of Roman characters "T", "R", "E", "E" that make up the predetermined English word in the root description part 63.

[0057] As shown in FIG. 5(b), on the second side 61b of the English word card 61, there are a single-character notation part 65 that represents the first character "T" of the predetermined English word "tree" described on the first side 61a, a picture 64 that represents the meaning of the predetermined English word "tree", and a character count notation part 66 that represents the number of Roman letters included in the predetermined English word "tree" in Arabic numerals.

[0058] FIGS. 6 and 7 are conceptual diagrams showing English word cards 71 and 81 according to the fourth and fifth examples. FIGS. 6(a) and 7(a) show the designs of the first sides 61a and 71a of the English word cards 61 and 71, and FIGS. 6(b) and 7(b) show the designs of the second sides 71b and 81b of the English word cards 71 and 81. The predetermined English word described on the first side 71a of the English word card 71 is "whale". The predetermined English word described on the first side 81a of the English word card 81 is "Xmas".

[0059] As shown in FIG. 6(a), the predetermined English word "whale" is written in lowercase in the English word notation part 72 at the lower part of the first side 71a of the English word card 71. Also, as shown in FIG. 7(a), the predetermined English word "Xmas" is written with only "X" in uppercase and the rest in lowercase in the English word notation part 82 at the lower part of the first side 81a of the English word card 81. Also, in the central part of the first sides 71a and 81a, there are provided root notation parts 73 and 83 that are written in multiple lines so that the multiple Roman letters "W", "H", "A", "L", "E" that make up the predetermined English word "whale" and the multiple Roman letters "X", "M", "A", "S" that make up the predetermined English word "Xmas" are arranged on a predetermined single-stroke route. Also, in the central part of the first sides 71a and 81a, a picture 74 (a picture of a whale) that represents the meaning of the predetermined English word "whale" and a picture 84 (a picture of a Xmas tree) that represents the meaning of the predetermined English word "Xmas" are written overlapping the root notation parts 73 and 83.

[0060] As shown in FIGS. 6(b) and 7(b), on the second sides 71b, 81b of the English word cards 71, 81, there are provided a one-character notation part 75, 85 for notating the first characters 'T', 'X' of the predetermined English words 'whale', 'Xmas' described on the first sides 71a, 81a, pictures 74, 84 representing the meanings of the predetermined English words 'whale', 'Xmas', and a character count notation part 76, 86 representing the number of Roman letters included in the predetermined English words 'whale', 'Xmas' in Arabic numerals.

[0061] FIG. 8 is a conceptual diagram showing an English word card 91 according to a sixth example. FIG. 8(a) shows the design of the first side 91a of the English word card 91, and FIG. 8(b) shows the design of the second side 91b of the English word card 91. The predetermined English word described on the first side 91a of the English word card 91 is 'yacht'.

[0062] As shown in FIG. 8(a), on the first side 91a of the English word card 91, similar to the first sides 41a of other cards, there are provided an English word description part 92 and a root description part 93, and a picture 94 (a picture of a yacht) representing the meaning of the predetermined English word 'yacht' is described overlapping the root description part 93.

[0063] As shown in FIG. 8(b), on the second side 91b of the English word card 91, similar to the second sides 41b of other cards, there are described the first character 'Y' (one-character notation part 95) of the predetermined English word 'yacht' described on the first side 91a, a picture 94 representing the meaning of the predetermined English word 'yacht', and a character count notation part 96 representing the number of characters of the predetermined English word.

[0064] As shown in FIGS. 3 to 8, on the first sides 41a to 91a of the respective English word cards 41 to 91, predetermined English words represented by combining a plurality of Roman letters represented by the shapes of the Roman letter holds 21a to 21z are described according to the above-mentioned fixed rules. Further, on the second sides 41b to 91b of the respective English word cards 41 to 91, pictures 44 to 94 representing the meanings of the English words described on the first sides 41a to 91a, one-letter notation parts 45 to 95 indicating the first letter of the English words, and the like are described. A user of the bouldering educational exercise tool can, for example, perform bouldering practice combined with language learning using the bouldering educational exercise tool in the following procedure.

