Angular Arrangeable and Nestable, Low Height Balance Beam Components

Continuation in Part of U.S. patent application Ser. No. 18/648,412 filed Apr. 28, 2024 upon which a claim to priority is expressly made. The present application is a continuation in part of U.S. patent application Ser. No. 18/648,412 filed Apr. 28, 2024, the specification, drawings, claims and Abstract of which are expressly incorporated by reference.

The present invention relates to a set of near to the ground balance beam components, primarily longitudinal-extending elements which can be assembled in a variety of angular configurations to one another and possibly to a central “rest stop” or “lily pad” element. The elements, when assembled, allow a youngster walking upon the top surface of the balance beam members to practice beam walking, acrobatics, and stunts. Also, the rest stops allow the user to stand with both feet adjacent to one another for a resting position. The present invention is useful in play, developing skills, confidence and mobility, and is useful for gymnastic training and practice, especially for playing games and learning the basics of walking upon an elevated balance beam. However, the components of the present invention provide a height to an assembled construction such that the top level height is near to the ground. In this way, a child falling off of the components will almost assuredly not become injured. The present invention allows the longitudinal elements to be assembled in angular relationships to adjacent elements to increase the variety of configurations of the assembled components. The invention is also for teaching the basics of balance beam exercises to toddlers, children and young children, and even can be a rehabilitation platform for some adults.

Elevated balance beams are known as a piece of sports and gymnastic equipment and have been available for decades. They are used by highly trained gymnasts and are quite important to Olympic and other competitive gymnastic competitions. Much practice is required and, yet, there is a danger and fear of injury as a fall or misstep form the elevated beam structure can result in a fall from the elevated height of the balance to the floor. Errors while using these highly elevated balance beams can be significant and potentially dangerous as the beams are often elevated at or above a few feet from the floor. Thus development of the skills at a lower level above a floor before ascending to a higher height/level is highly desirable. The skills for jumping, moving, flipping, twisting and turning, etc. are highly complex, require much practice and are difficult. Much training and practice may be required. Yet, failure to have the necessary skills and prematurely ascending to an elevated height above the floor can be dangerous. However, while such elevated above-the-floor balance beams offer children, young adults and even adults an opportunity to play and practice balancing and moves/exercises and skills, they traditionally are a bit large for home settings and are potentially dangerous and injurious when used by those without proper training and practice, especially when elevated more than a few inches above the floor and used by a user without the proper training and skill level. Ceiling height limitations are often also an issue when conventional balance beams are erected and used within a conventional home (with a normal 8 to 10 feet of ceiling height).

Also, it seems desirous to have a balance beam practice device and/or toy-like system which can present and assume a wide variety of configurations and angular orientations along the length of the beam for sheer enhanced play, fun and development of related skills. The longitudinal elements of the present invention can be configured into a wide variety of angular orientations, each 1 to 2 or more feet of length of the beam, to increase the difficulty, training and play value of the system. This would distinguish the present system from the traditionally perfectly straight from end to end balance beam or only right angle-assemblies of longitudinal elements. The present invention also provides the potential to use one or more rest stops or stations (aka “lily pads”) where the user can stop and rest with both feet adjacent to one another, before progressing to the next-adjacent longitudinal element. The present invention is a set of longitudinal elements which can be assembled to provide a wide variety of angular orientations and configurations to the overall beam along its length. When assembled, the set of elements can allow for practice of the exercises near to the floor on a thin “balance beam” and presents substantially infinitely adjustable angular changes along its overall length while still allowing the training device to be effective and yet only slightly above floor level. This enhances play value and skill development, without real risk of injury, and allows the creator or builder of the balance beam to create more interesting paths for the walking or training or playing on the balance beam.

There is inherent danger resulting in slight to large injury potential to have a toddler, young child, young adult and adult start the practice of and to try to coordinate the skills for a balance beam routine without proper training. Thus, walking and tumbling on a normally (2 to 4 foot above ground) elevated balance beam without sufficient practice at or near the ground is possibly foolish and potentially injurious. It can also be scary to youngsters until their development progresses. Yet, walking on a surface which is only a few inches wide and elevated above the ground is a desired skill (especially for gymnasts) and often tried by young children on curbstones and other similar pathways. A set of connecting longitudinal blocks or elements which present, when assembled, a level surface close to the ground and which can be configured in a variety of angular positions to one another seems highly desirable as a teaching, training and fun-providing device. The present invention is intended to fulfill that need.

