Lesson equipment, method of using lesson equipment, method of teaching skiing and snowboarding

Abstract

The present invention provides lesson equipment, a method for using said lesson equipment, and a ski and snowboard instruction method, all of which enable maintaining a given distance between an instructor and a lesson participant. This lesson equipment 10 is to be used in a ski lesson and a snowboard lesson taking place between an instructor 20 and a lesson participant 30, and comprises: a grip part 11 to be held by the instructor 20; a linking part 12 which is disposed so as to extend from the grip part 11 in a leading end direction; and an abutment part 13 that is provided to the leading end of the linking part 12 and that abuts the lesson participant 30.

Description

Technical Field

[0001] The present invention relates to a lesson tool used for ski lessons and snowboard lessons by an instructor and a trainee, a method of using the lesson tool, and a method of teaching skiing and snowboarding using the lesson tool.

Background Art

[0002] In normal ski lessons and snowboard lessons, an instructor teaches skiing techniques and the like in the immediate vicinity of the trainee. When the trainee is a beginner or a child in skiing or snowboarding, the instructor directly touches the trainee to prevent accidents due to unexpected slips and to relieve fear. In addition, when the trainee is a child, tools disclosed in Patent Documents 1 and 2 are provided as tools for preventing accidents and training in skiing and snowboarding.

Prior Art Documents

Patent Documents

[0003]

Patent Document 1

Patent Document 2

Summary of the Invention

Problems to be Solved by the Invention

[0004] In recent ski lessons and snowboard lessons, due to concerns about the impact of a new viral infectious disease, it is recommended to keep a certain distance between the instructor and the trainee. However, even when using the tools of Patent Documents 1 and 2, for example, it is not possible to always maintain a certain distance between the instructor and the trainee, and from the viewpoints of accident prevention and fear alleviation, it is very difficult to conduct ski lessons and snowboard lessons while maintaining a certain distance between the instructor and the trainee.

[0005] The present invention has been made in view of the above problems, and an object thereof is to provide a lesson tool capable of maintaining a certain distance between an instructor and a trainee, a method of using the lesson tool, and a method of instructing skiing and snowboarding.

Means for Solving the Problems

[0006] As means for solving the above problems, the present invention is as follows. The invention according to claim 1 is a lesson tool used for skiing lessons and snowboarding lessons by an instructor and a trainee, a gripping portion gripped by the instructor, a connecting portion extending from the gripping portion in the tip direction, and a contact portion provided at the tip of the connecting portion and brought into contact with the trainee, and the gist is to include these. The invention according to claim 2 is the invention according to claim 1, wherein the contact portion is formed in a shape in which the central portion of the tip protrudes in the tip direction, and the gist is this. The invention according to claim 3 is the invention according to claim 2, wherein the contact portion is further formed in a shape that tapers as it goes in the tip direction, and the gist is this. The invention according to claim 4 is the invention according to any one of claims 1 to 3, wherein the contact portion has stoppers on both side portions, and the gist is this. The invention according to claim 5 is the invention according to any one of claims 1 to 4, wherein the contact portion is subjected to anti-slip processing at a portion where it is brought into contact with the trainee, and the gist is this. The invention according to claim 6 is a method of using a lesson tool for skiing lessons and snowboarding lessons by an instructor and a trainee, the lesson tool includes a gripping portion gripped by the instructor, a connecting portion extending from the gripping portion in the tip direction, and a contact portion provided at the tip of the connecting portion, and the gist is to bring the contact portion into contact with the trainee. The invention according to claim 7 is a method for instructing skiing and snowboarding using the lesson tool according to any one of claims 1 to 5, wherein a first step of having the trainee stand above the instructor on the slope and face the instructor; a second step of the instructor bringing the contact portion into contact with the trainee while holding the grip portion; a third step of the instructor descending the slope together with the trainee while pressing the trainee from below the slope through the contact portion, the gist of which is to include these steps.

Advantages of the Invention

[0007] According to the present invention, it is possible to provide a lesson tool that can maintain a certain distance between the instructor and the trainee, a method of using the lesson tool, and a method of instructing skiing and snowboarding.

Brief Description of the Drawings

[0008]

Figure 1

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Figure 10

Figure 11

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Figure 17

Embodiments for Carrying Out the Invention

[0009] Hereinafter, the present invention will be described with reference to the drawings. The matters shown here are exemplary and for exemplarily explaining the embodiments of the present invention, and are described for the purpose of providing an explanation that can most effectively and easily understand the principle and conceptual features of the present invention. In this regard, it is necessary for a fundamental understanding of the present invention and is not intended to show the structural details of the present invention to a greater extent than necessary, and it is to clarify to those skilled in the art how some forms of the present invention are actually embodied by the description in combination with the drawings.

[0010] The lesson tool (instruction tool) of the present invention is used for ski lessons and snowboard lessons by an instructor and a learner. The lesson tool (10) includes a gripping portion (11) gripped by an instructor (20), a connecting portion (12) extending from the gripping portion (11) in the tip direction, and a contact portion (13) provided at the tip of the connecting portion (12) and brought into contact with a trainee (30) (see FIGS. 1, 2, and 6).

[0011] The method of using the lesson tool of the present invention is a method of using a lesson tool for ski lessons and snowboard lessons by an instructor and a trainee. This lesson tool is the above-mentioned lesson tool (10), and includes a gripping portion (11) gripped by an instructor (20), a connecting portion (12) extending from the gripping portion (11) in the tip direction, and a contact portion (13) provided at the tip of the connecting portion (12) (see FIGS. 1, 2, and 6). The lesson tool (10) is used by bringing the contact portion (13) into contact with the trainee (30) (see FIGS. 3(a) and (b)).

[0012] Here, the tip direction is the direction from the gripping portion 11 toward the contact portion 13, and is the direction from the instructor 20 toward the trainee 30. The lesson tool 10 described below will be described by taking as a specific example the one used for ski lessons, but even if it is used for snowboard lessons, it can achieve substantially the same effect as ski lessons. In the case of snowboard lessons, in the following description, the ski board 34 shall be read as a snowboard.

[0013] As shown in FIGS. 1 and 2, the lesson tool 10 includes a gripping portion 11, a connecting portion 12 extending from the gripping portion 11 in the tip direction, and a contact portion 13 provided at the tip of the connecting portion 12. As shown in FIGS. 7 to 9, the lesson tool 10 is used by having the instructor 20 grip the gripping portion 11, directing the connecting portion 12 and the contact portion 13 toward the trainee 30, and bringing the contact portion 13 into contact with the trainee 30. As shown in FIGS. 3(a) and (b), the contact portion 13 is brought into contact with the contact site 31 of the trainee 30.

