Soccer ball and training assembly

Abstract

The present disclosure provides a soccer ball and a training assembly. The soccer ball comprises a ball body and a marking area provided on the surface of the ball body. The marking area comprises a ball-out guide line, a ball putting line, and a ball kicking point group which are respectively provided on the surface of the ball body. The ball-out guide line and the ball putting line are located on different cross sections. Each cross section is a cross section passing through the center of the ball body. The ball kicking point group comprises a plurality of ball kicking reference points distributed at intervals. The cross section where the distribution path of the plurality of ball kicking reference points is located coincides with the cross section where the ball-out guide line is located. A horizontal midline cross section is defined as a cross section passing through the center of the ball body. When the cross section where the ball-out guide line is located and the cross section where the ball putting line is located are both perpendicular to the ground, the horizontal midline cross section is parallel to the ground, and the plurality of ball kicking reference points are distributed downward from the horizontal midline cross section. The soccer ball and the training assembly provided by the present disclosure can improve the training efficiency and training effect of set pieces.

Description

Football and training kit

[0001] This disclosure claims priority to Chinese patent application No. 2024100162245, filed with the China Patent Office on January 4, 2024, and entitled “SOCCER BALL AND SOCCER TRAINING ASSEMBLY,” and U.S. patent application No. US18 / 829,400, filed with the U.S. Patent Office on September 10, 2024, and entitled “SOCCER BALL AND SOCCER TRAINING ASSEMBLY.” Technical Field

[0002] The present disclosure relates to the technical field of sports equipment, and in particular to a football and a training assembly. Background Art

[0003] In football, set pieces are an important and advanced skill, encompassing free kicks, penalties, corner kicks, and goal kicks. Each of these actions involves aiming the ball, running up, landing the supporting foot, striking the ball, and following the swing of the foot. Each of these steps requires strict and varying requirements for specific objective technical elements, such as angle, distance, position, and direction. Extensive testing is required to understand the impact of these objective technical elements on the effectiveness of the strike, followed by extensive practice to develop movement habits and muscle memory, allowing for the precise and effective mastery of specific set piece techniques. However, the prior art lacks training equipment for set piece training that systematically, precisely, rigorously, and efficiently guides the specific objective technical elements, such as angle, distance, position, and direction, for each action step. This makes it difficult for practitioners to maintain the most accurate and stable conditions for these elements during training, allowing for accurate testing and repeated practice, resulting in low training efficiency and poor results. Summary of the Invention

[0004] The present disclosure provides a football, a training component and a training device, which can improve the training efficiency and training effect of set pieces.

[0005] The embodiments of the present disclosure may be implemented as follows:

[0006] An embodiment of the present disclosure provides a soccer ball, which has a sphere and a marking area provided on the surface of the sphere, the marking area including a ball-out guide line, a ball-swinging line, and a hitting point group, each of which is provided on the surface of the sphere, the ball-out guide line and the ball-swinging line being located at different sections, each section being a section passing through the center of the sphere, the hitting point group including a plurality of hitting reference points distributed at intervals, the section where the distribution paths of the plurality of hitting reference points are located coincides with the section where the ball-out guide line is located, the horizontal center line section is defined as the section passing through the center of the sphere, when the section where the ball-out guide line and the section where the ball-swinging line are located are both perpendicular to the ground, the horizontal center line section is parallel to the ground, and the plurality of hitting reference points are distributed downward from the horizontal center line section.

[0007] In the above-described embodiment, the ball-release guide line, the ball-swinging line, and the hitting reference point distribution path are circular lines formed by the intersection of a section passing through the center of the sphere and the spherical surface. After the user rotates the sphere relative to each other, these lines visually marking the area can overlap and appear as a straight line. Based on the angle between the ball-release guide line and the ball-swinging line relative to the ground, after the user rotates the sphere in place, when the section containing the ball-release guide line is perpendicular to the ground, the ball-release guide line will appear to the user as "perpendicular" to the ground; when the section containing the ball-swinging line is perpendicular to the ground, the ball-swinging line will appear to the user as "perpendicular" to the ground. Furthermore, when the user faces a ball-release guide line that is "perpendicular" to the ground, the ball-release guide line can appear to the user as a "straight line," useful for indicating direction. Therefore, by placing the ball so that the sections containing the ball release guide line and the ball swing line are perpendicular to the ground, and the ball release guide line is aligned with the preset target direction, the position of the marked area on the ball relative to the ground can be determined, thereby achieving "correct ball swing," improving swing efficiency and thus training efficiency. Multiple hitting reference points are located in the section containing the ball release guide line. By aligning the "straight line" presented by the ball release guide line with the preset target direction, they can be used to guide the ball's flight direction when the user hits the ball through the hitting reference points. After "correct ball swing," the hitting reference points are distributed downward from the horizontal centerline section. When the user kicks the ball at the position indicated by each hitting reference point, causing the ball to fly in the direction indicated by the ball release guide line. The farther the ball is from the horizontal centerline section, that is, the lower the hitting reference point is, the higher the ball's flight angle will be. Therefore, the ball can be kicked toward the corresponding hitting reference point according to the angle corresponding to the desired ball release height for practice. When a user uses the disclosed soccer ball for set-piece training, the ball can be quickly aligned and aimed at the target using the ball release guide lines and the ball swing line, thereby quickly completing the "correct ball swing" process. This ensures that the positions of the ball reference points relative to the ground, the ball, and the preset target are correctly fixed. After a correct run-up and shot, the ball's flight direction and trajectory are also consistent and fixed. Based on the release effect after their shot, the user can determine whether they have accurately and effectively hit the desired contact point on the ball during their full set of shot movements. This allows them to further improve and finalize various elements of the movement, such as the run-up angle and line, the landing of the supporting foot, the ball's striking posture, and the follow-through. After becoming familiar with effective movements, they can form movement habits and muscle memory. This allows them to apply the previously mastered movement details even when using a soccer ball without a marked area to consistently achieve the specific shot effect during training. Therefore, practicing with a soccer ball with the aforementioned marked area can improve the efficiency and effectiveness of set-piece training.

[0008] Optionally, the central axis is defined as the intersection of the section where the ball-out guide line is located and the section where the ball-swinging line is located. The marking area also includes a run-up guidance mark, and the run-up guidance mark includes multiple run-up corner points. The angles between different run-up corner points and the section where the central axis is located and the section where the ball-out guide line is located are different.

[0009] In the above embodiment, when a user kicks a set piece, running up from different directions relative to the ball will affect factors such as the direction of the force applied by the user's foot when kicking the ball. Each cross section containing the running-up corner point and the central axis forms an angle with the cross section containing the ball release guide line, which can be used to indicate the user's running-up angle. After "correctly swinging the ball," when the user stands directly to the side of the cross section containing the running-up corner point and the central axis, the ball release guide line can be visually presented as a "straight line," which can be used to indicate the user's running-up angle relative to the ball release direction. This facilitates the user to repeatedly practice different running-up directions, improving training efficiency and effectiveness.

[0010] Optionally, the running guide mark also includes multiple running guide lines, each running corner point is set on a running guide line, when the cross section where the ball-out guide line is located and the cross section where the ball-swing line is located are both perpendicular to the ground, the cross section where each running guide line is located is perpendicular to the ground.

[0011] In the above embodiment, the cross-section where the approach guide line is located is the cross-section where the approach angle point and the central axis are located. After "correctly swinging the ball", when the user stands on the side of the "cross-section where the approach guide line is located" corresponding to the approach angle to be practiced, the approach guide line will appear as a "straight line" to the user's vision and can be used to indicate the direction, thereby improving the user's recognition of the approach direction and helping to improve the user's training efficiency and training effect of the approach direction practice.

[0012] Optionally, the central axis is defined as the intersection of the section where the ball-out guide line is located and the section where the ball-swinging line is located. The identification area also includes a swing guidance mark, and the swing guidance mark includes multiple swing angle points and multiple swing guide lines. The angles between the sections where different swing angle points and the central axis are located and the section where the ball-out guide line is located are different. Each swing angle point is set on a swing guide line. When the section where the ball-out guide line is located and the section where the ball-swinging line is located are both perpendicular to the ground, the section where each swing guide line is located is perpendicular to the ground.

[0013] In the above embodiment, when a user performs a follow-through from different directions relative to the ball during a set piece kick, this affects factors such as the direction of the force applied by the user's kick. The cross section containing the follow-through guide line corresponds to the cross section containing the follow-through angle and the central axis. After "correctly swinging the ball," when the user stands directly to the side of the cross section containing the follow-through guide line corresponding to the desired follow-through angle, the follow-through guide line will appear as a straight line to the user, indicating the direction. This improves the user's ability to discern the follow-through direction, thereby enhancing the efficiency and effectiveness of the user's lateral follow-through training.

[0014] Optionally, the hitting point group further includes a first side spin point, and in a direction perpendicular to the cross section where the ball guide line is located, the first side spin point is spaced apart from one of the multiple hitting reference points.

[0015] In the above embodiment, when kicking a set piece, the user applies a force laterally to the center of the ball from the side of the target hitting position, thereby producing a sidespin kick. After "properly swinging the ball," the horizontal midline cross section is considered the "equator" of the sphere, and the first sidespin point and the corresponding hitting reference point are located at similar "latitude" positions. Therefore, after "properly swinging the ball," the first sidespin point is located to the side of the corresponding hitting reference point. When the user kicks the ball toward the first sidespin point, they can produce a sidespin kick with the same direction as the corresponding hitting reference point. This allows the user to repeatedly practice sidespin, improving training efficiency and effectiveness.

[0016] Optionally, the hitting point group also includes a topspin point, which is spaced apart from the hitting reference point. The topspin point is located in the cross-section where the multiple hitting reference points are located. When the cross-section where the ball guide line is located and the cross-section where the ball swing line is located are both perpendicular to the ground, the topspin point is located on the lower side of one of the multiple hitting reference points.

[0017] In the above embodiment, when kicking a set piece, the user applies a force above the center of the ball from below the hitting position at the target height, thereby generating topspin. After "properly positioning the ball," the topspin point is below the corresponding hitting reference point. The user can then kick the ball toward the topspin point, generating a topspin in the same direction as the ball exiting from the hitting reference point. This allows the user to repeatedly practice topspin, improving training efficiency and effectiveness.