There is a perceived need for a near to the floor balance beam training and play device to enable individuals to practice and train so that they can later use those acquired skills on a more elevated balance beam with the hope and potential for first developing their skills without serious risk of injury. Accordingly, some balance beams have been introduced to toddlers, children and young children which are not highly elevated above the floor so that the users can learn the exercises and play thereon while substantially eliminating the real risk of injury until their skill level improves sufficiently to allow for an increase in the height of the balance beam. And, having the longitudinal elements of the near-to-ground balance beam capable of assuming not only a single precisely linear orientation but presenting the longitudinal elements at angles along the overall length will also promote confidence, skill, and allow for training and development while also allowing for game creation, fun and playing.

“Play” balance beams have been introduced to the market, and are generally of a smaller size and/or made of several nestable components for easy storage. However these several components must join together easily and securely to allow for play and to safely maintain the balance beam structure during training, use and play. The secure attachments of the longitudinal elements often involve rigid locking mechanisms, such as a hook and eye, small diameter metal rods or pipes captured into blind bores of adjacent longitudinal members, interlocking slots, and flexible flanges that rigidly snap together and hold adjacent longitudinal blocks, etc. The rigidity of these element to element connection mechanisms limit the possible angular arrangements of the balance beam components as the connection mechanism requires strong and usually perfect or near perfect linear alignment for security. They also make assembly and disassembly time consuming and cumbersome.

Some in-home or play balance beams include multiple components that do not mechanically nor securely connect to avoid these issues. These sets can be unstable, however, and may result in injury and frustration as an arrangement may tip over, disconnect or come into disarray at an inopportune moment. There remains a real need for a stable yet geometrically flexible set of elements (allowing the longitudinal elements to assume angular orientations with respect to adjacent elements) as play and/or training balance beam elements which is maintained just above floor level, is inexpensive to make, is storable in a small space and, yet, allows children and youngsters to safely practice and play. Providing one such balance beam set of longitudinal elements which is simple, satisfies the above-described needs and desires, and is inexpensive to manufacture (resulting in a reasonable price point at retail) is highly desired.

The present invention is directed to a preferably plastic-like or molded set of building elements or components sold as a kit for making a lengthwise extending toy balance beam, extending over a few feet but capable of extending over a much larger distance, and capable of a variety of straight and infinitely angular element to element configurations. When assembled, the components will form a close-to-the-floor balance beam (only a few inches wide and only a few inches about the ground) for young children and toddlers to walk upon either in straight lines and/or along a first vector and then along and upon a second balance beam component secured at an angle, i.e. from one element to another element and to other portions of the overall balance beam, as assembled. According to the present invention, the elements are easy to connect together and yet can be disassembled and nested for compact storage. In one embodiment, the kit comprises at least four units of a first type of a balance beam element (preferably made of molded or extruded plastic) with each unit having two distinct ends and with one end capable of mating and being secured to the other end of the identical units to form a continuous track of balance beam, or to form a plurality of shapes and configurations for the child/toddler to learn to balance and walk upon. This toy is intended to be fun for the child to balance upon and to promote the initial stages of learning, training 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 kit is intended to be able to be assembled by the child or adult, used by the youngsters, and then disassembled, when and as desired, nested element within element and stored for later use.

The kit may include a set of identical or nearly identical balance beam lengths or increments, which when linked together, form a longer or more intricate balance beam. These increments may link through a mated notch or downwardly extending tab on a first end of the elements which slide into and are held within a formed groove or trough of the second end of a length or element. Preferably, the first ends are provided with outwardly curved segments which slide into but are securely held in the troughs of the second ends of the elements. The curvature of the outwardly curved segments matches the inside curvature of the troughs and thus two connected longitudinal elements will be able to slide to form an angular orientation of the two connected elements. Each longitudinal element is likely to be provided with two distinct ends, one end being the resilient tab or outwardly extending flange element at the bottom front edge of the longitudinal element and the other end being provided with the accepting trough element. Thus, the resilient tab of a first longitudinal element can be placed into the trough end of another longitudinal element and the two elements can rotate about a vertical axis passing downwardly through the connected ends of the longitudinal elements. This allows for angular orientations of two longitudinal elements and allows for adjustment and modification of the orientation of the adjacent elements.