[0014] The gripping part 11 is provided for the purpose of being gripped by the instructor 20. The shape of the gripping part 11 is not particularly limited as long as the above object can be achieved. Specific examples of the shape of the gripping part 11 include linear, U-shaped, V-shaped, C-shaped, D-shaped, etc. in a plan view.

[0015] The cross-sectional shape of the gripping part 11 is not particularly limited as long as it has sufficient strength to withstand the above object. Specific examples of the cross-sectional shape include circular, triangular, quadrangular, pentagonal, hexagonal, and other polygonal shapes. Also, this cross-sectional shape can be either solid or hollow. The gripping part 11 can be subjected to anti-slip processing at the portion gripped by the instructor 20. Examples of this anti-slip processing include providing an anti-slip material such as synthetic rubber or elastomer on the surface of the gripping part 11, and performing knurling processing to make the surface of the gripping part 11 uneven.

[0016] The connecting part 12 is provided for the purpose of maintaining a certain distance between the instructor 20 and the trainee 30 by keeping a certain distance between the gripping part 11 and the abutting part 13. The shape of the connecting part 12 is not particularly limited as long as the above object can be achieved. Specific examples of the shape of the connecting part 12 include linear and arc-shaped in a plan view. The distance between the gripping part 11 and the abutting part 13 maintained by the connecting part 12 is not particularly limited. This distance can preferably be 30 cm to 3 m, more preferably 90 cm to 2.5 m, and even more preferably 1 m to 2 m.

[0017] From the perspective of achieving the above object, the connecting part 12 is preferably shaped as described above or has shape retention properties capable of maintaining the above shape. For example, when the connecting part 12 is made of a wire such as a string, rope, or belt, the wire can deform freely, so a certain distance cannot be maintained between the gripping part 11 and the abutting part 13. In the connecting portion 12, specifically, a molded body (excluding wire materials) is preferable as something shaped into the above shape or having shape retention capable of retaining the above shape. This molded body can be obtained by any existing molding method using a mold, such as injection molding, blow molding, extrusion molding, vacuum molding, pressure-air molding, etc., and any of them can be used.

[0018] The cross-sectional shape of the connecting portion 12 is not particularly limited as long as it has strength capable of withstanding the above purpose. Specific examples of the cross-sectional shape include a circular shape and polygonal shapes such as a triangular shape, a quadrangular shape, a pentagonal shape, and a hexagonal shape. Also, this cross-sectional shape may be either solid or hollow. The number of connecting portions 12 arranged between the gripping portion 11 and the abutting portion 13 is not particularly limited as long as the above purpose can be achieved. The number of connecting portions 12 can be only one (see FIGS. 1 and 2), or two or more (see FIG. 6).

[0019] The abutting portion 13 is provided for the purpose of abutting against the attendee 30, particularly against the abutted portion 31 of the attendee 30. The shape of the abutting portion 13 is not particularly limited as long as the above purpose can be achieved. Specific examples of the shape of the abutting portion 13 include polygonal shapes such as a triangular shape and a rectangular shape in plan view, polygonal frame shapes such as a triangular frame shape and a rectangular frame shape, a circular shape, a circular frame shape, a linear shape, an arc shape, a T-shaped, a V-shaped, a U-shaped, etc. The abutting portion 13 can be subjected to anti-slip processing at the location where it abuts against the abutted portion 31. Examples of this anti-slip processing include providing an anti-slip material such as synthetic rubber or elastomer on the surface of the abutting portion 13, and performing knurling processing to make the surface of the abutting portion 13 uneven.

[0020] The abutting portion 13 is preferably formed in a shape in which the central portion 13A of the tip protrudes in the tip direction (see FIGS. 1, 2, and 6). Specifically, as the shape in which the tip central portion 13A protrudes in the tip direction, among the above-described shapes, for example, a triangular shape in plan view (see FIG. 1), a T-shaped in plan view (see FIG. 2), an arc-shaped in plan view (see FIG. 6), or a polygonal frame shape, a circular shape, a circular frame shape, and a V-shaped can be mentioned. The lesson tool 10 in which the contact portion 13 has the above shape can make the trainee 30 assume a posture suitable for skiing downhill.

[0021] That is, in the shape of the contact portion 13, the tip central portion 13A protruding in the tip direction is arranged so as to be pushed between the left and right contact portions 31 of the trainee 30 (see FIGS. 4(a), (b), FIGS. 5(a), (b)). And by arranging the tip central portion 13A between the left and right contact portions 31, the trainee 30 can naturally widen the distance between the left and right feet. This posture with the distance between the left and right feet widened is recommended in ski lessons as a posture in which the weight can be evenly applied to the left and right of the ski board 34. That is, by using the lesson tool 10 provided with the contact portion 13 having the above shape, ski lessons can be preferably conducted.

[0022] More preferably, the contact portion 13 is formed in a shape that tapers as it goes in the tip direction (see FIGS. 1 and 6). Specifically, as the shape that tapers as it goes in the tip direction, among the above-described shapes, for example, a triangular shape in plan view (see FIG. 1), an arc-shaped in plan view (see FIG. 6), or a polygonal frame shape, a circular shape, a circular frame shape, and a V-shaped can be mentioned. The lesson tool 10 in which the contact portion 13 has the above shape can make the trainee 30 assume a posture suitable for skiing downhill.

[0023] That is, the contact portion 13 formed in a shape that tapers as it goes in the tip direction has a function of pushing and widening between the left and right contact portions 31 of the trainee 30 in the tip direction (see FIGS. 4(a), (b)). Specifically, on the left and right sides in the tip direction, the contact portion 13 causes the contact surfaces 13B to contact the left and right contact portions 31 of the trainee 30 respectively. This contact surface 13B applies a force to the contacted contact portion 31, and the direction of this force becomes obliquely outward as it goes in the tip direction (refer to the arrow in Fig. 4(a)). Due to the force applied from the contact portion 13, the trainee 30 has the left and right contact portions 31 pushed and spread obliquely outward in the tip direction, resulting in a posture where the front end of the ski board 34 is closed and the rear end of the ski board 34 is open. The posture where the front end of the ski board 34 is closed and the rear end of the ski board 34 is open is a so-called Prükbogen posture, and it is recommended in ski lessons as the basic posture in skiing. That is, by using the lesson tool 10 provided with the contact portion 13 having the above-described shape, ski lessons can be carried out more suitably.