[0018] Optionally, the hitting point group further includes a second side spin point, and the second side spin point and the top spin point are spaced apart in a direction perpendicular to the cross section where the ball guide line is located.

[0019] In the above embodiment, when kicking a set piece, the user applies a force laterally from the center of the ball to the side of the target hitting position, thereby inducing sidespin. After "properly swinging the ball," the horizontal midline cross section is considered the "equator" of the sphere, and the second sidespin point and the corresponding topspin point are located at similar "latitudes." Therefore, after "properly swinging the ball," the second sidespin point is located to the side of the corresponding topspin point. By kicking the ball toward the second sidespin point, the user can inducing sidespin from the corresponding topspin point. This allows the user to repeatedly practice sidespin, improving training efficiency and effectiveness.

[0020] Optionally, the marking area also includes an auxiliary drawing guide mark, the auxiliary drawing guide mark includes an auxiliary drawing line for hitting the ball and an auxiliary drawing hitting base point, the auxiliary drawing hitting base point is located at the intersection of the auxiliary drawing line for hitting the ball and the horizontal center line section, and there is a completely blank area near the intersection, and the completely blank area is separated from the auxiliary drawing line for hitting the ball; when the section where the ball-release guide line is located and the section where the ball-swinging line is located are both perpendicular to the ground, the section where the auxiliary drawing line is located is perpendicular to the ground.

[0021] In the above embodiment, after the "correct ball swing", the section where the assistive hitting line is located is also perpendicular to the ground, and the assistive hitting line can also be presented as a "straight line" in the user's vision to guide the setting of the target hitting direction. By using the assistive hitting line and the intersection of the assistive hitting line and the horizontal center line section, that is, the assistive hitting base point as a reference, the user can draw points or lines in the surrounding area as new hitting points as needed to study new hitting effects.

[0022] By setting up a completely blank area to facilitate coloring with an oil-based marker, users can add auxiliary marks such as hitting point groups, run-up guide marks or swing guide marks for various effects they want to test in the completely blank area, which helps to improve training results.

[0023] Optionally, the central axis is defined as the intersection of the section where the ball guide line is located and the section where the ball swing line is located, and the marking area also includes a first ball swing point and a second ball swing point, which are respectively located at the two ends of the central axis.

[0024] In the above embodiment, after the "correct ball swing", one of the first swing point and the second swing point should be located at the top of the sphere, and the other should be located at the bottom of the sphere. The user can use the positions of the first swing point and the second swing point relative to the ground to assist in adjusting the placement of the ball, thereby improving the accuracy and efficiency of the ball placement. It can provide left-footed and right-footed players with the ability to share most of the original markings on the ball surface (except the hitting point group / penalty kick guide markings), which is conducive to improving training efficiency.

[0025] Optionally, the identification area is sprayed onto the sphere with paint, attached to the sphere with a sticker, or printed onto the sphere.

[0026] In the above embodiments, the methods of paint spraying, sticker application, and printing can increase the speed and accuracy of setting the marking area on the ball, thereby improving the production efficiency of the football.

[0027] An embodiment of the present disclosure further provides a training assembly, comprising a support foot marker and the aforementioned soccer ball, wherein the support foot marker comprises a transverse positioning section, a first marking portion, and a second marking portion. The transverse positioning section, when in use, is perpendicular to the cross-section of the ball guide line, the second marking portion is located at the end of the transverse positioning section, and the first marking portion is disposed above the transverse positioning section and is freely movable on the transverse positioning section to adjust the distance between the first marking portion and the second marking portion, thereby guiding the user's support foot to a predetermined landing point on the ground, thereby establishing the positional relationship between the support foot and the soccer ball.

[0028] In the above embodiment, the supporting foot marker is first placed at an approximate position next to the penalty spot on the ground, with the lateral positioning section perpendicular to the ball-out line and maintained thereafter. After the "correct ball swing", by translating the football to the left or right, the distance of the cross section where the ball-out guide line is located relative to the second marking portion is set to the length of the sphere radius and maintained thereafter, and then the first marking portion is slid on the lateral positioning section to adjust the lateral distance of the first marking portion relative to the cross section where the ball-out guide line is located and the second marking portion. Finally, by translating the football forward or backward in the cross section where the ball-out guide line is located to determine the position of the lateral positioning section relative to the positive projection of the hitting point group on the ground, the positional relationship between the landing point of the supporting foot and the actual hitting point is adjusted, and the "correct position" of the supporting foot of the user is given guidance, which facilitates the user to repeatedly practice the supporting foot position and improve the training effect.

[0029] Optionally, the supporting foot marker includes a length reference segment and a lateral positioning segment, the length reference segment is connected to the lateral positioning segment and is connected to the position of the second marking portion, and the length of the length reference segment is used as a dimensional reference when adjusting the distance between the first marking portion and the second marking portion; the lateral positioning segment is made of soft rope material.

[0030] In the above embodiment, the length reference segment is bent to be parallel to and overlap with the lateral positioning segment, and the first marking portion is slid to adjust its position by referring to the length of the length reference segment. The position of the first marking portion relative to the second marking portion or the actual hitting point can be quickly adjusted, thereby helping to improve training efficiency.

[0031] By limiting the material of the lateral positioning section, the lateral positioning section will not be easily crushed by football shoes during use, which helps to increase the service life of the lateral positioning section and ensure the training effect.

[0032] Optionally, the identification area also includes a penalty kick guidance mark, which includes a first penalty kick corner point, a second penalty kick corner point, a third penalty kick corner point and a fourth penalty kick corner point, which are respectively used to instruct the user to aim at the four corners of the goal when taking a penalty kick. The area formed by connecting the first penalty kick corner point, the second penalty kick corner point, the fourth penalty kick corner point and the third penalty kick corner point in sequence is the range of the hitting point within the goal range that the user should aim at when taking a penalty kick.

[0033] In the above embodiment, the set piece includes a penalty kick kicked from a penalty kick spot in front of the goal. The relative positions of the first penalty kick corner point, the second penalty kick corner point, the third penalty kick corner point and the fourth penalty kick corner point relative to the center of the sphere can respectively correspond to the four corners of the goal, so that the user can repeatedly practice the action of kicking towards the corner position of the goal during the penalty kick, thereby improving training efficiency and training effect.

[0034] After connecting the first penalty kick corner point, the second penalty kick corner point, the fourth penalty kick corner point and the third penalty kick corner point, the area within the four points corresponds to the range of the goal, so that users can repeatedly practice the action of kicking the ball towards a position within the range of the goal when taking a penalty kick, thereby improving training efficiency and training results.

[0035] Compared with the existing technology, the advantages of the embodiments of the present disclosure include, for example:

[0036] The soccer ball and training assembly can serve as a guide for the user, allowing them to quickly align the ball and aim at the target using the ball's release guide and swing lines when training with set pieces. This allows them to quickly achieve "correct ball swing," ensuring that each hitting reference point is correctly positioned relative to the ground, the ball, and the preset hitting target. After a correct run-up and shot, the ball's flight direction and trajectory are consistent and fixed. Based on the release effect of their shot, the user can determine whether they have accurately and effectively hit the desired hitting point on the ball throughout their entire set of hitting movements, thereby further improving and finalizing various elements of the movement, such as the run-up angle and path, support foot landing, hitting posture, and follow-through. After becoming familiar with effective movements, they can develop movement habits and muscle memory, allowing them to apply the previously mastered movement details even when using a soccer ball without a marked area to consistently achieve the specific hitting effect during training. Therefore, practicing with a soccer ball with the marked areas can improve the efficiency and effectiveness of set piece training. BRIEF DESCRIPTION OF THE DRAWINGS

[0037] In order to more clearly illustrate the technical solutions of the embodiments of the present disclosure, the drawings in the embodiments will be briefly introduced below. It should be understood that the following drawings only show certain embodiments of the present disclosure and therefore should not be regarded as limiting the scope.

[0038] FIG1 is a schematic diagram of a soccer ball provided by an embodiment of the present disclosure;

[0039] FIG2 is a schematic diagram of a soccer ball provided by an embodiment of the present disclosure;

[0040] FIG3 is a schematic diagram of a soccer ball provided by an embodiment of the present disclosure;

[0041] FIG4 is a schematic diagram of a soccer ball provided by an embodiment of the present disclosure;

[0042] FIG5 is a reference schematic diagram of the flight direction of a soccer ball provided by an embodiment of the present disclosure;

[0043] FIG6 is a schematic diagram of the structure of the training component and user cooperation provided by an embodiment of the present disclosure;

[0044] FIG7 is a schematic diagram of a user's visual field of a soccer ball according to an embodiment of the present disclosure;

[0045] FIG8 is a schematic diagram of a second approach route provided by an embodiment of the present disclosure.

[0046] Icons: 100 - Soccer Ball; 1 - Sphere; 2 - Marking Area; 21 - Ball Guide Line; 22 - Swing Line; 231 - Horizontal Centerline Section; 232 - Centerline; 24 - Hitting Point Group; 241 - Hitting Reference Points; 241a - First Hitting Reference Point; 241b - Second Hitting Reference Point; 241c - Third Hitting Reference Point; 242 - Topspin Point; 243 - First Sidespin Point; 243a - First Sidespin Point a; 243b - First Sidespin Point b; 244 - Second Sidespin Point; 25 - Run-Up Guide Marker; 251 - Run-Up Corner Point; 251a - First Run-Up Corner Point; 251b - Second Run-Up Corner Point; 251A - First Run-Up Route; 251B - Second Run-Up Route; 252 - Run-Up Guide Line; 26- Penalty Kick Indicator; 261- First Penalty Kick Corner; 262- Second Penalty Kick Corner; 263- Third Penalty Kick Corner; 264- Fourth Penalty Kick Corner; 265- First Imitation Goal Line; 266- Second Imitation Goal Line; 267- Third Imitation Goal Line; 268- Fourth Imitation Goal Line; 27- Assisted Draw Indicator; 271- Hit Assisted Draw Line; 272- Hit Assisted Draw Base Point; 281- First Swing Point; 282- Second Swing Point; 29- Follow-Up Indicator; 291- Follow-Up Corner; 291a- First Follow-Up Corner; 291b- Second Follow-Up Corner; 29a- First Follow-Up Guide Line; 29b- Second Follow-Up Guide Line; 292a- First Follow-Up Track; 292b- Second Follow-Up Track; 200 - training component; 210 - support foot marker; 2101 - length reference section; 2102 - lateral positioning section; 2103 - first marking portion; 2104 - second marking portion; 1000 - user; 1001 - contact foot; 1002 - support foot. DETAILED DESCRIPTION

[0047] To make the objectives, technical solutions, and advantages of the embodiments of the present disclosure more clear, the technical solutions of the embodiments of the present disclosure will be clearly and completely described below in conjunction with the accompanying drawings of the embodiments of the present disclosure. Obviously, the described embodiments are only some of the embodiments of the present disclosure, but not all of them. Generally, the components of the embodiments of the present disclosure described and shown in the drawings herein can be arranged and designed in various different configurations.