The tab of one element will be capable of being slid into the trough of a second longitudinal element, held there during usage and then disconnected when disassembly is desired. Stated slightly differently, a groove or trough, positioned on the front edge of one longitudinal element, releasably yet securely attaches to an inwardly flexible or resilient tab, positioned at the back of a second longitudinal element. Thus, two longitudinal elements (identical to one another in that they have the same tabs on one end and the same troughs on the opposed end, can join together front to back (tab within trough) and then another length can be added. In preferred embodiments of the present invention, the front projecting trough has a substantially circular footprint such that the downwardly extending tab of the adjacent longitudinal element may easily be placed therein, rotate therein and about the trough, allowing the two longitudinal elements or increments to meet, hold and link at an infinite variety of different angles, making many different possible arrangements of the assembled balance beam from just two elements, both of which are substantially identical, just having different or distinct endsn.

While children's balance beam sets exist on the market, the present state of the art includes some considerable drawbacks. For example, many existing balance beam sets require separate metallic connector pieces to link portions or elements of the balance beam together or to create angular turns in the assembled balance beam. These additional pieces contribute to clutter in a playroom and make the set-up more tedious than necessary. And, they are hard to assemble, hard to disassemble and require more pieces to assemble than the present invention.

Some sets further include a complicated connector mechanism which make linking and unlinking pieces of the set difficult and cumbersome. For example, existing connector mechanisms may require dexterity and/or strength beyond that of the average child as well as meticulous alignment, and, as a result, require adult input to set up, change, or dismantle the balance beam.

Rigid connector mechanisms often only allow for a limited number of attachments, as well, ultimately restricting play possibilities. Some existing sets avoid this issue by offering independent stand-alone pieces that are pre-arranged length to length rather than selectively connected, yet this design is often unstable and increases the risk of fall, as well as the frustration of an arrangement unintentionally shifting during play.

The present invention however improves upon these existing sets while offering a simple to use, yet secure, connection mechanism that allows for a wide range of connection angles of the several longitudinal pieces. In some embodiments, the present connection mechanism further allows for multiple element connections at one common joint, creating further possibilities for countless yet sturdy play, practice and training arrangements.

According to an embodiment, a “lily” pad or rest station element is also provided which has a single circumferential trough-like element (similar in shape and dimension to the trough on one end of the longitudinal elements, which allows for a multiple of longitudinal elements to be assembled thereto, further providing increased configurations for play, practice and training.

The present invention is a set of identical or nearly identical rectangular or longitudinally extending building elements or components, units or blocks, making up segments or increments of a constructed together, low to the floor, longitudinally extending and level balance beam. The blocks or longitudinal elementsandofare basically identical to one another. Each such elementhas a first end with a round, knob-like forwardly extending protrusion, having at its lower edge, a trough, extending from one forward side of the elementsandto the other forward side, subtending an angle of about 270 degrees or more and preferably no less than about 180 degrees. The elements have downwardly and outwardly extending or flared (from top surface) side wallsand. These provide increased stability to the elements when resting upon a floor and the outward flare of the side walls also facilitate nesting of one elementwithin another element, as seen in. Small feetandcan be provided at the bottom edges of the side walls to increase stability, too (See). These will extend outwardly from the side walls, if provided. The top surfaceof the longitudinal elements are preferably level with one another although there could be slight or even major variations in the height of the top surfaceswith respect to one another for a variety of purposes (fun, training, difficulty of training, play, and game routines or “work” on the balance beam, etc.). In, the front or knob element of one of the longitudinal elementsis the “capture” element for the rear of a second longitudinal elementhaving its tab (on its rear edge) extending into the trough of the front knob or protrusionof the rearwardly-located longitudinal element.