[0024] The contact portion 13 can have stoppers 14 on both the right and left side portions in the tip direction. When the contact portion 31 moves outward to the right or left side in the tip direction with respect to the contact portion 13 and tries to come off the contact portion 13, the stopper 14 contacts the contact portion 31 and restricts the movement of this contact portion 31. That is, the stopper 14 is provided for the purpose of stopping the movement of the contact portion 31 that tries to come off the contact portion 13. The shape of the stopper 14 is not particularly limited as long as the above object can be achieved. Specific examples of the shape of the stopper 14 include a columnar shape (refer to Fig. 1), a columnar shape such as a prismatic shape, an arc shape (refer to Fig. 2), a rod shape (refer to Fig. 6), and the like. The form of providing the stopper 14 on the contact portion 13 is not particularly limited as long as the above object can be achieved. For example, the stopper 14 can be provided on the contact portion 13 so as to extend straight in the tip direction. Also, the stopper 14 can be provided on the contact portion 13 so as to extend obliquely outward such as to the outer right or left side in the tip direction, or obliquely inward such as to the inner right or left side in the tip direction.

[0025] The contact portion 31 of the trainee 30 is the portion where the contact portion 13 contacts. The contact target part 31 is not particularly limited. For example, it can be any part of the body such as the chest, waist, abdomen, back, wrist, finger, thigh, front of the knee, back of the knee, calf, shin of the trainee 30, or skiing equipment such as the boots 32 worn by the trainee 30, the binding 33 that fixes the boots 32 to the ski board 34, and the ski board 34. Among these, it is preferable that the contact target part 31 is a part below the knee of the trainee 30, specifically, a part of the body such as the front of the knee, the back of the knee, the calf, the shin, or skiing equipment such as the boots 32, the binding 33, and the ski board 34. When the contact target part 31 is a part below the knee of the trainee 30, the posture of the trainee 30 becomes a forward - inclined posture in the skiing direction. This forward - inclined posture is recommended in skiing lessons as an optimal posture for skiing. For example, when the contact target part is a part above the knee such as the chest or waist of the trainee 30, the trainee 30 is pushed in the tip direction by the training equipment 10, that is, backward for the trainee 30, and a backward - inclined posture is formed.

[0026] Also, in skiing, the left and right feet are respectively fixed to the pair of left and right ski boards 34 via the boots 32 and the bindings 33. Therefore, in skiing, the contact target part 31 can be a part of the body or skiing equipment on either the left or right foot side, or can be a part of the body and skiing equipment on both the left and right feet. When the contact target part 31 is a part of the body and skiing equipment on both the left and right feet, the posture of the trainee 30 can be stabilized.

[0027] More preferably, the contact target part 31 is at least one skiing equipment selected from the boots 32, the binding 33, and the ski board 34 among the parts below the knee (see Fig. 3(a)). That is, in skiing downhill, first, the ski board 34 starts to slide, and the binding 33 fixed to the ski board 34 and the boots 32 fixed to the binding 33 move substantially integrally with the ski board 34. Therefore, when suppressing the unexpected sliding out of the trainee 30 using the training equipment 10, it is useful to use at least one ski equipment selected from the boots 32, the binding 33, and the ski board 34 as the abutted part 31. That is, by using at least one ski equipment selected from the boots 32, the binding 33, and the ski board 34 as the abutted part 31 and abutting the abutting part 13 against the abutted part 31, the movement of the boots 32, the binding 33, and the ski board 34 that are about to slide integrally can be stopped.

[0028] Also, the boots 32, the binding 33, and the ski board 34 are hard parts that do not deform significantly when the abutting part 13 is abutted, so the abutting part 13 can be stably abutted. Furthermore, by using at least one ski equipment selected from the boots 32, the binding 33, and the ski board 34 as the abutted part 31, it is possible to prevent the trainee 30 from being aware that the abutting part 13 is abutted. That is, when the abutted part 31 is a part other than the ski equipment, problems such as the trainee 30 feeling pain due to the abutting of the abutting part 13 occur. However, if the abutted part 31 is the ski equipment, the occurrence of such problems can be prevented.

[0029] When the abutted part 31 is the boots 32, specifically, it is preferably the front surface of the boots 32. If the abutted part 31 is the front surface of the boots 32, it is not limited to a specific part such as the upper arm or the ankle. When the abutted part 31 is the binding 33 or the ski board 34, specifically, it is preferably the front end of the binding 33 or the ski board 34. That is, the contact portion 31 can be the front surface of the boot 32, or the front end portion of the binding 33 or the ski 34, thereby preventing the trainee 30 from slipping out unexpectedly or the like.

[0030] In the case where the ski 34 is provided with a clamp 34A at the front end portion, this clamp 34A can be used as the contact portion 31 (see Fig. 3(b)). The clamp 34A is usually provided to prevent the front end portion of the ski 34 from overlapping during downhill skiing. The position of the clamp 34A at the front end portion of the ski 34 is not particularly limited, and the clamp 34A can be provided on the upper surface of the front end portion of the ski 34, or can be provided to protrude forward from the front end of the ski 34.

[0031] As a specific example, the lesson tool 10 shown in Fig. 1 has a linear grip portion 11 extending in a direction intersecting the tip direction, and a linear connecting portion 12 extending in the tip direction. In this lesson tool 10, the contact portion 13 has a shape in which the tip center portion 13A protrudes in the tip direction, and further, is formed in a triangular shape in plan view with a tapered shape as it goes in the tip direction. The contact portion 13 has stoppers 14 at both side ends on the right and left sides in the tip direction. The stoppers 14 are formed in a columnar shape and are provided to protrude in the tip direction from the ends of both side portions of the contact portion 13.

[0032] The material of the lesson tool 10 is not particularly limited as long as it has a strength capable of withstanding ski lessons. Specific examples of the material include synthetic resin and metal. The contact portion 13 is not particularly limited as to whether it is hollow or solid, but from the viewpoint that it is to be brought into contact with the trainee 30, it is preferably hollow to impart cushioning properties.

