Balance Beam Elements with "Lily" Foot Rests

The present invention is directed to a set of building components sold as a kit for making a toy for assembly into a variety of configurations. When assembled, the components will form a close-to-the-floor balance beam for walking upon by young children and toddlers. In the preferred embodiment, the kit comprises at least four units of a first type of a balance beam element (preferably made of molded or extruded plastic) and a second set of a slightly different balance beam element (also preferably made of molded or extruded plastic) with the two sets capable of mating together, end to end to form a plurality of shapes and configurations for the child/toddler to learn to balance and walk upon. This is intended to be fun for the child and to promote the initial stages of learning and acquiring skill in how to balance and walk upon an above-the-ground, but close to the ground, balance beam (a piece of toddler-friendly gymnastic equipment). The first set of balance beam elements can be provided in units of four per set while the second set of balance beam elements can also be provided in units of four per complete toy set. These can be mated and meshed, end to end, as explained herein, to provide, if desired, a single length of eight (or more) such balance beam elements or the elements can be arranged to form a variety of shapes and configurations.

Preferably and alternatively, the set can be provided with one or more (preferably five) “lily” pads, i.e., components at various locations along the ends or the length of the extended balance beam elements which provide the small feet of the child/toddler with easy and frequent resting locations. Those “lily” pads or relatively larger resting spots are preferably provided with one, two, or up to five per set, different top surfaces to provide the “lily” pads or resting spots with different tactile surfaces for the bottom or sole of the foot/feet (or hands) of the child or toddler. The “lily” pads or resting spots extend the overall length of the longitudinal connected balance beam elements and allow the kit to assume a greater variety of shapes and configurations-all to maximize play value. Each such “lily” pad and resting spot is preferably provided with eight side surfaces or edges preferably forming an octagon so that the balance beam elements, of either type, can grab and hold onto the “lily” pads at different angles to other balance beam elements possible also connected to the “lily” pads, all to allow for a variety of shapes and configurations to the constructed toy.

In the preferred embodiment, one of the balance beam elements can mate and secure on one shorter of its sides or edges to a “lily” pad or rest stop with its other end mating and securing to one end of another or a second type of “lily” pad or to another of the balance beam elements. The ends of the balance beam elements are meant to physically and mechanically connect together for security and safety and are also provided with easy mating visual indications to ensure that the balance beam elements are properly assembled for security and safety, too. According to the preferred embodiment of the invention, the top surfaces of the balance beam elements are provided with a first tactile molded surface while the top surfaces of the “lily” pads or resting stops are provided with the same or differing tactile top surfaces, all to enhance the experience of walking along and playing upon the balance beam elements and the “lily” pads and resting stops.

According to another aspect of the invention, the side walls of the balance beam elements and/or the sides of the “lily” pads are provided and decorated with a three-dimensional (outwardly extending from the wall) wavy design or configuration to allow the visual “look” to a child or toddler walking above and upon the top surface thereof to believe he/she is walking on water. Toward the end of enhancing this “deception” the sides of the “lily” pads can also be decorated with slightly outwardly projecting waves extending along its sides. And in the preferred embodiment, the longitudinal balance beam elements are formed as downwardly and slightly outwardly extending side walls so that the appearance, again, when viewed from above by a child or toddler, seems to present a larger body of water so that the child/toddler believes or is misled to believe he/she is walking upon water. Yet, that configuration also allows for easy ad compact nesting of the elements when the toy is disassembled for storage.

According to the preferred embodiment of the invention, the balance beam elements are provided at their ends with mating mechanisms (downwardly or upwardly extending resilient flanges or no flange) which cooperate and couple to upwardly extending flanges or a simple straight or flat edge of the adjacent balance beam member. And, as mentioned, the balance beam elements can also secure to one of the eight sides of the octagon-shaped “lily” pads or rest stops by the same flange elements.

A visual indication of proper assembly is also provided which not only encourages the child as he/she walks above but, also shows the proper and a safe assembly has been provided to adjacent longitudinal balance beam elements. When play is complete, the entire set can be disassembled and stacked together for ease and compact storage, a function of the nesting of the balance beams within one another and the “lily” pads or rest stops being capable of nesting, too.