[0048] Therefore, the following detailed description of the embodiments of the present disclosure provided in the accompanying drawings is not intended to limit the scope of the present disclosure as claimed, but merely represents selected embodiments of the present disclosure. All other embodiments derived by persons of ordinary skill in the art based on the embodiments of the present disclosure without creative effort shall fall within the scope of protection of the present disclosure.

[0049] It should be noted that similar reference numerals and letters denote similar items in the following drawings, and therefore, once an item is defined in one drawing, it does not need to be further defined or explained in subsequent drawings.

[0050] In the description of the present disclosure, it should be noted that if the terms "center", "up", "down", "left", "right", "vertical", "horizontal", "inside", "outside" and the like appear, the orientation or position relationship indicated is based on the orientation or position relationship shown in the accompanying drawings, or is the orientation or position relationship in which the invented product is usually placed when used. It is only for the convenience of describing the present disclosure and simplifying the description, and does not indicate or imply that the device or element referred to must have a specific orientation, be constructed and operated in a specific orientation, and therefore cannot be understood as a limitation on the present disclosure.

[0051] In addition, the terms "first", "second", "third", etc., if used, are merely used to distinguish and describe, and should not be understood as indicating or implying relative importance.

[0052] Furthermore, the use of terms such as "horizontal," "vertical," and "overhanging" does not necessarily imply that the component must be absolutely horizontal or overhanging, but rather that it can be slightly tilted. For example, "horizontal" simply means that its direction is more horizontal than "vertical," and does not mean that the structure must be completely horizontal, but rather that it can be slightly tilted.

[0053] It should also be noted that, in the description of this disclosure, unless otherwise expressly specified or limited, the terms "disposed," "installed," "connected," and "connected" should be understood in a broad sense. For example, they can refer to fixed connections, detachable connections, or integral connections; mechanical connections or electrical connections; direct connections or indirect connections through an intermediate medium; and internal connections between two components. Those skilled in the art will understand the specific meanings of the above terms in this disclosure based on the specific circumstances.

[0054] It should be noted that, in the absence of conflict, the features in the embodiments of the present disclosure can be combined with each other. The embodiments of the present disclosure provide a soccer ball, a training assembly, and a training device. The soccer ball has a sphere and an identification area provided on the surface of the sphere. The identification area includes a ball-out guide line, a ball-swinging line, and a hitting point group, each of which is provided on the surface of the sphere. The ball-out guide line and the ball-swinging line are located in different sections. Each section is a section passing through the center of the sphere. The hitting point group includes a plurality of hitting reference points distributed at intervals. The section where the distribution paths of the plurality of hitting reference points are located coincides with the section where the ball-out guide line is located. The horizontal center line section is defined as the section passing through the center of the sphere. When the section where the ball-out guide line and the section where the ball-swinging line are located are both perpendicular to the ground, the horizontal center line section is parallel to the ground, and the plurality of hitting reference points are distributed downward from the horizontal center line section.

[0055] In mathematics, a sphere is a geometric solid formed by rotating a semicircle around a straight line containing its diameter. A sphere is a three-dimensional figure with a continuous curved surface, and a geometric solid enclosed by a spherical surface is called a sphere. The soccer ball in this disclosure is a sphere within this definition.

[0056] All points on the sphere are calculated and located using tools such as "spherical coordinate system", "longitude and latitude coordinate system", and "arc length".

[0057] The ball release guide line, ball swing line, run-up guide line, and hitting reference point distribution path are the circumference lines formed by the intersection of a section passing through the center of the sphere and the spherical surface. After the user rotates relative to the sphere and stands directly to the side of these sections (i.e., with one eye in front of the section and the other behind the section, with the nose passing through the section), the lines visually marking the relevant sections within the area overlap and appear as a straight line. Based on the angle between the ball release guide line and the ball swing line relative to the ground, after the user rotates the sphere in place, when the section containing the ball release guide line is perpendicular to the ground, the ball release guide line appears to the user as "perpendicular" to the ground; when the section containing the ball swing line is perpendicular to the ground, the ball swing line appears to the user as "perpendicular" to the ground. Furthermore, when the user stands directly to the side of the section containing the ball release guide line that is "perpendicular" to the ground, the ball release guide line appears to the user as a "straight line," useful for indicating direction. Therefore, by placing the ball so that the cross-sections containing the ball release guide line and the ball swing line are perpendicular to the ground, and the ball release guide line is aligned in the preset target direction, the position of the marked area on the ball relative to the ground and the ball release target can be determined, thereby achieving "correct ball swing," improving swing efficiency and thus training efficiency. Multiple hitting reference points are located in the cross-sections containing the ball release guide lines. By aligning the "straight line" presented by the ball release guide lines in the direction of the preset target, they can be used to guide the ball's flight direction when the user hits the ball through the hitting reference points. After "correct ball swing," the hitting reference points are distributed downward from the horizontal centerline cross-section. When the user kicks the ball at the position indicated by each hitting reference point, causing the ball to fly in the direction indicated by the ball release guide line. The farther the ball is from the horizontal centerline cross-section, that is, the lower the hitting reference point is, the higher the ball's flight angle will be. Therefore, the ball can be kicked toward the corresponding hitting reference point according to the angle corresponding to the desired ball release height for practice. When using the disclosed soccer ball for set-piece training, users can quickly align the ball and aim at the target using the ball release guide lines and swing lines, thereby quickly completing a "correct swing" and ensuring that each hitting reference point is correctly positioned relative to the ground, the ball, and the preset hitting target. After a correct run-up and hit, the ball's flight direction and trajectory are consistent and fixed. Based on the release effect after their hit, users can determine whether they have accurately and effectively hit the desired designated hitting point on the ball through their full set of hitting movements, thereby adjusting and finalizing various elements of the movement, such as the run-up angle and line, the landing position of the supporting foot, the hitting posture, and the follow-through. After effective testing and familiarization with the movements, they can form movement habits and muscle memory. This allows them to apply the details and techniques of the previously mastered movements even when using a soccer ball without a marked area to consistently achieve the specific hitting effect used during training. Therefore, practicing with a soccer ball with the aforementioned marked areas can improve the efficiency of set-piece training and the effectiveness of their hitting.

[0058] When the ball is placed correctly by using the ball line, all other marking elements on the ball surface can be accurately positioned for training. Otherwise, their positions will all deviate and be incorrect, or even fail. Therefore, the ball line is one of the most important elements when using the ball.

[0059] The following embodiments of the present disclosure are described in detail with reference to the accompanying drawings. Unless there is any conflict, the following embodiments and features thereof may be combined with each other.

[0060] Referring to Figure 1 , an embodiment of the present disclosure provides a soccer ball 100 for use by a user 1000 (shown in conjunction with Figure 6 ) during set-piece practice. User 1000 uses soccer ball 100 of the present disclosure to practice set-pieces, thereby controlling the trajectory of ball 1 during set-piece practice. Optionally, ball 1 includes an inner liner (not shown) and an outer shell surrounding the inner liner. Both the outer shell and the inner liner are spherical, with the center of the sphere coinciding.

[0061] Referring to Figures 1 and 2 , a soccer ball 100 optionally comprises a ball 1 and a marking area 2 disposed on the surface of the ball 1. The marking area 2 includes a ball release guide line 21, a ball swing line 22, and a set of hitting points 24, each disposed on the surface of the ball 1. It is understood that the marking area 2 may optionally be disposed on the surface of the outer cover.

[0062] The soccer ball 100 comprises a ball body 1 and a marking area 2 provided on the surface of the ball body 1. The marking area 2 comprises a ball-out guide line 21, a ball-swing line 22 and a hitting point group 24, each of which is provided on the surface of the ball body 1.

[0063] The ball release guide line 21 and the ball swing line 22 are located on different sections. Each section passes through the center of the sphere 1. The hitting point group 24 includes a plurality of spaced-apart hitting reference points 241. The section where the path of the hitting reference points 241 lies coincides with the section where the ball release guide line 21 lies. A horizontal centerline section 231 is defined as a section passing through the center of the sphere 1. A central axis 232 is defined as the intersection of the section where the ball release guide line 21 lies and the section where the ball swing line 22 lies.

[0064] When the cross section where the ball guide line 21 and the cross section where the ball swing line 22 are located are both perpendicular to the ground, the horizontal center line cross section 231 is parallel to the ground, the central axis 232 is perpendicular to the ground, and multiple hitting reference points 241 are distributed downward from the horizontal center line cross section 231.

[0065] The ball release guide line 21, the ball swing line 22, and the path of the hitting reference point 241 are all circular lines formed by the intersection of a section through the center of sphere 1 and the spherical surface of sphere 1. After the user 1000 rotates relative to sphere 1, these lines in area 2 visually overlap and appear as a straight line. Based on the angle between the ball release guide line 21 and the ball swing line 22 relative to the ground, after the user 1000 rotates sphere 1 in place to adjust its contact point on the ground, when the section of the ball release guide line 21 is perpendicular to the ground, the ball release guide line 21 will appear "perpendicular" to the ground to the user 1000; when the section of the ball swing line 22 is perpendicular to the ground, the ball swing line 22 will appear "perpendicular" to the ground to the user 1000. When the user 1000 stands directly to the side of the cross section where the ball release guide line 21 is located, the ball release guide line 21 appears as a straight line to the user 1000, providing a directional indicator. Multiple hitting reference points 241 are located on the cross section where the ball release guide line 21 is located. By aligning the straight line represented by the ball release guide line 21 with the direction of a predetermined target, the ball 1 can be guided in the direction of flight when the user 1000 hits the ball through the hitting reference points 241.