[0033] In the lesson tool 10 shown in Fig. 1, the contact portion 13 formed in a triangular shape in plan view has both left and right side surfaces as contact surfaces 13B, and is configured to bring the contact surfaces 13B into contact with the contact portion 31 of the trainee 30. As shown in Fig. 4(a), the contact surface 13B is formed in a flat shape. This flatly formed contact surface 13B can be brought into contact with the contacted part 31 at any location. Further, the pair of left and right contact surfaces 13B are formed as inclined surfaces that approach each other as they go in the tip direction in a plan view. The contacted part 31 with which these pair of left and right contact surfaces 13B are brought into contact is expanded outward on both the left and right sides in the tip direction as shown in Fig. 4(b), so that the posture of the trainee 30 can be set to the posture of the pluck bowgen.

[0034] As a specific example, in the lesson tool 10 shown in Fig. 2, the contact part 13 is formed in an inverted T shape in a plan view, with the tip central part 13A protruding in the tip direction. This contact part 13 has stoppers 14 on both side parts respectively. The stopper 14 is formed in an arc shape in a plan view and is provided so as to protrude in the tip direction from the end parts of both side parts of the contact part 13. That is, the contact part 13 having the above-described stopper 14 is formed in a mountain shape as a whole in a plan view.

[0035] In the lesson tool 10 shown in Fig. 2, the contact part 13 has a concave part between the tip central part 13A and the left and right stoppers 14. The contact part 13 is brought into contact with the contacted part 31 such that the contacted part 31 is accommodated in these concave parts. The lesson tool 10 in which the above-described contact part 13 has a concave part is particularly useful when the contacted part 31 is the clamp 34A of the ski board 34.

[0036] That is, as shown in Fig. 5(a), the contact part 13 is brought into contact with the contacted part 31 such that the clamp 34A of the ski board 34 is fitted into the concave part between the tip central part 13A and the left and right stoppers 14. In the above lesson tool 10, at the front end of the ski board 34, a force is applied so as to be held by the contact portion 13, but the rear end portion of the ski board 34 where the force does not reach tries to move in the direction opposite to the tip direction due to its own weight or the like. For this reason, as shown in Fig. 5(b), the left and right ski boards 34 rotate in a direction in which the front end portions approach each other and the rear end portions move away from each other around the clamp 34A located inside the concave portion. And when the left and right ski boards 34 rotate, the posture of the trainee 30 becomes the posture of the pluck bogie.

[0037] As shown in Figs. 6(a) and 6(b), the lesson tool 10 can also be formed in an annular shape as a whole. That is, the lesson tool 10 includes an arc-shaped gripping portion 11, two substantially linear connecting portions 12 extending from both side portions of the gripping portion 11 in the tip direction, and an arc-shaped contact portion 13 provided between the tip portions of the connecting portions 12. As shown in Fig. 6(a), the lesson tool 10 can be configured such that the contact portion 13 has rod-shaped stoppers 14 on both side portions. These stoppers 14 are provided so as to extend radially from each other. Also, as shown in Fig. 6(b), the lesson tool 10 can be configured such that the contact portion 13 does not have the stopper 14. By being formed in an annular shape as a whole, the above lesson tool 10 is provided with cushioning properties due to elastic deformation.

[0038] A ski instruction method using the above lesson tool 10 will be described. The ski instruction method includes a first procedure, a second procedure, and a third procedure. The first procedure is a procedure of having the trainee stand above the slope from the instructor and face the instructor. The second procedure is a procedure in which the instructor brings the contact portion into contact with the portion to be contacted of the trainee while gripping the gripping portion. The third procedure is a procedure in which the instructor descends the slope together with the trainee while pressing the portion to be contacted of the trainee from below the slope through the contact portion.

[0039] The above ski instruction, that is, ski lessons, is conducted on a slope where it is possible to ski down in order to learn the skiing downhill technique. Regarding the installation location of the slope, there is no particular limitation, and it may be indoors or outdoors.

[0040] In the ski instruction method, as shown in FIG. 7, in the first step, the trainee 30 is made to stand above the slope G than the instructor 20, and the trainee 30 is made to face the instructor 20. In the second step, as shown in FIG. 8, while the instructor 20 holds the grip portion 11 of the lesson tool 10, the contact portion 13 is brought into contact with the contacted portion 31 of the trainee 30. In the third step, as shown in FIG. 9, while the instructor 20 presses the contacted portion 31 of the trainee 30 from below the slope G through the contact portion 13 of the lesson tool 10, the instructor 20 descends the slope G together with the trainee 30.

[0041] In the first step, the instructor 20 and the trainee 30 are not necessarily limited to facing each other directly, and they may face each other obliquely. Also, in the first step, the instructor 20 and the trainee 30 are not necessarily limited to standing both of them on the slope G. As long as the trainee 30 is made to stand above the slope G than the instructor 20, as shown in FIG. 7, the trainee 30 may be made to stand on a horizontal plane connected to the upper end of the slope G or the like.

[0042] In the second step, the instructor 20 is not limited to holding the grip portion 11 with both hands, and may hold it with one hand. Also, in the second step, for the contacted portion 31 to which the contact portion 13 is brought into contact, any of the boots 32, bindings 33, and ski boards 34 worn by the trainee 30 may be selected. Note that in the second step, the trainee 30 can be made to stand on the slope G together with the instructor 20 (see FIG. 8), or can also be made to stand on a horizontal plane or the like connected to the upper end of the slope G.

[0043] In the third step, when going down the slope G together with the trainee 30, the instructor 20 may walk down the slope G on foot without wearing skis, or may ski down together with the trainee 30 while wearing skis. Also, in the third step, when going down the slope G together with the trainee 30, the instructor 20 may go straight down the slope G, or may go down while meandering in the left - right direction.

[0044] In the above - mentioned ski instruction method, the lesson tool 10 has a connecting portion 12 between a gripping portion 11 gripped by the instructor 20 and a contact portion 13 brought into contact with the trainee 30. From the second step to the third step, a certain distance is always maintained between the gripping portion 11 and the contact portion 13, that is, between the instructor 20 and the trainee 30, by the connecting portion 12. Also, in the third step, the instructor 20 can hold down or support the trainee 30 by using the lesson tool 10. That is, by using the lesson tool 10, the instructor 20 can prevent accidents such as the trainee 30 slipping unexpectedly, similar to the case of directly touching the trainee 30, and can also relieve the trainee 30's fear.

[0045] Hereinafter, a specific example will be given to explain the lesson tool 10 used for snowboard lessons and the snowboard instruction method using the lesson tool 10. Note that the lesson tool 10 described below can be used for ski lessons and can achieve substantially the same effects as the above - mentioned lesson tool 10.