The present invention relates to a set of longitudinal members which when assembled present as a variety of shapes or configurations for encouraging small children or toddlers to practice and learn to balance as they walk thereupon. This relates to a highly difficult skill which gymnasts learn of walking and doing activities upon an above-the-floor balance beam. Those are generally solid wood, about four inches in width and raised above a floor by about 3-4 feet. Acquiring the skill of balancing on a balance beam at the height of an actual gymnastic balance beam can be hard and scary. Walking and doing stunts and routines on those gymnastic balance beams is very difficult, requires skill and can surely be difficult at first until sufficient minimal skill is first acquired and low-to-the-ground basic skills of walking straight on a narrow beam is gained.

The prior art contains a traditional or formal gymnastic balance beam which can often be adjusted in height. Some training balance beams are close to the ground. They are generally not for toddlers and of long lengths, straight, and not as interesting for children to play and practice upon. In addition, often children “play” walking along a straight line by walking and balancing on a set of curb stones or Belgium blocks. This is meant to be fun and leads to skill in walking and balancing.

To the inventor's knowledge, there is no simple toy or kit which is directed towards children and toddler's to teach them the basics of balancing while walking along a straight line or a shape or configuration, and without fear of falling. Providing the components in a set for assembly when and where desired was not known to be available before the present invention.

The present invention provides a set of balance beam elements which can connect mechanically together to form a long line for walking upon and, yet, the set is versatile to allow for a variety of configurations to be set up so that the play value is increased of the overall toy. In addition, the present invention is meant to present the image to the playing child of safety-not fear of falling—by having the components appear to be components or related to water as a child will not believe that falling while walking upon water can lead to harm or injury. The shape of the longitudinal balance beam pieces and the “lily” pads which are in essence rest stops for the child are meant to provide the appearance of walking upon water. The balance beams are capable of being attached to one another and to the “lily” pads to provide a variety of configurations. And the top surfaces of the balance beam elements and the “lily” pads are provided with different tactile surface textures to promote the gymnastic exercise and to promote skill acquirement.

The ends of the longitudinal balance beam elements can mechanically couple to one another and to the “lily” pads and, yet, they are molded to be capable, when the play time is finished, to be nested for compact storage. A visual icon is also provided to guide the assembly of the balance beam elements and to also encourage the child in his/her playing upon the balance beam.

The present invention is a toy intended for use by young children and toddlers. The toy is to be constructed or set up in one of a variety of shapes or configurations and then the child can play by walking upon the top surface of the toy's components, to learn to balance and prepare for the gymnastic ability to walk along a fully raised balance beam. The toy presents a low to the ground horizontal walking surface, with a texture to facilitate the “feel” for the surface beneath a child's feet or shoes. A plurality of longitudinal bars or beams are provided which can be mixed and matched to present a variety of visual configurations, e.g., an “X”, an “L” a square, zig-zag, a rectangle, etc. The toy set is provided with one or more foot rest surfaces (often called “lily” pads herein) which can be interspersed between the longitudinally extending beams and provide rest areas or stops to allow the child/toddler to walk a short distance and balance and then to stand on the “lily” pad or stop surface for a short break before continuing to walk again on the longitudinal horizontal surface provided by the connected and extended beams. The individual beams are decorated with side walls which provide the visual, important for a child learning to balance, that she/he is walking upon water and will not be hurt if she/he falls off the beam elements. The decoration provided to the side walls of the beams resemble waves of the ocean and are considered subtle suggestions of safety and calm.

The resting spots, meant to resemble “lily” pads in a water pond, which connect to the longitudinal beams, are meant to be adorned with wave-like decorations to further the visual image of walking on safe, calming water, which, even if the child falls off the balance beam will be a cushioned and non-injurious fall.

According to one aspect of the invention, two sets of slightly different beams for assembling and then walking upon are provided. They present a level horizontal walking surface quite close to the ground. The top of the balance beam elements are preferably provided with a textured surface to facilitate traction and maintain balance while walking which, when two or more beams are mechanically assembled adjacent one another, present a uniform and level top surface for learning to walk upon an elevated balance beam.