[0066] Therefore, by positioning the ball 1 so that the cross-sections of the ball guide line 21 and the ball swing line 22 are both perpendicular to the ground, and with the ball guide line 21 aligned in the direction of a preset target, the position of the marked area 2 on the ball 1 relative to the ground can be determined, thereby achieving "correct ball swing," improving swing efficiency and, consequently, training efficiency. Therefore, the steps for "correct ball swing" are: 1. aligning the ball guide line 21 with the ground; 2. aligning the ball swing line 22 with the ground; 3. rotating the ball in place, aligning the ball guide line 21 with the direction of the preset hitting target.

[0067] After the "correct ball swing", each hitting reference point 241 is distributed downward from the horizontal center line section 231. When the user 1000 kicks the ball at the position indicated by each hitting reference point 241, so that the ball 1 flies along the direction indicated by the ball guide line 21, the farther away from the horizontal center line section 231, that is, the lower the hitting reference point 241 is kicked, the higher the flying angle of the ball 1 (the angle between the ball line and the ground) will be. Therefore, the ball can be kicked to the corresponding hitting reference point 241 according to the need of the angle corresponding to the ball height to be practiced for practice.

[0068] When a user 1000 uses the soccer ball 100 of the present disclosure for set-piece training, the release guide lines 21 and the swing line 22 allow the user to quickly align the ball and aim at the target, thereby quickly completing a "correct swing" and ensuring that each hitting reference point 241 is correctly positioned relative to the ground, the ball 1, and the predetermined hitting target. At this point, after a correct run-up and hit, the flight direction and trajectory of the ball 1 are consistent and fixed. Based on the release effect after their hit, the user 1000 can determine whether they have accurately and effectively hit the desired hitting point on the ball 1 through their full set of hitting movements. This allows the user 1000 to further refine and standardize various elements of the movement, such as the run-up angle and path, the landing of the supporting foot 1002, the hitting posture, and the follow-through. After becoming familiar with the effective movements, they can form movement habits and muscle memory. This allows them to apply the above-mastered movement details and skills to consistently achieve the specific hitting effects during training, even when using a soccer ball 100 without the marking area 2. Therefore, practicing with the soccer ball 100 having the marking area 2 can improve the training efficiency and effect of set pieces.

[0069] Referring to Figures 1 and 2 , optionally, the two ends of ball-discharging guide line 21 form a 90° angle relative to the center of sphere 1. The two ends of ball-swinging line 22 also form a 90° angle relative to the center of sphere 1. One end of ball-discharging guide line 21 is connected to one end of ball-swinging line 22 and to one end of central axis 232. The other ends of ball-discharging guide line 21 and ball-swinging line 22 are both located on horizontal midline section 231. It will be appreciated that, optionally, the section containing ball-discharging guide line 21 and the section containing ball-swinging line 22 are perpendicular to each other.

[0070] Optionally, the ball release guide line 21 can be a continuously extending line, or a discontinuously extending line such as a dashed line, a dotted line, or a double-dash line. The ball swing line 22 can be a continuously extending line, or a discontinuously extending line such as a dashed line, a dotted line, or a double-dash line. The hitting reference point 241 includes, but is not limited to, a point where two lines intersect, a circle, an ellipse, a triangle, a square, or other polygonal points, and can be either a solid point or a hollow point.

[0071] Referring to Figures 1 and 5 , the angle between two adjacent hitting reference points 241 relative to the center of the ball 1 optionally represents the angle between the trajectory of the ball 1 when contacted by the two hitting reference points 241. As an illustrative example, hitting reference point 241a located on the horizontal centerline section 231 is used for practicing ground-level positioning shots, hitting reference point 241b is used for practicing positioning shots with a flight elevation angle α of 8.4°, and hitting reference point 241c is used for practicing positioning shots with a flight elevation angle α of 14.7°. When the ball 1 is a standard size 5 ball with a circumference of 69 cm, the arc length between hitting reference point 241b and hitting reference point 241a is 1.61 cm, and the arc length between hitting reference point 241c and hitting reference point 241a is approximately 2.82 cm.

[0072] Referring to FIG. 7 , in the disclosed embodiment, without a strict reference line 22, even if all other steps are performed correctly, the horizontal midline section 231 of the sphere cannot be truly parallel to the ground, and none of the hitting point groups 24 are in the truly correct positions. Without the line 22, the user can only rely on intuition and estimation to swing the ball, which inevitably leads to errors and deviations in the positions of all points / lines on the sphere. Therefore, the line 22 is essential and of primary importance.

[0073] Specifically, taking the case of shooting at the upper left corner of the goal from outside the penalty area line 18Y / 16.5m as an example, the following Table 1 can be referred to:

[0074] Table 1

[0075] Even if the cross section of the ball guide line 21 is perpendicular to the ball release direction and points in the correct direction, that is, the ball does not deviate in the left or right direction, if the first swing point 281 cannot be accurately positioned at the top, then even if the first swing point 281 is slightly forward or backward, the height angle of the ball will deviate significantly (as shown in Table 1, if the first swing point deviates by 1 cm backward, the football 100 will be 154 cm above the goal beam at the goal). A rigorous method must be used to ensure that the central axis 232 is perpendicular to the ground.

[0076] It should be noted that the top and bottom ends of the central axis define a first ball swing point 281 and a second ball swing point 282, respectively. However, using either of these two points alone does not allow for complete ball swinging. In visual theory, a person's eyes must be at the height of the ball's center (approximately 11 cm above the ground, with the head near the ground) and at an infinite distance of 100° from the ball to simultaneously observe both points. This is clearly difficult to achieve on a court.

[0077] Referring to FIG. 7 , in practice, since the human body is typically in a natural standing position when observing the ball swing, the human eye is typically 1.5 to 2 meters above the ground (slightly less than the human height), and the standing position is typically within a few meters of the football 100. At this point, the apex of the football 100 can usually be seen. However, the base of the football 100 is close to the grass (i.e., approximately 0 height relative to the ground), and the eye position is relatively high. Therefore, the field of view is blocked by the ball when observing the base, and the defined center axis cannot be directly observed. In other words, the defined center axis cannot be used to assist in correctly swinging the ball. Furthermore, the height of the football's horizontal center line 231 is approximately 11 cm, and it appears as an arc to the human eye. Therefore, it is impossible to directly determine whether the horizontal center line 231 is truly parallel to the ground.

[0078] This requires the use of a ball-swinging line 22, defined by the intersection of a cross-section (or "three points on one plane") defining the central axis and the spherical surface. A person, in a natural posture, can easily determine the accuracy of a ball's placement by observing whether this line is perpendicular to the ground. This allows for simple adjustments to ensure the ball is positioned correctly.

[0079] When the ball 100 is correctly positioned using the ball line 22, all other elements on the ball surface (including the markings) are also accurately positioned for training. Otherwise, their positions will all deviate and become incorrect, or even fail. Therefore, the ball line 22 is one of the most important elements of the ball 100 during training.

[0080] Referring to Figures 1 and 2, the marking area 2 optionally further includes a run-up guide mark 25. The run-up guide mark 25 includes multiple run-up angle points 251. The angles between the cross-sections containing different run-up angle points 251 and the central axis 232 and the cross-section containing the ball-release guide line 21 are different. The cross-section containing each run-up angle point 251 and the central axis 232 is referred to as a "run-up cross-section."

[0081] It should be noted that each batting action must include a run-up, and different batting actions will have different angle requirements between the run-up route direction and the ball-out direction during the run-up, in order to achieve the required foot-out angle requirement, and only the run-up guide mark can correctly guide the run-up angle.

[0082] When the user 1000 kicks a set piece, running up from different directions relative to the football 100 will affect the direction of the force applied by the foot 1001 of the user 1000 when kicking the ball. Each "run-up section" forms an angle with the section where the ball-out guide line 21 is located, which can be used to indicate the run-up angle of the user 1000. After "correctly swinging the ball", when the user 1000 stands to the side of the "run-up section" (that is, one eye is in front of the section, the other eye is behind the section, and the nose passes through the section), the "run-up section" can be visually presented as a "straight line", which can be used to indicate the run-up angle of the user 1000 relative to the direction of the ball, thereby facilitating the user 1000 to repeatedly practice different run-up directions, thereby improving training efficiency and training results.

[0083] Referring to Figures 1 and 2, the run-up guide mark 2 optionally includes a plurality of run-up guide lines 252. Each run-up corner point 251 is located on a run-up guide line 252. When the cross section where the ball-release guide line 21 and the cross section where the ball-swing line 22 are located are both perpendicular to the ground, the cross section where each run-up guide line 252 is located is also perpendicular to the ground. The cross section where each run-up guide line 252 is located is the "run-up cross section" of the corresponding run-up corner point 251.

[0084] The section where the run-up guide line 252 is located is the "run-up section" where the corresponding run-up corner point 251 and the central axis 232 are located. After "correctly swinging the ball", when the user 1000 stands on the side of the "run-up section" where the corresponding run-up corner point 251 is located, the run-up guide line 252 can be presented as a "straight line" to the user 1000's vision and can be used to indicate the angle between the run-up and the ball-out direction, thereby improving the user 1000's recognition of the run-up direction, which is beneficial to improving the user 1000's training efficiency and training effect of the run-up direction practice.

[0085] 1 and 2 , optionally, multiple run-up angle points 251 may all be provided on the horizontal midline section 231. The multiple run-up angle points 251 may be located within a 90° range relative to the center of the sphere 1 on one side of the hitting reference point 241 provided on the horizontal midline section 231, or within a 90° range relative to the center of the sphere 1 on the other side of the hitting reference point 241 provided on the horizontal midline section 231, or multiple run-up angle points 251 may be provided on both sides of the hitting reference point 241 provided on the horizontal midline section 231.