[0046] As shown in FIG. 10, the lesson tool 10 includes a gripping portion 11, a connecting portion 12 extending from the gripping portion 11 in the tip direction, and a contact portion 13 provided at the tip of the connecting portion 12. As shown in FIGS. 11 and 12, for the lesson tool 10, the gripping portion 11 is gripped by the instructor 20, the connecting portion 12 and the contact portion 13 are directed toward the trainee 30, and the contact portion 13 is brought into contact with the trainee 30 for use. The contact portion 13 contacts the contacted portion 31 of the attendee 30. This contacted portion 31 is not particularly limited.

[0047] The gripping portion 11 is provided for the purpose of being gripped by the instructor 20, and its shape is not particularly limited. As a specific example, the shape of the gripping portion 11 can be cylindrical or rod-shaped (see Fig. 10). The gripping portion 11 can be subjected to anti-slip processing at the location where it is gripped by the instructor 20. As this anti-slip processing, as shown in Fig. 10, an anti-slip material such as synthetic rubber or elastomer can be provided on the surface of the gripping portion 11.

[0048] The connecting portion 12 is provided for the purpose of maintaining a certain distance between the instructor 20 and the attendee 30 by separating the gripping portion 11 and the contact portion 13. The shape of the connecting portion 12 is not particularly limited and can be cylindrical or rod-shaped (see Fig. 10). The distance between the gripping portion 11 and the contact portion 13 maintained by the connecting portion 12 is not particularly limited. This distance can preferably be 30 cm to 3 m, more preferably 90 cm to 2.5 m, and even more preferably 1 m to 2 m.

[0049] From the perspective of achieving the above object, the connecting portion 12 is preferably shaped like the above or has shape retention that can hold the above shape. Specifically, as the connecting portion 12 being shaped like the above or having shape retention that can hold the above shape, it is preferable to use a molded body (excluding wire materials). This molded body can be obtained by any existing molding method using a mold, such as injection molding, blow molding, extrusion molding, vacuum molding, pressure air molding, etc.

[0050] As shown in Fig. 10, the connecting portion 12 can be integrated with the gripping portion 11 so that the entire gripping portion 11 and the connecting portion 12 are in a straight cylindrical or rod shape. That is, the gripping part 11 and the connecting part 12 can be formed by taking one end of a long cylindrical material or rod-shaped material as the gripping part 11 and the other end as the connecting part 12.

[0051] The abutting part 13 is provided for the purpose of abutting against the attendee 30, particularly against the abutted part 31 of the attendee 30. The shape of the abutting part 13 is not particularly limited as long as the above object can be achieved. As a specific example, it can be cylindrical or rod-shaped (see FIG. 10). More specifically, as shown in FIG. 10, the lesson tool 10 has a gripping part 11 and a connecting part 12 integrally formed by a long cylindrical material or rod-shaped material, and an abutting part 13 formed in a cylindrical or rod shape, which are arranged perpendicular to each other. Further, the center in the longitudinal direction of the abutting part 13 and the tip of the connecting part 12 are joined, and the whole is formed in a T shape in plan view. The abutting part 13 can be subjected to anti-slip processing at the place where it abuts against the abutted part 31. Examples of this anti-slip processing include providing an anti-slip material such as synthetic rubber or elastomer on the surface of the abutting part 13, and performing knurling processing to make the surface of the abutting part 13 uneven.

[0052] The abutted part 31 of the attendee 30 is the part where the abutting part 13 abuts. The abutted part 31 is not particularly limited. For example, it can be a body part such as the chest, waist, abdomen, back, arm, finger, thigh, front of the knee, back of the knee, calf, or calf of the attendee 30, or any of the snowboard equipment such as the boots 32 worn by the attendee 30, the binding 33 that fixes the boots 32 to the snowboard 35, and the snowboard 35. Also, the snowboard 35 fixes both the left and right feet to one snowboard 35 via the boots 32 and the binding 33. Therefore, the abutted part 31 can be a body part or snowboard equipment on either the left or right foot side according to the skiing posture of the snowboard 35, and can also be a body part or snowboard equipment on both the left and right feet.

[0053] Generally, in the skiing posture of the snowboard 35, there are a straight skiing posture in which the snowboard 35 is vertical with respect to the skiing direction and a leaf-falling posture in which the snowboard 35 is horizontal with respect to the skiing direction. In the case of the leaf-falling posture, since the direction of the trainee 30's body is forward or backward with respect to the skiing direction (the vertical direction of the slope), the body part or snowboard equipment on both the left and right feet can be used as the abutted part 31. On the other hand, in the case of the straight skiing posture, the direction of the trainee 30's body is horizontal with respect to the skiing direction (the vertical direction of the slope), and the left and right feet are arranged in front of and behind the skiing direction (see FIGS. 11 and 12). Therefore, in the case of the straight skiing posture, the body part or snowboard equipment on either the left or right foot side can be used as the abutted part 31.

[0054] The abutted part 31 is not particularly limited as to which foot side of the left and right feet it is. In the straight skiing posture, usually, the front foot in the skiing direction bears the weight and the rear foot steers. Therefore, by freeing the front foot that bears the weight, it becomes easier for the trainee 30 to maintain balance. Thus, it is preferable that the abutted part 31 be the rear foot. That is, in the straight skiing posture of the snowboard 35, it is preferable to use the body part or snowboard equipment on the rear foot in the skiing direction (in other words, the uphill or upper slope foot) as the abutted part 31, and to abut the abutting part 13 against this abutted part 31 to stop the movement of the snowboard 35 that is about to slide (see FIGS. 11 and 12).

[0055] Note that in the skiing posture of the snowboard 35, in both the leaf-falling and straight skiing postures, the direction of the trainee 30's body may be backward with respect to the skiing direction (the vertical direction of the slope). In this case, in order to stop the movement of the snowboard 35 and support the body of the trainee 30 who is about to fall, it is preferable that the abutted part 31 be a body part such as the back of the trainee 30's knee. That is, in the snowboard 35, it is preferable to appropriately change the abutted part 31 where the abutting part 13 of the lesson tool 10 abuts according to the skiing posture of the trainee 30. In skiing, regarding the abutted part 31 where the abutting part 13 of the lesson tool 10 abuts, the skiing posture of the trainee 30 does not change greatly from the forward leaning posture and can be set at a fixed position.