[0065] In the first step, as shown in FIGS. 1 and 2, the climbing hold 20 including the Roman letter holds 21a to 21z is fixed at an arbitrary position on the walls 12, 12a to prepare a wall for bouldering practice. Preparation of the wall including fixing the climbing hold 20 to the walls 12, 12a may be performed by the user himself / herself, but is generally performed by the administrator of the bouldering practice facility or a professional contractor commissioned by the administrator.

[0066] In the second step, a user using the bouldering educational exercise tool selects one of the plurality of English word cards 41 to 91 included in the bouldering educational exercise tool. At this time, the user selects the English word cards 41 to 91 without looking at the first side 41a. The users who perform bouldering using the bouldering educational exercise tool are not particularly limited, but infants, children, students, etc. who are learning English at school or a cram school are preferable because they can learn English while bouldering.

[0067] In the third step, the user of the bouldering educational exercise equipment imagines a climbing route on the wall that traces in order the plurality of Roman letters (for example, "W", "H", "A", "L", "E") included in a predetermined English word (for example, "whale") described on the selected English word card (for example, English word card 71). At this time, the user can recall the spelling of the predetermined English word from the first letter (for example, "W") described on the second side 71b of the English word card (for example, English word card 71), the picture 74, and the number of characters (for example, "5"). Also, in the third step, if necessary, the user can check the spelling of the predetermined English word by looking at the first side 71a of the selected English word card, and can check the answer of the climbing route imagined without looking at the first side 71a.

[0068] In the fourth step, the user who uses the bouldering educational exercise equipment can actually perform bouldering and practice along a climbing route that traces in order the plurality of Roman letters included in a predetermined English word. FIG. 10 is a conceptual diagram showing a state in which bouldering is being practiced using the bouldering educational exercise equipment according to the present invention. When the user 18 who uses the bouldering educational exercise equipment selects, for example, the English word card 71 on which the predetermined English word "whale" is described, the user can perform bouldering along the climbing route 98 as shown in FIG. 10 and exercise and learn.

[0069] Note that when performing bouldering practice as described above, the conditions (restrictions) of the holds that can be used in bouldering can be arbitrarily set according to the user's bouldering skills and the like. For example, there are no usage restrictions for beginners, only Roman letter type holds 21a to 21z of the same color as any of the characters included in the English word on the selected card can be used for intermediate users, and only Roman letter type holds 21a to 21z of the same color as the first letter of the English word on the selected card can be used for advanced users, and so on.

[0070] As described above, the bouldering educational exercise equipment according to the present invention has Roman - shaped climbing holds 21a to 21z in the shape of Roman letters, and English word cards 41 to 91 on which English words represented by combining those Roman letters are described. Therefore, various climbing routes that produce meanings corresponding to the English word cards 41 to 91 can be set and enjoyed. Also, on the second sides 41b to 91b of the English word cards 41 to 91, the first letter of the English word and pictures 44 to 94 representing the meaning of the English word are described. By looking at the second sides 41b to 91b, recalling the spelling of the English word, and imagining the correct climbing route to conduct the bouldering educational exercise, one can learn the spelling of the English word while using the body and the head, thereby enhancing the English learning effect. In particular, since bouldering educational exercise uses the fingertips and the whole body, it is optimal as a learning (educational) tool for children. Also, by performing bouldering while considering features such as the shape and arrangement of the Roman - shaped holds 21a to 21z, it has an advantageous effect from the perspective of improving bouldering techniques, such as memorizing climbing routes and strategies for each hold. Also, by moving the body while imagining the shape of the alphabet, various sensations can be mixed to conduct language learning, so it is possible to conduct an educational exercise that extends more comprehensive abilities. Also, by using cards to do bouldering, parents and children or children among themselves can set various climbing routes and conduct language learning and exercise even without professional staff.

[0071] As mentioned above, the present invention has been described with reference to embodiments, but the described embodiments are merely examples, and it goes without saying that many other embodiments and examples are included in the technical scope of the present invention. For example, as shown in FIGS. 1 and 2, the Roman - shaped holds 21a to 21z may be fixed in a state where the orientation of the letters is not inclined, or may be fixed with the letters inclined. Also, in the embodiment, as the climbing holds, the Roman - shaped holds 21a to 21z having the shape of Roman letters were used as an example for explanation, but the letters represented by the shape of the climbing holds may be any characters such as hiragana, katakana, Chinese characters, and Arabic characters.