[0086] As an illustrative example, the approach angle point 251a and the approach angle point 251b are both located on the horizontal centerline section 231. The angle between the approach angle point 251a and the hitting reference point 241 located on the horizontal centerline section 231 and the center of the sphere 1 is 45°, and the angle between the approach angle point 251b and the hitting reference point 241 located on the horizontal centerline section 231 and the center of the sphere 1 is also 45°. The approach angle point 251a is used to indicate the approach angle direction of 45° on the left side, and the approach angle point 251b is used to indicate the approach angle direction of 45° on the right side. Other approach angle points 251 can be used to indicate approach angle directions of 30°, 60°, 70°, etc.

[0087] Optionally, the run-up corner point 251 includes but is not limited to a two-line intersection point, a circular point, an elliptical point, a triangular point, a square point, a polygonal point, or an irregular point, and may be a solid point or a hollow point.

[0088] 1 and 2 , optionally, one end of each running guide line 252 is connected to the running corner point 251 , and the other end of each running guide line 252 is connected to one end of the ball-out guide line 21 and one end of the ball-swinging line 22 .

[0089] Optionally, the running guide line 252 may be a continuously extending line, or a non-continuously extending line such as a dotted line, a dashed line, or a double-dotted line.

[0090] Optionally, the approach guide lines 252 are omitted at some approach corner points 251 used by left-footed players, reducing the difficulty for the user 1000 to identify the marked area 2 when using the football 100. At the same time, the approach corner points 251 are retained so that the user 1000 can draw the approach guide lines 252 according to actual needs.

[0091] As shown in FIG1 , the hitting point group 24 optionally further includes a topspin point 242. The topspin point 242 is spaced apart from the hitting reference point 241. The topspin point 242 is located in a cross section where the multiple hitting reference points 241 are located. When the cross section where the ball release guide line 21 and the cross section where the ball swing line 22 are located are both perpendicular to the ground, the topspin point 242 is located below one of the multiple hitting reference points 241.

[0092] When kicking a set piece, user 1000 applies force above the ball's center, not below the hitting point at the target height. This results in a kick with the same angle as the "hitting point at the target height," but with topspin. After a "correct ball swing," topspin point 242 is located below the corresponding hitting reference point 241. User 1000 can kick the ball toward topspin point 242 to produce the same topspin as the hitting reference point 241. This allows user 1000 to repeatedly practice topspin, improving training efficiency and effectiveness.

[0093] Optionally, there are a plurality of topspin points 242. Each topspin point 242 is located on a side of a hitting reference point 241 away from the ball-release guide line 21.

[0094] Optionally, the upward rotation point 242 includes but is not limited to a two-line intersection point, a circular point, an elliptical point, a triangular point, a square point, a polygonal point, or an irregular point, and may be a solid point or a hollow point.

[0095] 1 , the hitting point group 24 optionally further includes a first side spin point 243 and a second side spin point 244. In a direction perpendicular to the cross section of the ball release guide line 21, the first side spin point 243 is spaced apart from one of the multiple hitting reference points 241. In a direction perpendicular to the cross section of the ball release guide line 21, the second side spin point 244 is spaced apart from the top spin point 242.

[0096] When kicking a set piece, user 1000 applies a force to the side of the target hitting position, not through the center of the ball, thereby kicking a ball with the same angle as the "hitting point at the target height" but with a side spin. After the "correct ball swing", the horizontal midline section 231 is regarded as the "equator" position of the sphere 1, then the first side spin point 243 and the corresponding hitting reference point 241 are located at a similar "latitude" position, and the second side spin point 244 and the corresponding top spin point 242 are located at a similar "latitude" position, then after the "correct ball swing", the first side spin point 243 is located to the side of the corresponding hitting reference point 241, and the second side spin point 244 is located to the side of the corresponding top spin point 242, the user 1000 can kick the ball toward the first side spin point 243 to kick out a side spin ball corresponding to the hitting reference point 241, and the user 1000 can kick the ball toward the second side spin point 244 to kick out a "side top spin ball" corresponding to the top spin point 242, thereby enabling the user 1000 to repeatedly practice side spin balls to improve training efficiency and training effects.

[0097] Referring to Figure 1 , optionally, the distance between the first side spin point 243 and the horizontal midline section 231 is equal to the distance between the corresponding hitting reference point 241 and the horizontal midline section 231. The distance between the second side spin point 244 and the horizontal midline section 231 is equal to the distance between the corresponding top spin point 242 and the horizontal midline section 231. Optionally, the angle between the first side spin point 243 and the horizontal midline section 231 relative to the center of the sphere 1 and the angle between the corresponding hitting reference point 241 and the horizontal midline section 231 relative to the center of the sphere 1 are within 5°; and the angle between the second side spin point 244 and the horizontal midline section 231 relative to the center of the sphere 1 and the angle between the corresponding top spin point 242 and the horizontal midline section 231 relative to the center of the sphere 1 are within 5°.

[0098] 1 , it can be understood that, optionally, after the “correct ball swing”, a first side spin point 243 is provided on both the left and right sides of the hitting reference point 241, and a second side spin point 244 is provided on both the left and right sides of the top spin point 242, thereby allowing the user 1000 to run up from the left or right side and practice side spin by touching the ball with either the left foot or the right foot.

[0099] Optionally, there are multiple first side spin points 243. Each two first side spin points 243 are located on either side of a single hitting reference point 241 in a direction perpendicular to the cross section of the ball release guide line 21. Optionally, there are multiple second side spin points 244. Each two second side spin points 244 are located on either side of a single top spin point 242 in a direction perpendicular to the cross section of the ball release guide line 21.

[0100] Optionally, the first side rotation point 243 includes, but is not limited to, a point at which two lines intersect, a circle, an ellipse, a triangle, a square, a polygon, or a special-shaped point, and may be either a solid point or a hollow point. The second side rotation point 244 includes, but is not limited to, a point at which two lines intersect, a circle, an ellipse, a triangle, a square, a polygon, or a special-shaped point, and may be either a solid point or a hollow point.

[0101] Referring to Figure 8, the central axis can also be defined as the intersection of the section where the ball-out guide line 21 is located and the section where the ball-swinging line 22 is located. The identification area 2 also includes a swing guidance mark 29. The swing guidance mark 29 includes multiple swing angle points 291 (including a first swing angle point 291a and a second swing angle point 291b) and multiple swing guide lines (including a first swing guide line 29a and a second swing guide line 29b). The angles between the sections where the different swing angle points 291 and the central axis are located and the sections where the ball-out guide lines are located are different. Each swing angle point 291 is set on a swing guide line. When the section where the ball-out guide line 21 is located and the section where the ball-swinging line 22 is located are both perpendicular to the ground, the section where each swing guide line is located is perpendicular to the ground.

[0102] The follow-through action (also understood as the follow-through / footing action) refers to the follow-up action with a specific displacement direction and motion trajectory made by the contacting part of the foot when it contacts the hitting point on the ball surface during hitting. Different types of hitting have different initial follow-through angles.

[0103] Specifically, when a user kicks a set piece, swinging from different directions relative to the football will affect factors such as the direction of the force applied by the user's foot when kicking the ball.

[0104] In addition, each follow-up swing angle point 291 and the cross section where the central axis is located and the cross section where the ball-out guide line 21 is located form an angle, and the angle is used to guide the user's lateral angle of the follow-up swing.

[0105] In the above embodiment, the cross section where the follow-swing guide line is located is the cross section where the follow-swing angle point 291 and the central axis are located. After "swinging the ball correctly", when the user stands on the side of the cross section where the follow-swing guide line corresponding to the follow-swing angle to be practiced is located, the follow-swing guide line will appear as a straight line to the user's vision and can be used to indicate the direction, thereby improving the user's recognition of the follow-swing direction, which is conducive to improving the user's training efficiency and training effect of the follow-swing lateral direction practice.

[0106] It is worth noting that when performing an "inside instep volley and side spin shot", when the player takes a natural run-up along the second run-up route 251B, at an angle γ to the direction of the ball, where γ = 45°, after the supporting foot 1002 lands, the direction of the supporting foot 1002 and the (lateral) direction of the swinging foot 1001 will generally be roughly the same, and both will form an angle of about 30° with the run-up line. At this time, the initial (lateral) direction of the swinging foot will automatically form an angle difference of β with the (lateral) direction of the following ball, where β = 15°.

[0107] If the cross section of the follow-through guide line is also set at a 15-degree angle to the cross section of the ball release guide line 21, when the contact foot 1001 kicks the ball toward the first side spin point a243a with the medial portion of the metatarsal bone on the instep, the actual initial direction of the follow-through guide line (lateral) will be naturally parallel to the 15-degree first follow-through guide line 29a on the ball surface, and the football 100 will generate stable side spin and fly forward accurately along the direction of the ball release guide line 21. By observing whether the initial direction of the actual first follow-through trajectory 292a is parallel to the first follow-through guide line 29a on the ball surface, it can be helpful to determine whether the actual follow-through (lateral) angle is correct, allowing users to develop a posture that produces a natural and stable follow-through (lateral) angle through practice.

[0108] Furthermore, further observation can be made to determine whether the corresponding ball rotation generated by the aforementioned follow-through angle is appropriate and effective (enabling the appropriate left / right displacement of the football 100 to produce a sidespin arc at a distance). For example, if the first sidespin point b243b is adjusted to a 60-degree run-up kick, the actual second follow-through trajectory 292b generated, which is parallel to the second follow-through guide line 29b in the figure and forms a 30-degree lateral angle with the ball, will differ from the left / right displacement generated at a distance by the football 100 when the kick is kicked with a 15-degree lateral follow-through at a 45-degree run-up. Through these adjustments and testing, users can find the appropriate run-up and follow-through angles.

[0109] 3 , optionally, the marking area 2 further includes a penalty kick guide mark 26. The penalty kick guide mark 26 includes a first penalty kick corner point 261, a second penalty kick corner point 262, a third penalty kick corner point 263, and a fourth penalty kick corner point 264, which are respectively used to instruct the user 1000 to aim at the four corners of the goal when taking a penalty kick.