[0056] The method for instructing a snowboard using the above-mentioned lesson tool 10 will be described. In the following description, the case of the straight skiing posture will be taken as an example for the skiing posture of the snowboard 35. Also, in the case of the posture of falling leaves for the skiing posture of the snowboard 35, the procedure is substantially the same as the above-described skiing instruction method. The method for instructing a snowboard includes a first procedure, a second procedure, and a third procedure. The first procedure is a procedure of having the trainee stand above the slope than the instructor and facing the instructor (not shown in the figure). The second procedure is a procedure of the instructor abutting the abutting part against the abutted part of the trainee while holding the gripping part (see Fig. 11). The third procedure is a procedure of the instructor descending the slope together with the trainee while pressing the abutted part of the trainee from below the slope through the abutting part (see Fig. 12).

[0057] The above-described snowboard instruction, that is, the snowboard lesson, is conducted on a slope where it is possible to ski down on a snowboard in order to learn the skiing technique of the snowboard. Note that there is no particular limitation on the installation location of the slope, and it may be indoors or outdoors.

[0058] In the method for instructing a snowboard, in the first procedure, the trainee 30 is made to stand above the slope G than the instructor 20, and the trainee 30 is made to face the instructor 20. The second procedure is, as shown in Fig. 11, for the instructor 20 to abut the abutting part 13 against the abutted part 31 at the rear leg (the leg on the upper side of the slope G) of the trainee 30 while holding the gripping part 11 of the lesson tool 10. In the third step, as shown in FIG. 12, the instructor 20 descends the slope G together with the trainee 30 while pressing the abutted part 31 of the trainee 30 from below the slope G through the abutting part 13 of the teaching tool 10.

[0059] In the first step, the instructor 20 and the trainee 30 are not necessarily limited to facing each other directly face to face, and they may face each other obliquely. In particular, since the skiing posture (straight skiing posture) of the snowboard 35 is a posture with the body sideways with respect to the skiing direction as described above, it is preferable that the trainee 30 faces the front of the instructor 20's body with the side of his own body. Also, in the first step, the instructor 20 and the trainee 30 are not necessarily limited to standing on the slope G. If the trainee 30 is made to stand above the slope G than the instructor 20, the trainee 30 may be made to stand on a horizontal plane connected to the upper end of the slope G or the like.

[0060] In the second step, the instructor 20 is not limited to gripping the gripping part 11 with both hands, and may grip it with one hand. Also, in the second step, for the abutted part 31 against which the abutting part 13 is abutted, any of the boots 32 worn on the rear foot of the trainee 30, the binding 33 connected to the boots 32, or the surface of the snowboard 35 that is the periphery of the binding 33 may be selected. Note that in the second step, the trainee 30 can be made to stand on a horizontal plane or the like connected to the upper end of the slope G (see FIG. 11), or can also be made to stand on the slope G together with the instructor 20 (see FIG. 12).

[0061] In the third step, when the instructor 20 descends the slope G together with the trainee 30, the instructor 20 may descend the slope G on foot (see FIG. 12), or may slide down together with the trainee 30 while wearing skis 34 or a snowboard. Also, in the third step, when the instructor 20 descends the slope G together with the trainee 30, the instructor 20 may descend the slope G straight, or may descend while meandering in the left - right direction.

[0062] In the above snowboard instruction method, the lesson tool 10 has a connecting portion 12 between a gripping portion 11 gripped by an instructor 20 and a contact portion 13 that contacts a trainee 30. In the second to third procedures, a certain distance is always maintained by the connecting portion 12 between the gripping portion 11 and the contact portion 13, that is, between the instructor 20 and the trainee 30. Also, in the third procedure, the instructor 20 can hold down or support the trainee 30 by using the lesson tool 10. That is, by using the lesson tool 10, the instructor 20 can prevent an accident such as an unexpected slip of the trainee 30 or relieve the fear of the trainee 30, similar to the case of directly touching the trainee 30.

[0063] The lesson tool 10 used in the above ski lesson and snowboard lesson can further have the following configuration. As shown in Fig. 13(a), the lesson tool 10 can include a gripping portion 11, a connecting portion 12, a contact portion 13, and a support portion 11A provided closer to the proximal end direction than the gripping portion 11. That is, in the lesson tool 10 illustrated in Fig. 13(a), the gripping portion 11 is formed in a cylindrical or rod shape and arranged to extend in the vertical direction, the connecting portion 12 is formed in a cylindrical or rod shape and extends from the gripping portion 11 in the distal end direction, and the contact portion 13 is formed in a cylindrical or rod shape and provided to extend in the horizontal direction at the distal end portion of the connecting portion 12. Also, the proximal end portion of the connecting portion 12 protrudes in the proximal end direction more than the gripping portion 11.

[0064] The support portion 11A is provided for the purpose of the instructor 20 supporting the trainee 30 with the instructor 20's own body through the lesson tool 10. The shape, arrangement, etc. of the support portion 11A are not particularly limited, but it is preferably a shape in which the load applied to the instructor 20 when supporting the trainee 30 is dispersed over a wide range and an arrangement in which it is easy for the instructor 20 to press against his or her own body. As a specific example, the support portion 11A is formed in a cylindrical or rod shape and is provided at the proximal end portion of the connecting portion 12 that protrudes in the proximal direction from the gripping portion 11. This support portion 11A extends in a direction orthogonal to the extending direction of the connecting portion 12 and is arranged to extend in a direction parallel to the contact portion 13 (see Fig. 13(a)). Further, the gripping portion 11 is arranged to extend in the vertical direction, and the support portion 11A extends in the left - right direction so as to extend in a direction orthogonal to the gripping portion 11.

[0065] The lesson tool 10 provided with the above - described support portion 11A is used as follows in the skiing lesson and snowboarding lesson, that is, in the teaching method of skiing and snowboarding. That is, as shown in Fig. 14, the instructor 20 uses the lesson tool 10 by bringing the contact portion 13 into contact with the trainee 30 and further pressing the support portion 11A against his / her own body (usually, the chest or abdomen of the instructor 20).