In the preferred embodiment, the elementsandare substantially identical to one another and can rest and nest within one another as seen in. The front wall, rear wall, and side walls,define an interior and hollow cavity which allows the simple nesting of the longitudinal elements, one stacked within and upon the other. Each such elementorincludes on one of their front and bottom endsa front, curved trough-like areaand on their opposed, other or back and bottom ends, a downwardly projecting and inwardly and outwardly resilient tab(see) defined by vertical and basically parallel side slitsandcut into the rear wall and extending downwardly on the rear or back wall from below the top surfaceto the bottom edgeof each of the elements. The resilient tabis flexible and can be pushed inwardly towards the inside of the cavity of the element and then will resiliently flex back outwardly to its original position, as shown in. The bottom edge of the resilient tab is preferably provided with a “U” shaped curve which substantially matches the curvature of the trough wo that the tab will fit within the trough and, yet, one longitudinal element will fit within and be able to be rotated within the trough of an adjacent element. That resiliency and flexibility allows for the back or rear end of a first element, with its curved bottom of the tab to be pushed downwardly and into the trough of an adjacent element. The tab of one element will substantially match the curvature of the trough and easily slide into the trough and, yet, the resilience of the tab allows for the two elements to be secured, and, yet, importantly, allows for one longitudinal element to angularly rotate with respect to an adjacent, connected longitudinal element or component to allow for a variety of angular presentations of the top surfaces of the elements, for increased versatility and play/training value.

The tab of one element is pushed into the trough of an adjacent and second element and then the tab flexes back to hold the elements together in position and, yet, the two longitudinal elements can be rotated about a vertical axis passing downwardly through the top of the connection ends of the elements. This is the basic mechanical connection contemplated by the preferred embodiment. To release one tab of a first connecting balance beam elementfrom being captured and held by the trough of an adjacent balance beam element, the top portion of the tabis pushed inwardly towards its cavity and simultaneously the balance beam element is lifted upwardly, This will disengage the two members i.e., allow for the release of the tab from the adjacently-located trough of a second longitudinal component. The tab-in-trough mechanism will hold the two elements together unless and until the elements are intentionally pulled apart as just described. And, yet, as mentioned, while connected together, there is a modest freedom of axial rotation of one longitudinal element with respect to its connected-together second longitudinal element. Stated differently, the adjacent longitudinal components can assume angular orientations with respect to one another and, as an alternative, can be aligned and linear. In addition, the width of the tab element is far less than the angular measure of the trough of the adjacent member into which it can be inserted so that multiple tabs and their longitudinal elements can be attached into a single trough to thereby provide a large number of configurations for the balance beam components.

The resilient tab, when held within the trough, holds the two elements together and, yet, the tab of a first element will allow it to rotate within the trough of a second longitudinal element to allow the angular adjustment, if desired, of one element's length-wise or extending axis or angle with respect to the second length-wise or extending longitudinal axis of the adjacent balance beam element. When two balance beam elements are connected together, with the tab of one fitted within the groove or trough of another longitudinal balance beam element or member, a stable lengthwise construction, with their top surfaces adjacent and level, extending slightly above the floor, is presented—for play, training, and simple fun- and for walking upon. In one embodiment, as shown in, the top level or surfacesare provided with regular spaced bumps or tactile shapes, which provide a slightly elevated and relatively depressed surface comfortable to the feet of the user and also provide the sole of the foot of a user to somewhat grip the top surface to facilitate walking on the top level or surface.

The blocks or longitudinal elementsandmay be arranged and connected in any number of configurations, and depending upon the placement of the tabs within the troughs, present an extended balance beam for a youngster to walk and train upon with the axis of the longitudinal elements possibly presented at a variety of angles or, stated differently, with one longitudinal axis of a first balance beam element at an acute, right or even obtuse angle with respect to the second balance beam element and its longitudinal axis. Configurations as set forth in(and countless others) can be achieved. In addition, the present invention can include, but not necessarily, a set of one or more rest stops or “lily” pads where the child's two feet can be side by side and rest at intervals. Those rest stops can be circular or octagon or hexagon in shape and, yet, be provided along their bottom edge with trough members for selective acceptance and holding of one or more tabs of the longitudinal elementsand. This, too, provides unlimited design flexibility to the end use toy product.