[0110] The set piece includes a penalty kick kicked at the penalty spot in front of the goal. The relative positions of the first penalty kick corner point 261, the second penalty kick corner point 262, the third penalty kick corner point 263 and the fourth penalty kick corner point 264 relative to the center of the sphere 1 can respectively correspond to the four corners of the goal, so that the user 1000 can repeatedly practice the action of kicking towards the corner position of the goal during the penalty kick, thereby improving the training efficiency and training effect.

[0111] Referring to Figure 3, optionally, the first penalty corner point 261 and the second penalty corner point 262 are located on the horizontal centerline section 231. The first penalty corner point 261 and the second penalty corner point 262 are spaced apart. When in use, the ball-out guide line 21 is aligned with the center of the goal, and the distance between the first penalty corner point 261 and the ball-out guide line 21 is equal to the distance between the second penalty corner point 262 and the ball-out guide line 21. The angle between the first penalty corner point 261 and the second penalty corner point 262 relative to the center of the sphere 1 is 35-39°. The section where the third penalty corner point 263, the first penalty corner point 261, and the center of the sphere 1 are located is perpendicular to the horizontal centerline section 231. The angle between the third penalty corner point 263 and the first penalty corner point 261 relative to the center of the sphere 1 is 10.4-12.4°. The cross section containing the fourth penalty corner point 264, the second penalty corner point 262, and the center of sphere 1 is perpendicular to horizontal centerline cross section 231. The angle between the fourth penalty corner point 264 and the second penalty corner point 262 relative to the center of sphere 1 is 10.4-12.4°. When the cross section containing the ball guide line 21 and the cross section containing the ball swing line 22 are both perpendicular to the ground, the third penalty corner point 263 and the fourth penalty corner point 264 are both located below horizontal centerline cross section 231.

[0112] Based on the distance between the penalty spot and the goal (typically 12 yards, approximately 10.97 meters), the size of the goal (typically 8 yards wide, approximately 7.32 meters, and 8 feet high, approximately 2.44 meters), and the size of the sphere 1 (taking a standard size 5 ball as an example, with a diameter of approximately 22 cm), it can be calculated that after "correctly positioning the ball," the angle between the lower left corner and the lower right corner of the goal relative to the penalty spot is approximately 36.9°, the angle between the upper left corner of the goal and the horizontal centerline section 231 is approximately 11.4°, and the angle between the upper right corner of the goal and the horizontal centerline section 231 is approximately 11.4°. Therefore, the relative positions of the first penalty corner point 261, the second penalty corner point 262, the third penalty corner point 263, and the fourth penalty corner point 264 relative to the center of the sphere 1 can roughly correspond to the four corners of the goal, allowing the user 1000 to repeatedly practice kicking penalty kicks towards the corners of the goal, thereby improving training efficiency and effectiveness.

[0113] Referring to Figure 3, optionally, after the "correct ball swing", when the first penalty kick corner point 261 is located at the hitting reference point 241 set on the horizontal midline section 231 of the sphere 1, the first penalty kick corner point 261 corresponds to the lower right corner of the goal, the second penalty kick corner point 262 corresponds to the lower left corner of the goal, the third penalty kick corner point 263 corresponds to the upper right corner of the goal, and the fourth penalty kick corner point 264 corresponds to the upper left corner of the goal.

[0114] As an illustrative example, the angle between the first penalty corner point 261 and the second penalty corner point 262 relative to the center of the sphere 1 is 35°, 36°, 36.9°, 37°, 37.5°, 38°, 38.5°, 39°, etc., the angle between the third penalty corner point 263 and the first penalty corner point 261 relative to the center of the sphere 1 is 10.4°, 11°, 11.4°, 12°, 12.4°, etc., and the angle between the fourth penalty corner point 264 and the second penalty corner point 262 relative to the center of the sphere 1 is 10.4°, 11°, 11.4°, 12°, 12.4°, etc.

[0115] 3 , optionally, an area formed by sequentially connecting the first penalty corner point 261 , the second penalty corner point 262 , the fourth penalty corner point 264 and the third penalty corner point 263 indicates the range of the hitting contact point within the goal range aimed at by the user 1000 when taking a penalty kick.

[0116] After connecting the first penalty kick corner point 261, the second penalty kick corner point 262, the fourth penalty kick corner point 264 and the third penalty kick corner point 263, the area within the four points corresponds to the range of the goal, so that the user 1000 can repeatedly practice the action of kicking the ball towards a position within the range of the goal when taking a penalty kick, thereby improving training efficiency and training results.

[0117] The penalty kick guide marker 26 also includes a first imitation goal line 265, a second imitation goal line 266, a third imitation goal line 267, and a fourth imitation goal line 268. The first imitation goal line 265 connects the first penalty kick corner point 261 and the third penalty kick corner point 263 at its ends. The cross section of the first imitation goal line 265 coincides with the cross section of the first penalty kick corner point 261 and the central axis 232. The second imitation goal line 266 connects the second penalty kick corner point 262 and the fourth penalty kick corner point 264 at its ends. The cross section of the second imitation goal line 266 coincides with the cross section of the second penalty kick corner point 262 and the central axis 232. The third imitation goal line 267 connects the third penalty kick corner point 263 and the fourth penalty kick corner point 264 at its ends. The fourth imitation goal line 268 connects the first penalty kick corner point 261 and the second penalty kick corner point 262 at its ends. The cross section of the fourth imitation goal line 268 coincides with the horizontal centerline cross section 231.

[0118] 1 and 3 , the ball release guide lines 21, the ball swing lines 22, and the run-up guide markers 25 may be provided in multiple groups, with the hitting point group 24 associated with one group and the penalty kick guide markers 26 associated with another group. Alternatively, the hitting point group 24 and the penalty kick guide markers 26 may be associated with the same group of ball release guide lines 21, the ball swing lines 22, and the run-up guide markers 25.

[0119] Optionally, the first penalty corner point 261, the second penalty corner point 262, the third penalty corner point 263, and the fourth penalty corner point 264 include, but are not limited to, two-line intersection points, circular points, elliptical points, triangular points, square points, polygonal points, or irregularly shaped points, and may be solid points or hollow points. The first imitation goal line 265, the second imitation goal line 266, the third imitation goal line 267, and the fourth imitation goal line 268 may be continuously extending lines, or may be discontinuously extending lines such as dotted lines, dot-dash lines, or double-dot-dash lines.

[0120] 2 and 4 , the marking area 2 optionally further includes an auxiliary drawing guide mark 27. The auxiliary drawing guide mark 27 includes a shot assist drawing line 271. When the cross section where the ball release guide line 21 and the cross section where the ball swing line 22 are located are both perpendicular to the ground, the cross section where the shot assist drawing line 271 is located is perpendicular to the ground.

[0121] After the "correct ball placement," the section containing the shot assist line 271 is also perpendicular to the ground. The shot assist line 271 also appears as a "straight line" to the user 1000, guiding the user in setting the target shot direction. Using the shot assist line 271 and the intersection of the shot assist line 271 and the horizontal centerline section 231 (the shot center point) as references, the user 1000 can draw points or lines in the vicinity as needed, such as the shot point group 24, the run-up guide mark 25, and the penalty kick guide mark 26. The shot assist line 271 can then be used in conjunction with the ball release guide line 21 to test new shot effects. This allows the user 1000 to adjust their training goals based on their actual needs, improving training efficiency and effectiveness.

[0122] Optionally, one end of the hitting assist line 271 is connected to one end of the ball-release guide line 21. The cross section where the hitting assist line 271 is located coincides with the cross section where the ball-release guide line 21 is located.

[0123] 2 and 4 , the auxiliary guide mark 27 optionally further includes an auxiliary hitting base point 272. The auxiliary hitting base point 272 is located at the intersection of the hitting auxiliary line 271 and the horizontal centerline section 231. The auxiliary hitting base point 272 serves as a reference for the hitting reference point 241 located on the horizontal centerline section 231.

[0124] It is worth noting that near this intersection, there is a completely blank area outside of the impact assist line 271. The surface material of this blank area is made of a non-PVC material that can be colored with an oil-based marker. This blank area can be used to add auxiliary markings such as the impact point group, run-up guide mark, or swing-by guide mark for various effects that you want to test.

[0125] Optionally, when the section where the ball guide line 21 and the section where the ball swing line 22 are located are both perpendicular to the ground, and the ball guide line 21 and the ball swing line 22 are both located above the horizontal center line section 231, the ball hitting auxiliary line 271 is located below the horizontal center line section 231.

[0126] Optionally, the assistive stroke line 271 may be a continuously extending line, or a discontinuously extending line such as a dashed line, a dotted line, or a double-dotted line. The assistive stroke base point 272 includes, but is not limited to, a two-line intersection point, a circular point, an elliptical point, a triangular point, a square point, a polygonal point, or a special-shaped point, and may be a solid point or a hollow point.

[0127] 1 and 2 , optionally, the marking area 2 further includes a first ball-swinging point 281 and a second ball-swinging point 282 . The first ball-swinging point 281 and the second ball-swinging point 282 are located at two ends of the central axis 232 , respectively.

[0128] After the "correct ball placement," one of the first and second ball placement points 281, 282 should be located at the top of the sphere 1, while the other should be located at the bottom of the sphere 1. The user 1000 can use the relative positions of the first and second ball placement points 281, 282 to assist in adjusting the placement of the sphere 1. Alternatively, by reversing the positions of the first and second ball placement points 281, 282, left-footed and right-footed players can share most of the existing markings on the sphere (except for the hitting point group / penalty kick guide markings), thereby improving the accuracy and efficiency of the placement of the sphere 1 and enhancing training efficiency.

[0129] Alternatively, the first ball-swinging point 281 includes, but is not limited to, a two-line intersection point, a circular point, an elliptical point, a triangular point, a square point, a polygonal point, or a special-shaped point, and may be a solid point or a hollow point. The second ball-swinging point 282 includes, but is not limited to, a two-line intersection point, a circular point, an elliptical point, a triangular point, a square point, a polygonal point, or a special-shaped point, and may be a solid point or a hollow point.