[0066] When using the above - mentioned lesson tool 10, the instructor 20 can support and hold the weight of the trainee 30 and the like by using his / her own body through the lesson tool 10. Therefore, the instructor 20 can stably hold or support the trainee 30 while always maintaining a certain distance from the trainee 30, and can prevent accidents such as the trainee 30 slipping unexpectedly as in the case of directly touching the trainee 30, and can also relieve the fear of the trainee 30. Also, the instructor 20 can finely control the lesson tool 10 regarding the adjustment of the contact position of the contact portion 13 with respect to the trainee 30 by gripping the gripping portion 11 while pressing the support portion 11A against his / her own body (see Fig. 14). Note that the instructor 20 can also use the lesson tool 10 by gripping the support portion 11A instead of the gripping portion 11, or can also use the lesson tool 10 by gripping both the gripping portion 11 and the support portion 11A.

[0067] The distance between the instructor 20 and the trainee 30 maintained by the lesson tool 10 is not particularly limited. This distance can be appropriately set according to the age and height of the trainee 30. Specifically, when the distance between the instructor 20 and the trainee 30 is L and the height of the trainee 30 is T, the distance L is preferably 0.5 times or more and 2 times or less of the height T (0.8×T≦L≦2.0×T), more preferably 0.6 times or more and 1.5 times or less of the height T (0.6×T≦L≦1.5×T), and still more preferably 0.8 times or more and 1.2 times or less of the height T (0.8×T≦L≦1.2×T). Also, regarding the distance L between the instructor 20 and the trainee 30, the upper limit is preferably 2.5 m, more preferably 2.0 m, and still more preferably 1.8 m. Regarding the distance L between the instructor 20 and the trainee 30, the lower limit is preferably 0.5 m, more preferably 0.8 m, and still more preferably 1.0 m. Note that the distance L between the instructor 20 and the trainee 30 can usually be set according to the length of the connection part 12. The length of the connection part 12 is not particularly limited, but is preferably 0.5 m or more and 2 m or less, more preferably 0.8 m or more and 1.8 m or less, and still more preferably 1 m or more and 1.5 m or less.

[0068] As illustrated in FIGS. 13(a) and (b), the connection part 12 can have a telescopic structure. When the connection part 12 has a telescopic structure, the distance L between the instructor 20 and the trainee 30 can be appropriately changed. The telescopic structure of the connection part 12 is not particularly limited in terms of its configuration or the like. As a specific example, the connection part 12 can have two cylindrical members, with the inner diameter of one cylindrical member being larger than the outer diameter of the other cylindrical member, and the configuration in which the other cylindrical member is inserted into one cylindrical member can be cited. Then, when the other cylindrical member is pulled out from one cylindrical member, the connection part 12 extends, and when the other cylindrical member is pulled into one cylindrical member, the connection part 12 contracts. In addition, the connecting portion 12 having the telescopic structure can have fixing means such as a stopper or a screw for fixing the other cylindrical member to one cylindrical member. In this case, the connecting portion 12 having a desired length by extension or contraction can be held at that length by using the fixing means.

[0069] The contact portion 13 can be provided with a cushion portion 13C at least at a portion that comes into contact with the attendee 30. The cushion portion 13C is not particularly limited with respect to the material used, the shape of the cushion portion 13C, the shape of the contact portion 13 where the cushion portion 13C is provided, etc., as long as it can impart cushioning properties to the portion that comes into contact with the attendee 30.

[0070] As illustrated in FIGS. 13(a) and (b), the cushion portion 13C can be provided by covering the entire surface of the contact portion 13 with an elastic material such as synthetic rubber, sponge, or elastomer. Also, as illustrated in FIG. 15(a), the cushion portion 13C can be provided by joining an elastic material such as synthetic rubber, sponge, or elastomer to the tip surface (front surface) of the contact portion 13.

[0071] Alternatively, as illustrated in FIG. 15(b), the cushion portion 13C can be formed in a triangular shape in plan view by an elastic material such as synthetic rubber, sponge, or elastomer, and attached to the tip surface (front surface) of the contact portion 13, etc. The teaching tool 10 illustrated in FIG. 15(b) has a cushion portion 13C attached to the front surface of the contact portion 13, which is formed in a triangular shape in plan view. Therefore, the teaching tool 10 can also have a shape in which the contact portion 13 including the cushion portion 13C has a shape in which the tip center portion 13A protrudes in the tip direction and tapers toward the tip direction, and has a pair of contact surfaces 13B. Although not particularly illustrated, the cushion portion 13C can also be provided by joining the above-described elastic material to the contact surface 13B in the contact portion 13 of the teaching tool 10 shown in FIG. 1.

[0072] The upper limit of the weight of the lesson tool 10 is preferably 2 kg or less, more preferably 1.5 kg or less, and even more preferably 1.0 kg or less. The lower limit of the weight of the lesson tool 10 is preferably 100 g or more, more preferably 200 g or more, and even more preferably 300 g or more. When the weight is within the above range, the lesson tool 10 is easy to handle regardless of gender differences, age, etc., and can especially be handled with one hand.

[0073] The thickness (outer diameter) of the gripping part 11 is preferably 15 mm or more and 90 mm or less, more preferably 18 mm or more and 70 mm or less, and even more preferably 20 mm or more and 55 mm or less. When the thickness of the gripping part 11 is within the above range, it is easy to grip the gripping part 11 and easy to apply force when necessary. The thickness (outer diameter) of the connecting part 12 and the abutting part 13 is preferably 15 mm or more and 110 mm or less, more preferably 20 mm or more and 90 mm or less, and even more preferably 25 mm or more and 70 mm or less. When the thickness of the connecting part 12 and the abutting part 13 is within the above range, it can preferably support the weight of the trainee 30, etc., and can make the durability of the lesson tool 10 good.

[0074] The length of the gripping part 11 is preferably 100 mm or more and 500 mm or less, more preferably 110 mm or more and 400 mm or less, and even more preferably 120 mm or more and 250 mm or less. The length of the gripping part 11 is, for example, as illustrated in FIGS. 1, 2, 13(a), and (b), when the gripping part 11 extends in a direction orthogonal or intersecting with the connecting part 12, it is the length from the joint with the connecting part 12 to either one of the upper and lower or left and right ends. Alternatively, the length of the gripping part 11 is, for example, as illustrated in FIG. 10, when the gripping part 11 and the connecting part 12 extend linearly, it is the length from the joint with the connecting part 12 to the proximal end. When the length of the gripping part 11 is within the above range, the lesson tool 10 is easy to handle and can preferably support the weight of the trainee 30, etc.