The blocks or longitudinal elementsandcan easily be joined together, first tab of one balance beam element within trough-shaped bottom end of a second balance beam element, and that second balance beam element and its tab on its other end can be placed and secured within the trough end of yet another longitudinal element. These mechanical connections, tabs within troughs, can continue, element by element to achieve a length of elements in a straight line or with various angles formed by the elements. Then, as mentioned, the tabs can also be retained within a trough component of the rest stop elements, too. Each tab will be inserted (by pushing on the top of the tab and inserting it into the trough of a longitudinal element, then the second tab into a third element's trough, and so on, all to form a longer and/or larger balance beam than a single pair of elements present. The top surfacesof the blocks can be flat and substantially level and/or or provided with the tactile-providing surface (see, elements) to help in the training/play of the youngster on the balance beam. The multiple balance beam elements can have their longitudinal axis straight and aligned or the longitudinal axis of one or more of such longitudinal elements can be angled with respect to one another as shown in.

And, as shown inas a consequence of the trough of the balance beam elements extending largely circumferentially around the knob or circular bottom end of the same, no less than about 90, preferably about 270 degrees, even more, if desired, more than one resilient tab can be inserted and frictionally held in a single trough of a single balance beam element. Stated differently, a single trough on one knob shaped end of a single longitudinal element can accommodate multiple tabs of several distinct balance beam elements. Thus a wide variety of configurations are available to be built by the user including those where a single balance beam element is a junction point, at its trough end, for two or more resilient tabs of additional balance beam elements (See, for example).

The top surfaceof the blocksandare preferably elevated above ground level only a few inches so that the youngster gains confidence and even if he/she falls off the top surface while playing or training, will not become seriously injured. Each top surface is supported above ground level by downwardly and outwardly extending lengthwise side walls which provide lateral support to the elements and, yet, allow the blocks to nest one within another for compact storage when disassembled. The blocks or longitudinal elements can be disassembled when and if desired and easily nested for compactness of storage.

The balance beam may be a long continuous extending set of blocks or longitudinal elements or may be presented in other configurations, as an “X” shape or form a rectangle, for examples, as two or more blocks or longitudinal elements can connect with their tabs of one end secured into the trough on the other end of an adjacent longitudinal element or block or several such blocks. Many configurations and arrangements of the balance beam elements are possible, some as described below and shown in the drawings, for training and play purposes.

The balance beam, when assembled, is intended for children's play time and may be used by children to imagine different scenarios such as pretending and/or training to be an Olympic athlete, a tightrope walker, circus performer, or walking over water or lava. Children may also use the balance beam to create physical challenges (walking over lava, crossing streams, etc.) or as obstacle courses, for themselves and/or friends. Timed games can be provided, too. Further still, children may simply use the balance beam to enjoy the novelty of balancing and walking on an elevated but safe surface. The balance beam may be part of an indoor playroom or nursery, an outdoor playground, or any other suitable setting.

The balance beam may also be used in a physical therapy or gym class setting, teaching children or others to balance (with or without holding something in their hand(s) or arms), walk intentionally, and/or to maintain stability. An instructor or physical therapist may incorporate the balance beam in diagnostics or therapy itself. The balance beam created through the connecting longitudinal blocks described herein is reminiscent, or an introduction, to, a standard piece of gymnastics equipment, a balance beam, which requires great skill and practice to master and is not something to be tried unless sufficient skill at a low to ground elevation or level is first obtained. The present invention is intended to reduce the level of fear and/or anxiety in training for a full height or standard balance beam device normally elevated several feet above floor level.

The blocks or longitudinal elements are connected (resilient tab pressed into trough) to form the extended length of a balance beam using a mechanically connecting front trough of a first longitudinal component which accepts the tab or notched-out mechanism of a second, adjacent longitudinal block or element. The placement of the tab within the trough is secure as a consequence of the outwardly and inwardly-directed resilience of the tab within the trough and, yet, the tab and its longitudinal element can be rotated within the trough of another longitudinal element to present the two secured longitudinal elements in a variety of angular configurations. This tab-within-trough holding mechanism, described in detail and shown in the Drawings, ensures a secure connection which prevents inadvertent and premature or unintended disassembly for maximum safety. The mechanism still, however, may be simply engaged or disengaged when desired to promote easy set up, clean up and, as mentioned, the flexibility or angular variety which can be achieved, as desired for the angular positioning of the adjacent blocks or axis of the longitudinal elements. The mechanism involves only one simple movement to engage or disengage such that a child may build, use and disassemble the blocks and balance on his or her own. The tabs easily flex into and then similarly flex outward, when released to hold the tabs within the troughs and, likewise, can be depressed to flex inward and one longitudinal member released from the trough of a second longitudinal member.