[0130] Optionally, the ball-out guide line 21, the ball-swing line 22, the hitting reference point 241, the top spin point 242, the first side spin point 243, the second side spin point 244, the run-up guide mark 25, the penalty kick guide mark 26, the auxiliary drawing guide mark 27, the first ball-swing point 281, the second ball-swing point 282 and the follow-swing guide mark 29 can be set to the same color or to different colors respectively.

[0131] Optionally, the marking area 2 is sprayed onto the sphere 1 with paint, attached to the sphere 1 with a sticker, or printed onto the sphere 1 .

[0132] The methods of paint spraying, sticker application and printing can improve the speed and accuracy of setting the marking area 2 on the ball 1, thereby improving the production efficiency of the football 100.

[0133] 6 , optionally, the use of the football 100 includes swinging the ball, preparing for a run-up, hitting the ball, and following through.

[0134] Swing the ball: Using the ball guide line 21 and the ball swing line 22 as visual references, make the ball guide line 21 visually "perpendicular" to the ground, and make the ball swing line 22 visually "perpendicular" to the ground. Then rotate the ball 1 so that the ball guide line 21 is aligned with the set target position.

[0135] Run-up preparation: Based on the run-up angle to be practiced, select the corresponding run-up angle point 251 or run-up guide line 252, and move away from sphere 1 to a set distance in the direction indicated by the run-up angle point 251 or run-up guide line 252. From the user's 1000's perspective, the cross section containing the run-up angle point 251 and the central axis 232, i.e., the run-up cross section, forms a "straight line" and intersects with the ground. The run-up guide line 252 also forms a "straight line" from the user's 1000's perspective. Then, by translating the body to the left or right, select an appropriate route parallel to the "intersection line of the ground and the run-up cross section" as the final run-up route. As an illustrative example, referring to Figure 2, the final run-up route corresponding to the run-up angle point 251a is the first run-up route 251A. In Figure 2, the first run-up route 251A is parallel to the run-up cross section corresponding to the run-up angle point 251a.

[0136] Hitting: Aim at one of the hitting reference point 241, top spin point 242, first side spin point 243, second side spin point 244 and penalty kick guide mark 26 to be practiced, run towards the ball 1, and finally hit the aimed position on the ball 1 with the contact foot 1001.

[0137] In the related art, when the user 1000 is practicing set pieces, in order to form movement habits and muscle memory, at the moment of hitting the ball, the distance between the position of the contact foot 1001 used to touch the ball and the support foot 1002 of the user 1000 is basically fixed. The position of the user 1000's contact foot 1001 used to touch the ball (for example, the metatarsal bone of the instep) at the position where the ball 1 is touched is relatively fixed in each practice. If the position of the support foot 1002 relative to the ball 1 changes during each practice, in order to maintain the designated position of the contact foot 1001 to touch the ball and the designated position of the ball 1, the body posture of the user 1000 needs to be forced to make corresponding adjustments, causing the movement to be deformed, and it is impossible to touch the ball naturally and forcefully, resulting in poor ball quality and reduced training effect. Therefore, in each practice, it is necessary to maintain the position of the user 1000's support foot 1002 fixed relative to the ball 1.

[0138] 6 , an embodiment of the present disclosure provides a training assembly 200. The training assembly 200 includes a supporting foot marker 210 and the soccer ball 100 described in the above embodiment.

[0139] The support foot marker 210 includes a lateral positioning section 2102, a first marking portion 2103, and a second marking portion 2104. The lateral positioning section 2102 is configured to deform in response to external forces and, when in use, is perpendicular to the cross-section where the ball guide line 21 is located. The second marking portion 2104 is located at the end of the lateral positioning section 2102. The first marking portion 2103 is provided on the lateral positioning section 2102 and can slide freely on the lateral positioning section 2102 to adjust the distance between the first marking portion 2103 and the second marking portion 2104, thereby guiding the user 1000's support foot 1002 to a predetermined landing point on the ground, thereby establishing the positional relationship between the support foot 1002 and the football 100.

[0140] It should be noted that the lateral positioning section 2102 can be made of a soft rope material that will not be crushed by football shoes, so that the lateral positioning section 2102 will not be crushed by football shoes after long-term use.

[0141] The orthographic projection of soccer ball 100 on the ground (similar to the perspective of an eye looking down at soccer ball 100 from directly above it) is a perfect circle. The orthographic projections of all points on the sphere (including the striking point) are also located at a fixed position within the orthographic projection of this perfect circle on the ground. The orthographic projection positions of all points on the sphere (such as striking reference points 241b and 241a) are also fixed on the ground. See Figure 6 , which illustrates the orthographic projections of the structures corresponding to each structure.

[0142] The actual impact point is located at a fixed height above the ground, directly above the orthographic projection of the impact point. Therefore, the positional relationship between the actual impact point and its orthographic projection on the ground is fixed. By adjusting the two-dimensional positional relationship between the first marking portion 2103 on the ground (indicating the impact point of the support foot 1002) and the orthographic projection of the specific impact point on the ground, the positional relationship between the impact point of the support foot 1002 and the actual impact point can be adjusted.

[0143] First, place the support foot marker 210 approximately next to the penalty spot on the ground, with the lateral positioning segment 2102 perpendicular to the ball release path and maintain this position. After correctly positioning the ball, translate the ball left or right to set the distance between the cross-section containing the ball release guide line 21 and the second marking portion 2104 of the support foot marker 210 to the length of the radius of the sphere 1 and maintain this position. Then, slide the first marking portion 2103 on the lateral positioning segment 2102 to adjust the lateral distance between the cross-section containing the ball release guide line 21. Finally, translate the ball 100 forward or backward with the cross-section containing the ball release guide line 21 as the central axis to determine the position of the lateral positioning segment 2102 relative to the orthographic projection of the hitting point group 24 on the ground. This allows the positional relationship between the landing point of the support foot 1002 and the actual hitting point to be adjusted, providing guidance for the user 1000 on the "correct positioning" of the support foot 1002, facilitating repeated practice and improving training effectiveness.

[0144] As an illustrative example, the first marking portion 2103 is used to indicate the standing position of the middle inner side of the sole of the supporting foot 1002 of the user 1000 or the inner side of the ankle.

[0145] 6 , the support foot marker 210 optionally further includes a length reference segment 2101. The length reference segment 2101 is connected to the lateral positioning segment 2102 and is located at the second marking portion 2104. The length of the length reference segment 2101 serves as a dimensional reference when adjusting the distance between the first marking portion 2103 and the second marking portion 2104, or as a reference for the perpendicular distance between the extending direction of the lateral positioning segment 2102 and the orthographic projection of the hitting point group 24.

[0146] By bending the length reference section 2101 to be parallel to and overlapping with the lateral positioning section 2102, and sliding the first marking part 2103 to adjust its position by referring to the length of the length reference section 2101, the position of the first marking part 2103 relative to the second marking part 2104 or the actual hitting point can be quickly adjusted, thereby helping to improve training efficiency.

[0147] 6 , the length reference section 2101 is optionally configured to deform in response to external forces and, when in use, to be parallel to the plane of the ball release guide line 21. When the support foot marker 210 is used, the length of the length reference section 2101 can also serve as a reference for the vertical distance between the orthographic projection of the lateral positioning section 2102 and the ball striking point group 24 along the extension direction of the lateral positioning section 2102, thereby determining the relative position of the lateral positioning section 2102 and the ball striking point group 24 along the extension direction of the lateral positioning section 2102.

[0148] Optionally, the length reference segment 2101 and the lateral positioning segment 2102 are bendable and deformable rope structures.

[0149] Referring to FIG6 , the length reference section 2101 and the lateral positioning section 2102 are optionally integrally formed. The integrally formed length reference section 2101 and lateral positioning section 2102 are convenient for carrying and placement, and the connection between the length reference section 2101 and the lateral positioning section 2102 is stable, reducing the possibility of separation during training by the user 1000 and increasing the service life.

[0150] Optionally, the length reference section 2101 and the lateral positioning section 2102 are split structures, and can be formed by one rope or a combination of multiple ropes.

[0151] 6 , optionally, the length reference segment 2101 and the lateral positioning segment 2102 are formed by tying a knot.

[0152] By tying a knot, it is convenient to set the length of the length reference segment 2101 (for example, to the diameter length of a standard size 4 ball or a standard size 5 ball), so as to adjust the position of the positive projection relative to the hitting point group 24 as needed.

[0153] 6 , optionally, the first marking portion 2103 is tied to the transverse positioning section 2102 by another short rope in a knotted manner. Alternatively, the first marking portion 2103 can be formed by tying a knot in the transverse positioning section 2102 itself.

[0154] As an illustrative example, when the sphere 1 uses a standard No. 5 ball with a circumference of 69 cm, the vertical distance L1 between the extension line of the lateral positioning segment 2102 and the orthographic projection of the hitting point group 24 (shown in Figure 6 as the vertical distance between the extension line of the lateral positioning segment 2102 and the orthographic projection of the hitting reference point 241a) is approximately 2.2 cm (approximately 10% of the diameter of the sphere 1), and the distance L2 between the first marking portion 2103 and the second marking portion 2104 is approximately 15.4 cm (approximately 70% of the diameter of the sphere 1). The position of the first marking portion 2103 can then satisfy the following requirements: the vertical distance L1 between the extension line of the lateral positioning segment 2102 and the orthographic projection of the hitting point group 24 is approximately 2.2 cm; in the cross-sectional direction perpendicular to the ball-out guide line 21, the lateral distance between the first marking portion 2103 and the orthographic projection of the hitting point group 24 is approximately 26.4 cm.

[0155] Referring to Figure 6, the training component 200 can optionally be used in ways including rope swinging, ball swinging, ball transfer, run-up, landing on the supporting foot, and hitting the ball. Rope swinging: First, place the supporting foot marker 210 at an approximate location next to the free throw spot on the ground, and then adjust the orientation of the lateral positioning section 2102 and the length reference section 2101. Make the lateral positioning section 2102 perpendicular to the ball-out line and maintain it thereafter, and make the length reference section 2101 parallel to the ball-out direction and maintain it thereafter. Adjust the position of the first marking portion 2103, and adjust the distance L2 of the first marking portion 2103 relative to the second marking portion 2104 to the correct position.