[0072] Also, in the route description section 43 on the first side 41a of the English word card, the first letter "I" of the English word "ice cream" is arranged at the upper left of the first side 41a, and the single-character notation section 45 (indicating "I") on the second side 41b of the English word card is arranged at the upper left of the second side 41b. In this way, the arrangement of the first letter in the route description section 43 on the first side 41a and the arrangement of the single-character notation section 45 on the second side 41b may correspond. FIG. 11 is a conceptual diagram showing a seventh example of the English word card 141 in the bouldering educational exercise tool. In the English word card 141, the arrangement of the first letter "H" in the route description section 143 on the first side 141a is arranged at the upper right of the first side 141a, and the single-character notation section 145 on the second side 141b of the English word card 141 is arranged at the upper right of the second side 141b. Regarding the picture 143 and the English word description section 142 of the English word card 141, other features of the English word card 141 are the same as those of the other English word cards 41, etc. described above. As shown in FIGS. 3 to 7 and FIG. 9, in the English word cards 41 to 91 and 141, the route description sections 43 to 93 and 143 and the single-character notation sections 45 to 95 and 145 are described in various variations while following certain rules, thus becoming cards that strongly associate with the climbing route.

Explanation of Signs

[0073] 12, 12a... Wall 20... Climbing hold 21a to 21z... Roman letter holds 22... Front surface 23... First surface 24... Note center line 25... Second surface 26... Fixing hole 27... Fixing bolt 28... Rock-shaped hold 29... Rectangular hold 31... First group 32... Second group 33... Third group 34... Fourth group 35... Fifth group 36…The 6th group 41, 51, 61, 71, 81, 91, 141…English word cards 41a, 51a, 61a, 71a, 81a, 91a…The first side 42, 52, 62, 72, 82, 92…English word description part 43, 53, 63, 73, 83, 93…Route description part 44, 54, 64, 74, 84, 94…Pictures 41b, 51b, 61b, 71b, 81b, 91b…The second side 45, 55, 65, 75, 85, 95…One-character notation part 46, 56, 66, 76, 86, 96…Word count notation part 98…Climbing route

Claims

1. a plurality of climbing holds each having a shape corresponding to a different predetermined character and fixed to a wall; a plurality of word cards, each of which has a first side on which a predetermined word is written, the predetermined word being represented by a combination of a plurality of the predetermined characters represented by the shape of the climbing hold, and the predetermined words written on the first side are different from one another; In the bouldering educational exercise equipment, the second side of each word card has the first letter of the specified word written on the first side and a picture representing the meaning of the specified word written on the first side.

2. The bouldering educational exercise device of claim 1, wherein the specified word written on the first surface is written in multiple lines so that the multiple letters constituting the specified word are lined up on a specified one-stroke route.

3. The bouldering educational exercise equipment according to claim 2, wherein the first surface has the same picture as that on the second surface superimposed on a plurality of letters constituting the specified word.

4. The plurality of climbing holds are arranged in a plurality of groups each having a different color from three to nine colors, The bouldering educational exercise tool according to claim 1 , wherein the picture on the second side of the word card is represented in one of the colors of the color-coded climbing holds.

5. The bouldering educational exercise device of claim 4, wherein the picture on the second side of the word card is represented in the same color as the climbing hold corresponding to the first letter written on the second side together with the picture.

6. The bouldering educational exercise equipment described in claim 1, characterized in that the front surface of the climbing hold has a first surface formed along the writing center line of the character represented by the shape of the climbing hold and a second surface formed to border the first surface, and the second surface has a surface roughness greater than that of the first surface.

7. The shape of the climbing hold corresponds to any Roman letter including uppercase and lowercase letters, 2. The bouldering educational exercise tool according to claim 1, wherein the word cards are English word cards on which predetermined English words are written that are represented by combining a plurality of the Roman letters that are represented by the shapes of the climbing holds.

8. A bouldering intellectual training exercise method using the bouldering intellectual training exercise equipment according to any one of claims 1 to 7, fastening a plurality of said climbing holds to a wall; selecting one of the plurality of flashcards; A step of considering a climbing route for the wall that sequentially follows a plurality of characters included in the predetermined word written on the selected word card; and a step of bouldering on the wall along the climbing route.

Images