The blocks preferably include, on one end, a trough forming a curved and knob-like end, and on the other end, a downwardly extending, inwardly and outwardly flexible or resilient tab. The tab can be compressed inwardly and slid down into the trough of a second block for a mechanical interlock which can be disassembled as and when desired by a simple new inwardly pressing of the tab to disengage the same from the trough or groove of the adjacent longitudinal member. To accommodate interlocking, the curved ends of tab and trough will have curves of similar radii of curvature and dimensions. The curved bottom edge of the tab of a first longitudinal element will mate with and into the trough of a second end of a second longitudinal element and will be holdable or mechanically linkable to that second longitudinal element or block. As such, each block, in a preferred embodiment, includes both a trough and a tab at their opposite ends. When a first block interlocks with a second longitudinal block, the curved end or tab of the first block interlocks with the curved end of the trough of another block. This is accomplished by the tab of a first block fitting downwardly and into the trough of a second block. This connection creates a stable balance beam structure from the two blocks and also allows for a wide variety of angles between the members as the trough extends substantially around one end of the curved knob of the first longitudinal members or blocks and the tabs of the other end of the other longitudinal members can define angular projections that are far less than the trough defines so that one trough of a first element can accommodate many tabs of several other longitudinal elements. The tabs can slide within and laterally adjust and move within the trough of the second longitudinal element to present a wide variety of configurations of the longitudinal elements.

Two substantially identical longitudinal elements or blocksand, as connected together, are shown in. The rearward tab of the forwardmost longitudinal elementis slid into and engages the trough of the rearward longitudinal element. Two elements are partially shown and enlarged (and separated) in, with block(now the forward longitudinal element) including a first rearwardly located curved knob endwith troughand, on its other end (not shown) having a front end with a slightly curved end tab. The second longitudinal element(now the rearward located longitudinal element) has a downwardly projecting, front end of the block, tab(shown inon the second block). One block includes a curved knob-like endand an edge-surrounding troughand a second block has an inwardly (or concave-like) curved endand a downwardly projecting tab defined between the two slitsandfits into the trough of the second longitudinal element. A first blockmay mechanically connect to identical second blockwhen end(see) and its downwardly projecting tab interlocks with and into the trough of endof the other longitudinal element, and the tabinterlocks within trough, to create one continuous longitudinal structure, a balance beam, comprising blocksand., show a two block construction but, of course, the length of the balance beam can be extended by merely connecting more blocks, tabs into troughs of additional blocks. And, as the troughs are curved for a greater circumferential extension than that required for only the width of single tab, a second block with its tab in the same trough of the first block can be angularly positioned with respect to the longitudinal axis of the trough-providing block, as desired. This allows for a variety of angular configurations. And, as mentioned, since the trough is greater than the width of the single tab, more than a single tab can be inserted and held into a single trough for providing greater variations and configurations.

While the preferred embodiments present two curved ends, one concave (with the downwardly protruding curved tab formed at the bottom end by the parallel slits separating the tab from the rest of the wall) and one convex (defined by the know-like end with the upwardly extending trough at its base edge) such as for example endsand, other embodiments may not require such a detail. For example, one end, such as the end with the tab, may be itself angled. However, it should be noted that having two mating ends (tab within a trough) of the longitudinal elements tend to maximize the area of extended walking surface. And, correspondingly, opposed ends of some of the longitudinal elements may be flat (not provided with trough nor tabs) thereby having some elements present flat terminal ends. Alternative embodiments may create gaps between the blocksandwhich, however, increase the risk of a misstep and ultimately a fall or, as should be appreciated, will require more skill and concentration to walk upon the multiple lengthwise constructed blocks.