According to one aspect of the present invention, the balance beams, of both configurations, are meant to nest within one another to facilitate the compact storage of the toy, when not in use. And, the “lily” pads or resting stops are also nestable, again to facilitate compact storage. According to one aspect of the invention, the “lily” pads or resting stops are created in eight sided shapes or octagons, to allow the beam elements to connect on one of their ends to any one of the 8 sides of the “lily” pads so that the toy has a large number of shape variations, when assembled. And, the “lily” pads are preferably provided with several different (up to five) top textured surfaces, again, to facilitate a young child or toddler to learn to balance while walking, providing rest surfaces which are cushioning to the soles of the feet, and for general amusement.

According to one aspect of the invention, the ends of the longitudinal beams are provided with resilient and slightly flexible flanges which can mate with opposed ends of the other beams and/or will mechanically interlock with the sides of the “lily” pads or stop rests. These mechanical connections (upwardly and outwardly extending flexible flanges and downwardly and outwardly flexible flanges) in addition to one end of the beams being substantially flat allow for many variations in construction and yet allow for lengths of the beams to be selectively connected and, yet, disassembled, when desired. The flexible flanges can be inserted into a slot or a spaced opening of any one of the side walls of the “lily” pads and mate therewith or the upwardly directed flanges will mate with a flat surface on one end of some of the beams, the flat end being opposed to the flexible flanged end on the other end.

Also, according to the preferred embodiment of the invention, a set of visual icons or elements are provided on the top surfaces of the beams, at one end thereof, to facilitate the ease of construction as one end will easily then visually mate with the end of another beam element and not mate visually nor mechanically with the other end of the same beam. The visual icon, when properly assembled, is completed by correctly mating the two beams, when they are placed one adjacent the other. This will ease the construction of the two beams as otherwise the beams all appear quite similar. Yet, the two ends provided with different yet merging visual images (to form a complete single icon) clearly and easily allow for quick assembly and, in addition, provide yet another element of safety and security to a child walking thereupon.

As best seen in, the inventive toycomprises a slightly above-the floor, i.e., elevated, set of components, in this case, shown assembled into a large n “X” shape by use of eight longitudinal balance beam membersand five “lily” pads or rest stops. A central rest stop(all “lily” pads or rest stopsare the same except as to their tactile top surfaces) is connected to a first set of four balance beam membersand those balance beam membersconnected to a second set of slightly different balance beam members. The distal ends of the second set of balance beam membersare then simply mechanically connected to the other four “lily” pads or rest stops, which are mechanically the same as one another but differ as to their top tactile surfaces. Each top surface is tactile distinct from one another to present a different foot or hand contact surface to a young child or toddler as he/she walks and plays along and upon the “lily” pads and the rest stops.

Turning to, a first type of balance beam memberis shown. It is preferably molded of a resilient plastic, with a bottom directed cavity and thus quite light weight. Basically it is an open to bottom box shape. The top surfaceis adorned or molded with a set of upwardly extending and spaced bumps, to provide a tactile surface for the soles of the toddler's feet as she/he walks along and upon the top surfaceof the balance beam member or element. The balance beam members (of both) are preferably about 3 inches in height from the base edgesto the top surfaces. Both longer sidesare provided with outwardly extending three-dimensionally, molded wave elementswhich provide a slight width extension from the side wallof the balance beam elementand thus provide visual undulations to one walking upon the top surface, much like the look of walking upon water. A first front side wallof the balance beam member(on the left side as shown in) is provided with an upwardly extending, slightly spaced from the front side wall, flange elementand a second downwardly extending, slightly spaced from the rear side wall, flange elementof the balance beam memberis best seen in.

The flange elementsandhave connecting web membersand, respectively, (See) which act like a live hinge and allow the flangesandto slightly flex inwardly or outwardly as they snap out and back to original shape and position to allow for mechanical connection of the flangeof balance beam memberto either a cut out bottom(see bottom of) of the flat vertical rear sideof a balance beam member(shown on the right side of the balance beam member inand more clearly shown in) or the other flangeof balance beam elementcan connect to a “lily” pad's (or rest stop's)space or slot(See right side of) between one of its floor engaging short side wallsand the side wallof the “lily” pad (any one of the eight straight sides of a lily padhaving a slotdefined between the outward and downwardly sloping side wallsand the short side wallsof the “lily” pad or rest stops(See). The cut outallows the webof the upwardly extending flangeof the balance beam elementto rest on the floor, grip the flat sideof the balance beam element, and for the two balance beam elements,to have their top surfaces,level and at the same height.

