JP3192321U - Gripping movement training and assistive devices - Google Patents

Abstract

PROBLEM TO BE SOLVED: To train to hold a writing instrument, chopsticks and other tools in a correct way by creating a space in the palm, and to effectively assist a user with weak grip strength in gripping motion training / assisting tool. I will provide a. SOLUTION: A ball portion 11 having a through hole and a ring-shaped string portion 12 inserted through the through hole of the ball portion are provided, and the ball portion is housed in the palm through the fingers of a user's hand. A gripping motion training / assisting tool 10 in which a ring portion 12a is formed on one end side of a string portion protruding outward from a through hole so that a tool can be gripped. [Selection diagram] Fig. 1

Description

  The present invention relates to a gripping motion training / assistance device. More specifically, the present invention relates to a gripping operation training / assisting tool for training or assisting so that tools such as writing tools and chopsticks can be used in a proper manner while creating a space in the palm.

  The operation of grasping and using tools such as writing instruments and chopsticks is frequently performed in the daily lives of modern people including Japanese. When using these tools to achieve the objectives, make sure that the tools you use function correctly, that you can adjust the power and that you can operate the tools easily, that you don't feel tired easily, and that you can do it easily and efficiently. It is important to hold (hold) the tool in the correct way (preferably) from the viewpoint of the time posture and the beautiful result.

For example, in the case of a hard brush such as a pencil, a mechanical pencil, or a ballpoint pen, as shown in FIG. 5, the right way is to hold the hard brush between the thumb F ₁ , index finger F ₂ and middle finger F ₃ while creating a space in the palm. It is said that there is. If you write a character with a hard brush in the correct way, you can easily change the writing pressure, make it easier to write beautiful characters, make it harder to get tired, and improve your posture.
On the other hand, especially in children, for example, as shown in FIG. 15, the fingertips of the little finger F ₅ and the ring finger F ₄ or the little finger F ₅ , the ring finger F ₄ and the middle finger F ₃ are pressed against the palm Hp so as to grasp the fist. There is a child who holds a writing brush P. If you write a letter with a hard brush P in an incorrect way (undesirable way) that does not create a space in this palm, you will be too tired because of too much force on the hand H, it will be difficult to write a beautiful letter, posture It has been pointed out that visual acuity tends to decrease and that concentration and learning ability tend to decrease.

In the case of chopsticks, as shown in FIG. 11, the one in front (the chopsticks) is positioned approximately between the base of the thumb F ₁ and the chopsticks passed to the ring finger F ₄ gently bent to hold the ping-pong ball. Hold it with three points supported by the thumb F ₁ and hold the other (moving chopsticks) with the thumb F ₁ , index finger F _2, and middle finger F ₃ , and create a space in the palm Hp. It is considered to be the correct way to hold it. If you eat with chopsticks in the correct way, you will have a wide range of movement of the chopsticks and a powerful and beautiful chopsticks.
On the other hand, especially in children, bend it so quickly that there is no space inside the ring finger (palm), for example, how to hold two chopsticks close and cross in the middle, or align two chopsticks in parallel There are children who hold their hands. If you hold the chopsticks that you want to cross, the food will be picked up by the movement of the hand as you move it, so the operating force is weak. Also, it is difficult to pick small things with a chopstick tip.

  In view of such a situation, Patent Documents 1 and 2 propose a correction tool for correcting the writing tool and chopsticks so that they can be held in the correct way.

  The correction tool of Patent Document 1 includes a gripping portion made of an elastic sphere, an upper wall portion, a lower wall portion attached to the gripping portion, and a substantially E-shaped member made up of a clamping wall portion that connects them. Yes. According to Patent Document 1, the grip portion of the palm is held by holding the writing portion and the chopsticks while holding the grip portion with the sandwiching wall portion sandwiched between two fingers (forefinger and middle finger or middle finger and ring finger). It is said that it is possible to correct the way of holding writing instruments and chopsticks so as to create a space.

  The auxiliary tool disclosed in Patent Document 2 includes a spherical main body made of a low-repulsive material such as a sponge or a cotton bag, and a ring made of flat rubber attached to the main body. According to Patent Document 2, it is said that by holding the main body part with a pencil or chopsticks passed through the ring part, it is possible to correct how to hold the pencil or chopsticks so as to create a space in the main body part of the palm. Yes.

JP 2006-263462 A Utility model registration No. 3145437

  In the case of the correction tool of Patent Document 1, the gripping part slides down from the palm unless the substantially E-shaped member is firmly sandwiched between two fingers, so that it is difficult for a young child to handle both the writing tool and the correction tool. In other words, it is difficult for young children to concentrate on how to hold the correct writing instruments and chopsticks (finger placement) while using this corrector.

Moreover, although the correction tool of patent document 1 and 2 is stored in a palm, when a user grasps, it will fall if a hand is opened. Therefore, for example, if you try to do another work while writing with these correctors, such as erasing typographical errors with a dominant hand with an eraser, place the corrector with the pencil once on the desk and switch to an eraser. After erasing, you have to pick up the pencil and the corrector again. Alternatively, if you try to use the corrective tool during a meal, for example, if you want to put the seasoning on a dish with your dominant hand, place the corrector together with the chopsticks on the table and transfer it to the seasoning container. After putting it on, you have to pick up the chopsticks and the corrector again. The same applies when another work is performed with both hands.
Therefore, it is difficult for the user to correct how to hold the writing instrument and chopsticks using these correction tools, and it seems that it is difficult for the user to last long, especially when the user is a child.