shows an enlarged view of two closely yet unconnected blocks of the connector mechanismof the most basic of a balance beam set. A forwardly located blockincludes a rear and curved knoblike or convex endwith a troughat its base which is circumferential around the end (i.e., it basically describes a circular footprint). At the base edge of the circular endis a troughfor receiving the tabof a second block(which is the identical in overall shape as the first block, just turned around with its trough extending rearwardly away from the trough of the first block). The troughwill receive and hold the resilient tab(flexible inwardly towards the longitudinal axis of the block and then flexes, when released, back out to its original position) of the second block. A short height wallof the outer circumference of the troughserves to hold the tabof the second block in place and defines the outer edge of the trough. Due to the curved (concave) shape of tab, and convex shape of the troughand the flexibility and resiliency of the tab, the two elements will be secured for use as a balance beam. The circumference of the trough increases the range of motion possible when troughis engaged by the tabbecause the tab(s) may be engaged at any point along the angular circumference of the trough. Because of the many possibilities of engagement points, the trough allows for many degrees of connection, and therefore blockmay connect with several tabs of other blocks at a wide variety of angles. These possibilities create opportunities for many different arrangements of balance beam set. In preferred embodiments, the troughdefines a substantial curve to allow for at least and likely more than 180 degrees of connection for one or more longitudinal elements.

The front face of the back element or componentwith the tabis, in preferred embodiments, concave in shape so as to align with the circular nature of the trough endof another block(i.e., the circular knob corresponds with the curved upper portion of the tab) so that they easily rotate with respect to one another. However, in alternative embodiments, one endmay include other and simple shapes, such as a narrow tab, a similar configured trough but smaller in dimension, and/or a pin, still capable of connecting into and with trough.

shows an example arrangementof six blocksin a non-straight line. Each blockincludes a circular, knob-like front endand concave tab or back end. Each blockfurther includes a troughand an opposed tab.

show alternative arrangementsandof the same blocksandor longitudinal elements. Arrangementshows a wide range of angles available for connecting blocks. For example, a 135 degree angle is illustrated at point, a 170 degree angle is illustrated at point, and a 175 degree angle is illustrated at point. As mentioned with regard to, the connections may also be any other angle between 90 and 270 (or maybe more) degrees.

Arrangementof, shows one preferred embodiment of the balance beam set in which multiple blocksand, here labeledand, may connect to a single previous block, labeled. While several designs may allow for such a feature, the design circumference) of the grooveof circular portion of front endand the relative length of the tab(s). That is, the groove of 453 is long enough to accommodate more than one tab. As seen in other example embodiments, multiple angles of connection can be constructed as well.

In one preferred embodiment, the blocks(and) are stackable for easy storage. Such an embodiment is shown in, in which two sets of five identical blocksform two stacks. In the illustrated preferred embodiment, the blocksare hollow with an open downwardly extending base. That is, the blockshave a top walking-upon surface and supporting side walls (preferably four, in rectangular embodiments although the shape and number of side walls may vary), but no bottom surface. This provides a hollowness to the blocks. In some embodiments blockincludes internal structural supports to accommodate and strengthen the hollow nature. The blocksalso include outwardly flared side wallswhich meet the top surfaceat an angle larger than ninety degrees. Accordingly, the surface area of top surfaceis smaller than the surface area encompassed by the baseof the block. This feature is shown in greater detail in, which shows a top view of a single block. Top surfaceis shown surrounded by baseat this viewing angle. The flared nature of the blocksallow for easy stacking, and ultimately tidy and compact storage. It should be noted that the circular front endshould also include flared side walls for facilitating stacking.

In a preferred embodiment, as shown in, the blocksare sold as a set including, for example, 3-20 identical or nearly identical blocks. The set of multiple blocksensures that a user may create a lengthy balance beam on which to maximize balance and/or walking practice. In some embodiments, the set may not include identical blocksbut instead include one or more specialty blocks such as a block of a different shape (round, zig-zag, curved, squiggly, angled, etc.), surface texture, height, color, or style. In some embodiments the blocksmay be identical in structure but vary in color or other design elements.