As can be appreciated by the Figures and the description set forth herein, a set for constructing a straight or shaped balance beam will comprise several, preferably no less than two, preferably at least four, balance beam elementsof the type shown in, having one end defining an upwardly extending and spaced flange element(with a flexible web) and a second and opposite end having a downwardly extending and spaced flange element, with a flexible web. The set will also preferably have a second set, no less than two, preferably at least four, balance beam elementsof the type shown in, with one end having a downwardly and spaced flange elementand flexible webwith the other opposed end having a flat vertical wall, i.e., no flange nor web but at the base of that vertical wall a small cut outis provided (seeinset). The flange or upwardly extending flangeof the balance beam elementofcan easily connect from below the flat vertical wallof the balance beam elementas shown ininset to form an extended line of balance beam elementsand. The heights of the elementsandare the same and the upwardly extending bumps,also the same height above the floor. This provides an extended balance beam for playing upon and developing the toddler's skill of balance and straight-line walking and tumbling. The bumps on the top surface provide a tactile surface for the soles of the feet of the toddler or his hands. The thickness of the rear flat vertical wallof the balance beam element(shown in) is about the same thickness provided by the web, i.e., the space between the flangeand the back flat wallof balance beam elementso that the flangewill slide over, into and grip the wallof balance beam elementwhen the balance beam elementis slid under and up to capture the section of the walljust above the cut out. Thus, a snug fit is desired for stability but assembly and disassembly should be easy for a parent and the structure should stay connected when mere walking upon the top surface is done by a toddler. The cut outallows the flange and the web to facilitate mechanical connection of the two balance beam elementsandwhile maintaining evenness of the bottom edges and the top surfacesand.

The downwardly extending flangeof the balance beam elementshown incan alternatively be slipped into and snuggly held within a slot or spacebetween the bottom portions of the side wallsof the “lily” pads or rest stopsand the outside short wallsthereof (See). As can be easily appreciated, the side wallsof the “lily” pads or rest stopsare outwardly and downwardly canted or expanded from top to bottom so that the “lily” pads or rest stopscan be easily nested together for compact storage. The flangeof the balance beam elementcan slide down and into the space or slotof a “lily” pad or rest stopso that two “lily” pads can be connected together with two balance beam elementsandtherebetween, as seen in.

As can be seen in the Figures, the flat rear vertical wallof balance beam elementcan slide downwardly and into the space defined between the rear wallof the balance beam elementand the inside wall of the flange. Thus, two different balance beam elements,and, can be connected together and then other elements lengthening the distance for practice balancing and walking, if desired, with a “lily” pad or rest stopprovided, if desired, which will connect to a downwardly extending flangeof either the balance beam elementor the downwardly extending flangeof balance beam element.

As can be seen in the Figures, visible icons are provided near to vertical wallsandof the balance beam elements,, respectively, i.e., to the top surfacesandof the balance beam elements to enable easy and proper, simple connection. Viewing, for example, the flat end wall(on the left side of the balance beam element shown in) the wall with the upwardly extending flange, has an icon portion, preferably ½ of the top of a familiar “Smiley” face on top surface, i.e., the eyes and the semi-circle to define the Smiley face. Correspondingly, the top surfaceadjacent the flat backof the balance beam elementshown in, has the bottom halfor the “smile” component with a semi-encircled, thereon of a Smiley face icon. When the balance beam elementofis mechanically connected to the balance beam elementof, by sliding the flat backof elementinto the gap or space between the flangeand wallof the balance beam elementof, the eyesand semi-circle of the balance beam elementwill merge and visually integrate with the smile and semi-circleinto and to form a complete Smiley face or visible icon, with eyes above the smile, and the semi-circle of the eyescreating a complete circle with the semi-circle of the smile component. This enables simple assembly of the balance beam elements and provides a visual pleasing icon or look to a walking-above toddler, providing a sense of visual encouragement to the toddler as he walks along and upon the balance beam elements on his way to the end of the balance beam and/or onto one of the “lily” pads or rest stops.