[0075] When the length of the contact portion 13 is such that, as illustrated in FIG. 16, the lengths W1 and W2 from the center line Ax of the connecting portion 12 to either the left or right end in a plan view are preferably 120 mm or more and 350 mm or less, more preferably 130 mm or more and 300 mm or less, and still more preferably 150 mm or more and 250 mm or less. Either W1 or W2 may be longer than the other (W1 > W2 or W1 < W2), or both may have the same length (W1 = W2), but it is preferable that both have the same length (W1 = W2).

[0076] When the contact portion 13 has a shape in which the tip central portion 13A protrudes in the tip direction, it is not limited to making the entire contact portion 13 have such a shape (see FIGS. 1, 2, 6(a), and 6(b)). As illustrated in FIG. 17, a protruding portion 13D may be provided on the tip surface (front surface) of the contact portion 13 to form such a shape. The protruding portion 13D may be fixed to the contact portion 13 by a method such as adhesion, or may be detachable. Regarding the protruding portion 13D, as illustrated in FIG. 17, the length L from the tip surface (front surface) of the contact portion 13 to the tip central portion 13A is preferably 100 mm or more and 500 mm or less, more preferably 150 mm or more and 400 mm or less, and still more preferably 200 mm or more and 300 mm or less.

[0077] The shape of the protruding portion 13D is not particularly limited, but it is preferably a shape that is symmetric about the center line Ax of the connecting portion 12 in a plan view. Specific examples of the shape that is symmetric about the left and right include an isosceles triangle shape, a rod shape, an arc shape, etc. in a plan view. Among these shapes, the isosceles triangle shape (see FIG. 17) can also be a shape that tapers as it goes in the tip direction of the contact portion 13, and since it has the contact surface 13B, it is preferable.

[0078] When the shape of the protruding portion 13D is an isosceles triangle in plan view, as illustrated in FIG. 17, the angles θ1 and θ2 between the center line Ax of the connecting portion 12 and either of the left and right abutting surfaces 13B in plan view are preferably 5 degrees or more and 50 degrees or less, more preferably 10 degrees or more and 40 degrees or less, and still more preferably 20 degrees or more and 30 degrees or less. Either θ1 or θ2 may be larger than the other (θ1 > θ2 or θ1 < θ2), or both may be the same size (θ1 = θ2), but it is preferable that both are the same size (θ1 = θ2).

[0079] Regarding the protruding portion 13D, as illustrated in FIG. 17, the widths W3 and W4 from the center line Ax of the connecting portion 12 to either of the left and right ends in plan view are preferably 10 mm or more and 500 mm or less, more preferably 50 mm or more and 400 mm or less, and still more preferably 100 mm or more and 300 mm or less. Either W3 or W4 may be longer than the other (W3 > W4 or W3 < W4), or both may be the same length (W3 = W4), but it is preferable that both are the same length (W3 = W4).

Industrial Applicability

[0080] The teaching tool (instruction tool) of the present invention, the method of using the teaching tool, and the method of instructing skiing and snowboarding are suitably used for conducting skiing lessons and snowboarding lessons while maintaining a certain distance between the instructor and the trainee.

Explanation of Reference Numerals

[0081] 10; Teaching tool 11; Gripping portion 12; Connecting portion 13; Abutting portion, 13A; Central tip portion, 13B; Abutting surface, 13C; Cushion portion, 13D; Protruding portion 14; Stopper 20; Instructor 30; Trainee 31; Abutted portion 32; Boots 33; Binding 34; Ski board, 34A; Clamp, 35; Snowboard, G; Slope.

Claims

**Claim 1** A skiing instruction method using a lesson tool comprising a gripping portion gripped by an instructor, a connecting portion extending from the gripping portion in the tip direction, a contact portion provided at the tip of the connecting portion and contacting a trainee, and a cushion portion provided by covering the entire surface of the contact portion with an elastic material (provided that it does not include a skiing or snowboarding sliding guidance aid comprising a guide rod held by an instructor relative to a student during instruction and a support tool installed at the tip of the guide rod, the support tool comprising pressing support means for pressing and holding the tip of a ski board or a snowboard). The method includes: a first step of positioning the trainee above the instructor on the slope and facing the instructor; a second step of the instructor bringing the contact portion into contact with the contacted portion of the trainee while gripping the gripping portion; a third step of the instructor pressing down on the trainee from below the slope via the contact portion and skiing down the slope together with the trainee. The contacted portion is the front end of the trainee's ski board, and the trainee's posture is a Prückwogen posture in which the front end of the ski board is closed and the rear end of the ski board is open. This is a skiing instruction method. **Claim 2** A skiing lesson tool used in the instruction method according to Claim 1, comprising: the gripping portion gripped by the instructor; the connecting portion extending from the gripping portion in the tip direction; the contact portion provided at the tip of the connecting portion and contacting the contacted portion of the trainee; a cushion portion provided by covering the entire surface of the contact portion with an elastic material (provided that it does not include a skiing or snowboarding sliding guidance aid comprising a guide rod held by an instructor relative to a student during instruction and a support tool installed at the tip of the guide rod, the support tool comprising pressing support means for pressing and holding the tip of a ski board or a snowboard). **Claim 3** The skiing lesson tool according to Claim 2, wherein the contact portion is formed in a shape in which the central portion of the tip protrudes in the tip direction. **Claim 4** The skiing lesson tool according to Claim 2 or Claim 3, wherein the contact portion is further formed in a shape that tapers towards the tip direction. **Claim 5** The skiing lesson tool according to any one of Claims 2 to 4, wherein the contact portion has stoppers on both sides.

6. The skiing lesson tool according to any one of claims 2 to 5, wherein the contact portion is provided with an anti-slip process at a position where it contacts the trainee.

7. A method of using a skiing lesson tool by an instructor and a trainee, The lesson tool includes a gripping portion gripped by the instructor, a connecting portion extending from the gripping portion in the tip direction, a contact portion provided at the tip of the connecting portion, and a cushion portion provided by covering the entire surface of the contact portion with an elastic material. Using the front end of the trainee's ski board as the contact site, A method of using a lesson tool, characterized in that the contact portion is brought into contact with the contact site of the trainee, and the posture of the trainee is set to a Prückwinkel posture in which the front end of the ski board is closed and the rear end of the ski board is open (however, it consists of a guide rod held by the instructor relative to the student during instruction and a support provided at the tip of the guide rod, and the support is characterized by having a pressing support means for pressing and holding the tip of a ski board or a snowboard, excluding a skiing or snowboarding sliding guidance assist tool).

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