shows an example of a block, such as block, in a preferred embodiment with surface designs. In the preferred embodiment shown in, top surfaceincludes low protrusions, arranged in a fun design appealing to children. The low protrusionsserve both the purpose to decorate the blockin a child-appealing manner, and the purpose of creating a grip contour to prevent users' feet from slipping and sliding on top surface. Low protrusionsmay take many forms and shapes. They may, as seen increate an appealing design. In one embodiment, the low protrusionsmay create one uniform pattern, such as polka dots, stripes, or waves. In another embodiment, the low protrusions take the form of a sensory toy, with a pattern intended to appeal to a user's sense of touch and that, in turn, may “tell” a user, without looking down onto the beam, where he/she is along the length of the beam. In one embodiment, the low protrusionsmay be the same material as the block. In another, they may be rubberized material, foam consistency, or any other suitable texture. In one embodiment, the low protrusionsmay rise only one or two millimeters from the top surface. In one embodiment they may rise considerably to create a more tactile effect.

also shows blockwith feet. These feetare connected to or molded with and into the base of blockand prevent blockfrom slipping and/or sliding on the flat floor surfaceon which blockis placed, such as a floor, sidewalk, or mat. Feetmay, in one embodiment, be made of a rubberized or other anti-slip material. Such materials create additional friction against the surface, which helps keep blockin place. Feetmay take many forms. In one embodiment, feetmay extend around the entire perimeter of blockthat makes contact with surface. In one embodiment, feetare placed intermittently along that perimeter as seen in. Feetmay also take the form of an appealing design in some embodiments such as that seen in. Feetmay also take a functional yet aesthetic form in some embodiments, i.e., in the shape of actual small feet or small semi-circular arcs.

In a preferred embodiment, the blockis of a width appropriate for a child's foot, such as approximately four inches wide, although deviations may exist without impacting the intended purpose. The blockin preferred embodiments is of a minimum height to be visually and conceptually raised off the surface, roughly two, four and even up to six inches high. At such a height, a user must balance to walk across the block, but, in the event of a misstep, will not fall from a dangerous height. Length of the blockmay vary, although, in preferred embodiments, the blockis of a length to accommodate at least one step of a child's foot and preferably is about 2 to 3 feet in length. The blockis made of any sturdy material, such as stiff plastic or wood, capable of holding the weight of a child. The blockmay come in a variety of colors and designs. In one embodiment, each blockof a set is of a different color or design to distinguish each block and create a fun, child-like, appearance and atmosphere. Such colors or designs may also be used to, for example, instruct a child or playmate to reach a particular block, as in a game (for example, a child might, during play, instruct another to “jump to the red block” or “spin around once when you get to the green block”).

In preferred embodiments, the top surfaceis largely flat, as seen in. However, some embodiments may deviate from this design. For example, in some embodiments, top surfacemay include an incline or decline or waves along its longitudinal axis. It may also have a bumpy surface. It may include features such as steps as well or mimic natural terrains such as a rocky mountain surface or pebbled beach surface.

shows a cross section of the troughand tab, when secured or interlocked. As shown, tab, when interlocked, is placed into troughand the position is maintained by frictional and resilient engagement. The inside of the trough may be grooved to more securedly hold the tab in place and prevent or minimize the tab from slipping out of the trough. This tends to ensure a secure attachment and ultimately safety.

However the simplicity of both the tab end and the trough end allows two blocksto become interconnected with one simple downward motion placing the tabinto the trough. This simple motion can be performed by a small child, as no complicated locks or latches are involved. Similarly, the blocksmay be separated by merely depressing the tab inwardly and lifting the block of the tab upwardly—that is. usually lifting the block with the tab out of the trough of the other block. This motion may be also be performed by a small child. The simplicity of the processes to connect and separate the blocks allows for independent child play as well as easy assembly and disassembly regardless of age or strength of the user.

The descriptions discussed above are intended to be illustrative and not limiting. One skilled in the art would appreciate that details discussed herein may be omitted, modified, combined and/or rearranged, and any additional steps may be performed without departing from the scope of the invention. More generally, the above disclosure is meant to be illustrative and not limiting. Only the claims that follow are meant to set bounds as to what the present invention protects and includes. Furthermore, it should be noted that the features and limitations described in any one embodiment may be applied to any other embodiment herein, and FIGs. or examples relating to one embodiment may be combined with any other FIG. or embodiment in a suitable manner, done in different orders, or done in parallel. It should also be noted that the systems and/or methods described above may be applied to, or used in accordance with, other systems and/or methods.