[0156] Swing the ball: make the ball guide line 21 "perpendicular" to the ground, make the ball swing line 22 "perpendicular" to the ground, rotate the football on the spot, and align the ball guide line 21 with the direction of the preset hitting target.

[0157] Move the ball: By translating the football 100 to the left or right, the vertical distance between the cross section of the ball guide line 21 and the second marking portion 2104 of the support foot marker 210 is adjusted to the length of the radius of the sphere 1 and maintained thereafter (at this time, the length reference segment 2101 and the circumference of the orthographic projection of the sphere 1 on the ground maintain a "tangent" relationship). Finally, by translating the sphere 1 forward or backward in the direction indicated by the ball guide line 21, the position of the extension line of the lateral positioning segment 2102 relative to the orthographic projection of the hitting point group 24 on the ground is determined, and the positional relationship between the landing point of the supporting foot 1002 and the actual hitting point is adjusted. The user 1000 is then given guidance on the "correct position" of the supporting foot 1002, which facilitates repeated practice of the supporting foot 1002 position and improves the training effect.

[0158] Run-up: Based on the run-up angle to be practiced, select the corresponding run-up angle point 251 or run-up guide line 252, and move away from sphere 1 to a set distance in the direction indicated by the run-up angle point 251 or run-up guide line 252. In the user's 1000 vision, the cross section of the run-up angle point 251 and the central axis 232, i.e., the run-up cross section, is a "straight line" and intersects with the ground. The user's 1000 vision also sees the run-up guide line 252 as a "straight line." Then, by translating the body to the left or right, select a suitable route parallel to the "intersection of the ground and the run-up cross section" as the final run-up route. As an illustrative example, referring to Figure 2, the final run-up route corresponding to the run-up angle point 251a is the first run-up route 251A. In Figure 2, the first run-up route 251A is parallel to the run-up cross section corresponding to the run-up angle point 251a.

[0159] Landing the supporting foot: After the run-up, overlap the designated position on the sole of the supporting foot 1002 (such as the middle of the inner sole of the supporting foot 1002 of the user 1000 or the inner side of the ankle) with the position where the first marking part 2103 of the supporting foot marker 210 on the ground is set.

[0160] Hitting: Aim at one of the hitting reference point 241, top spin point 242, first side spin point 243, second side spin point 244 and penalty kick guide mark 26 to be practiced, and finally hit the aimed position on the ball 1 with the contact foot 1001.

[0161] In the present application, various “lines” in the identification area 2 are linear areas with a certain width, and various “dots” are dot areas with a certain diameter.

[0162] In addition, those skilled in the art should recognize that the above embodiments are merely intended to illustrate the present application and are not intended to limit the present application. As long as they are within the spirit of the present application, appropriate changes and modifications to the above embodiments are within the scope of disclosure of the present application. Industrial Applicability

[0163] In summary, the present disclosure provides a soccer ball and training assembly that can guide users when using the soccer ball of the present disclosure for set-piece training. The ball's release guide lines and swing lines allow users to quickly align the ball and aim at the target, thereby quickly completing a "correct swing" and ensuring that each hitting reference point is correctly positioned relative to the ground, the ball, and the preset hitting target. After a correct run-up and hit, the ball's flight direction and trajectory are consistent and fixed. Based on the release effect after their hit, users can determine whether they have accurately and effectively hit the desired hitting point on the ball in their full set of hitting movements, thereby further improving and standardizing various elements of the movement, such as the run-up angle and line, the landing of the supporting foot, the hitting posture, and the follow-through. After becoming familiar with effective movements, they can form movement habits and muscle memory. This allows them to apply the above-mastered movement details even when using a soccer ball without a marked area to consistently achieve the specific hitting effect during training. Therefore, practicing with a soccer ball with the above-mentioned marked areas can improve the efficiency and effectiveness of set-piece training.

Claims

1. A football, characterized in that: The football has a spherical body and a marking area provided on the surface of the spherical body. The marking area includes a ball - kicking guiding line, a ball - placing line, and a group of hitting points respectively arranged on the surface of the spherical body. The ball - kicking guiding line and the ball - placing line are located in different cross - sections, and each cross - section is a cross - section passing through the center of the spherical body. The group of hitting points includes a plurality of hitting reference points distributed at intervals. The cross - section where the distribution path of the plurality of hitting reference points is located coincides with the cross - section where the ball - kicking guiding line is located. Define the horizontal median cross - section as the cross - section passing through the center of the spherical body. When the cross - section where the ball - kicking guiding line is located and the cross - section where the ball - placing line is located are both perpendicular to the ground, the horizontal median cross - section is parallel to the ground, and the plurality of hitting reference points are distributed downward from the horizontal median cross - section.

2. The football according to claim 1, characterized in that: Define the central axis as the intersection line of the cross - section where the ball - kicking guiding line is located and the cross - section where the ball - placing line is located. The marking area further includes a running - up guiding mark, and the running - up guiding mark includes a plurality of running - up corner points. The angles between different running - up corner points and the cross - section where the central axis is located and the cross - section where the ball - kicking guiding line is located are different.

3. The football according to claim 2, characterized in that: The running - up guiding mark further includes a plurality of running - up guiding lines, and each running - up corner point is provided on one of the running - up guiding lines. When the cross - section where the ball - kicking guiding line is located and the cross - section where the ball - placing line is located are both perpendicular to the ground, the cross - section where each running - up guiding line is located is perpendicular to the ground.

4. The football according to any one of claims 1 to 3, characterized in that: Define the central axis as the intersection line of the cross - section where the ball - kicking guiding line is located and the cross - section where the ball - placing line is located. The marking area further includes a swing - following guiding mark, and the swing - following guiding mark includes a plurality of swing - following corner points and a plurality of swing - following guiding lines. The angles between different swing - following corner points and the cross - section where the central axis is located and the cross - section where the ball - kicking guiding line is located are different, and each swing - following corner point is provided on one of the swing - following guiding lines. When the cross - section where the ball - kicking guiding line is located and the cross - section where the ball - placing line is located are both perpendicular to the ground, the cross - section where each swing - following guiding line is located is perpendicular to the ground.

5. The football according to any one of claims 1 to 3, characterized in that: The group of hitting points further includes a first side - spin point. In the direction perpendicular to the cross - section where the ball - kicking guiding line is located, the first side - spin point is distributed at intervals with one of the plurality of hitting reference points.

6. The football according to any one of claims 1 to 3, characterized in that: The group of hitting points further includes an upper - spin point, and the upper - spin point is arranged at intervals with the hitting reference points. The upper - spin point is located in the cross - section where the plurality of hitting reference points are located. When the cross - section where the ball - kicking guiding line is located and the cross - section where the ball - placing line is located are both perpendicular to the ground, the upper - spin point is located below one of the plurality of hitting reference points.

7. The football according to claim 6, characterized in that: The group of hitting points further includes a second side - spin point. In the direction perpendicular to the cross - section where the ball - kicking guiding line is located, the second side - spin point is distributed at intervals with the upper - spin point.

8. The football according to any one of claims 1 to 3, characterized in that: The identification area further includes a drawing assistance guiding mark, the drawing assistance guiding mark includes a hitting assistance line and a drawing assistance hitting base point, the drawing assistance hitting base point is located at the intersection of the hitting assistance line and the horizontal center line section, and there is a completely blank area near the intersection, and the completely blank area is spaced from the hitting assistance line; when the section where the ball outlet guiding line is located and the section where the ball placement line is located are both perpendicular to the ground, the section where the hitting assistance line is located is perpendicular to the ground.

9. The football according to any one of claims 1 to 3, characterized in that: Define the central axis as the intersection line of the section where the ball outlet guiding line is located and the section where the ball placement line is located. The identification area further includes a first ball placement point and a second ball placement point, and the first ball placement point and the second ball placement point are respectively located at both ends of the central axis.

10. The football according to any one of claims 1 to 3, characterized in that: The identification area is applied to the sphere by paint spraying or by sticking a sticker to the sphere or by printing on the sphere.

11. The football according to any one of claims 1 to 3, characterized in that: The identification area further includes a penalty kick guiding mark, the penalty kick guiding mark includes a first penalty kick corner point, a second penalty kick corner point, a third penalty kick corner point and a fourth penalty kick corner point, which are respectively used to indicate the four corners of the goal when the user takes a penalty kick. The area formed by connecting the first penalty kick corner point, the second penalty kick corner point, the fourth penalty kick corner point and the third penalty kick corner point in sequence is the range of the hitting point within the goal range when indicating the user to take a penalty kick.

12. A training component, characterized in that, It includes a support foot marker and a football as described in any one of claims 1 to 11. The support foot marker includes a horizontal positioning section, a first marking part and a second marking part. The horizontal positioning section is perpendicular to the section where the ball outlet guiding line is located during use. The second marking part is located at the end of the horizontal positioning section. The first marking part is arranged on the horizontal positioning section and can move freely on the horizontal positioning section to adjust the distance between the first marking part and the second marking part, and is used to guide the preset landing point of the user's support foot on the ground, constituting the positional relationship between the support foot and the football.

13. The training component according to claim 12, wherein: The support foot marker further includes a length reference section, the length reference section is connected to the horizontal positioning section and is connected at the position of the second marking part. The length of the length reference section is used as a dimension reference when adjusting the distance between the first marking part and the second marking part; the horizontal positioning section is made of a soft rope material.

14. A training component, characterized in that, It includes a support foot marker and a football as described in any one of claims 1 to 11. The support foot marker includes a horizontal positioning section, a first marking part and a second marking part. The second marking part is located at the end of the horizontal positioning section. The first marking part is arranged on the horizontal positioning section and can move freely on the horizontal positioning section to adjust the distance between the first marking part and the second marking part, and is used to guide the preset landing point of the user's support foot on the ground, constituting the positional relationship between the support foot and the football.

15. The training component according to claim 14, characterized in that: The support foot marker further includes a length reference section, which is connected to the lateral positioning section and is connected at the position of the second marking section. The length of the length reference section is used as a dimension reference when adjusting the distance between the first marking section and the second marking section; the lateral positioning section is made of a soft rope material.

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