To facilitate the ease of handling, assembly and disassembly of the balance beam elements to the “lily” pads or rest stops, one of the ends of the balance beam elementsand—the ends provided with the downwardly extending and spaced flangesandof each, have a partial downwardly curved surfaceand, as the topsandslope down towards the downwardly extending and spaced flangesand, respectively. This can be easily seen in(on the right of, on the left of).

As for the “lily” pads or rest stops, they, too, are hollow plastic elements molded or otherwise formed and meant, as mentioned to be nestable for space conservation. So, too, the balance beam elements extend downwardly and outwardly from their top surface so that they can be easily nested when stored. The “lily” pads or rest stopspreferably are provided with rubberized top surfaces for providing a safe and non-slip top surface for the toddler's feet. In one configuration, the rubberized top surfaceis a set of parallel ribs (see), in another configuration, the rubberized top surface can be upwardly extending small pointed cones, in another configuration the rubberized top surface can be less densely packed upwardly extending pointed or round top cones or button shapes, and in yet another configuration, the rubberized top surface has a series of spaced lateral wave like upstanding ribs or ridges.

According to the preferred embodiment of the present invention, the side walls of the “lily” pads or rest stopsare provided about their circumferences with wave-like outward extending, i.e., three dimensional projections(See) so that, once again, a child or toddler standing or walking thereon is provided with a visual sense of “walking upon water” which is believed to be beneficial to teaching and learning the skill of walking along a balance beam without fear of falling in that it appears that he/she is walking on waves of water and the toddler may appreciate that even if he/she falls off the balance beam, he/she will not get hurt as he/she will believe he/she will be cushioned by the below water-a consequence of the appearance of the “lily” pads and their side wall wave decorations, the balance beam side walls, too, all visible from above due to the outward cant of the side walls. The wave like decorations applied to the side walls of the balance beam elements extend to the bottom edge of the balance beam elements and thus provide a bit more stability and strength to the balance beam elements than if the side walls of the balance beam elements were not adorned or provided with the outwardly extending wave like elements.

As seen in various of the Figures, the balance beam elements can snap or be slid together with the upwardly extending flangeof one accepting the flat side wallof another balance beam element (shows the exploded connection) and the downwardly connecting flanges of both types of the balance beam elementsandcan couple to the “lily” pads or the stop rests as the flanges are insertable (and removable for disassembly) into the spaces defined between the short walls of the “lily” pads and the side walls of the “lily” pads. The “lily” pads or rest stop elementsare preferably wider from one side across to the other side, than the width of the balance beam elements to provide lateral stability to the balance beam when walked upon by a toddler and to allow the toddler to have two feet adjacent one another on the “lily” pad for resting between balanced walking from “lily” pad to adjacent “lily” pad. In the preferred embodiment the “lily” pads are about twice the width of the balance beam elements. In the preferred embodiment the “lily” pads are octagonal shaped.

Preferably a complete “starter” set of balance beam elements and “lily” pads can be sold as comprising 4 of the balance beam elementsof, along with 4 of the balance beam elementsof, with 4 or 5 different “lily” pads or rest stops.

shows an assembly of the balance beam elements shown inwith a first “lily” pad.as seen in the top portion of.show the two balance beam elements mechanically connected together.also shows the balance beam elementsandseparated and the smile face elementsandsplit apart. The inset ofalso shows the separation of the elementsandand the one-halvesandof the iconon the balance beam elements,, respectively. The inset ofshows that when disassembled, the distal ends of the balance beam elements (those not provided with the downwardly extending flange elements) each bear one halfandof the visual iconwhich, when the two balance beams are assembled together as shown in, a complete Smiley face or iconis displayed, providing the child with a sense of confidence and the person responsible for the construction with a feeling of confidence, too, knowing that the elements are properly and safely connected together.

is a top perspective view with two enlarged inset drawings showing two of the balance beam membersandconnected, mechanically and then to two of the “lily” pads,, with the visual iconbeing integrated to show that the balance beam elements have been properly and safely connected together and showing, in the inset of this Figure, the downwardly extending flanges,of the two distinct balance beam elementsand(as Seen in) secured into the space or gapexisting between the short side wallsof the “lily” pads and the side wall(extending from top of the “lily” pads to the bottom edges, of the “lily” pads.