Also, once you learn the wrong way of holding, it takes some time to learn how to hold it correctly. For this reason, the corrective tool is always kept in the hand so that the user can naturally feel the sensation of gently bending his finger to the extent that the space is always available. It ’s hard to keep it in your hands.
In addition, since it is difficult for people with weak grip strength, such as elderly people, to use a writing instrument or chopsticks, it is possible to use a corrector as an auxiliary tool to hold these tools firmly. It is difficult to use the correction tools of Patent Documents 1 and 2 in their hands.

  The present invention has been made in view of the above problems, and training for properly holding tools such as writing tools and chopsticks, and gripping motion training that can assist gripping operations of users with weak gripping power.・ The purpose is to provide assistive devices.

Thus, according to the present invention, the ball portion having a through hole, and a ring-shaped string portion inserted through the through hole of the ball portion,
A grip formed by forming a ring portion on one end side of the string portion protruding outward from the through hole so that the tool can be gripped in a state where the ball portion is stored in the palm through a finger of a user's hand Motion training and assistive devices are provided.

According to the grasping movement training / assistance device of the present invention, the following effects can be obtained.
(i) When the user's hand is equipped with the gripping movement training / assistance tool of the present invention and training with a writing instrument or chopsticks, the finger bending method to create a space in the palm and the correctness of the writing instrument or chopsticks You can learn how to hold it naturally. Therefore, it is suitable for correcting an incorrect way of holding a writing instrument or chopsticks. And as a result of correction, when writing, it is easy to write beautiful characters, improve posture, make it hard to get tired, maintain concentration, etc. Can produce a wide, powerful and beautiful chopsticks.

(ii) Since the finger of the user's hand is passed through the ring at one end of the string part, the ball part does not fall even if the hand is opened, and the grasping movement training / assistance device of the present invention is always applied to the user's hand. Can be attached to. At this time, the finger passing through the ring portion is not particularly limited, and any of a thumb, an index finger, a middle finger, a ring finger, and a little finger may be used. For this reason, using the grasping movement training / assistance tool of the present invention, for example, even when performing another work while training the correct way of holding a writing instrument or chopsticks, the grasping movement training / assistment tool does not leave the hand. . As a result, it is possible to prevent the user from complicating how to hold a writing instrument or chopsticks using gripping movement training / auxiliary tools, and even a child who is tired of the user tends to last long.

(iii) For those who have learned how to hold writing utensils and chopsticks incorrectly, it will take some time to correct them correctly, but always wear the gripping exercise training / assistance tool of the present invention in the user's hand. It is expected that the correction period will be shortened.

 (iv) Since the user's finger is passed through the ring portion at one end of the string portion, even a young child can keep it in the hand without dropping the ball portion. Therefore, toddlers who are not familiar with writing instruments and chopsticks can concentrate on these correct holding methods (placement of fingers) and can naturally learn the feeling of creating space in the palm, so the correct holding method of writing instruments and chopsticks You can expect to learn quickly.

(v) It is difficult to hold a writing instrument or chopsticks firmly for those who have weak grip such as infants or the elderly, or who have continued to write for a long time and their hands hurt or have weak grip. Since the motion training / auxiliary tool also has a function of supporting the writing instrument and chopsticks, it can be used as an auxiliary instrument that can firmly support the writing instrument and chopsticks even with a light force. Elderly people and the like can also be used as a training tool for training grip strength by repeating the gripping movement training / assistance tool of the present invention and always holding the gripping action.

(vi) The gripping exercise training / assistance tool of the present invention is a training tool that learns the correct way of holding tools (such as writing utensils, chopsticks, scissors, etc.) that can be held and used in the palm of your hand, regardless of age. Can be used. It is especially suitable for children who learn how to properly hold these tools at school and at home, and for elderly people who have difficulty gripping due to weak grip, and have these tools correctly as if creating a space in their palms. The hand gripping exercise training / assistance device of the present invention can be used to train hand and finger muscle strength.

(vii) A person grasping an object is normally performed with 5 fingers lightly bent, but a child who has mistakenly learned how to hold a writing instrument or chopstick will grasp the object while keeping his finger straight. There are cases. For example, there is a case where an operation of grasping an eraser and erasing a character is performed in a state where a finger is straightened. In such an operation, it is difficult to erase the character by strongly rubbing the eraser against a notebook. In this way, it is possible to correct wrinkles such that the action of grasping an object is performed with the finger straightened out by the grasping movement training / assistance device of the present invention.

(Viii) When the elastic ball portion is used, it is easy to recognize the force applied by the user to the writing instrument and to train the control of the strength of the force applied to the palm, hand and finger.

It is a front view which shows Embodiment 1 of the grip movement training and auxiliary tool of this invention. BRIEF DESCRIPTION OF THE DRAWINGS It is a figure explaining how to make the grip movement training / assistance tool of Embodiment 1, (A) is a state before letting a string part pass through the through-hole of a spherical part, (B) is a string in a through-hole of a spherical part. It is the state which passed the part. It is a perspective view which shows the state which mounted | wore the hand movement training and auxiliary tool of Embodiment 1. It is a perspective view which shows the state which trains the correct holding method of a writing brush using the grip movement training and auxiliary tool of Embodiment 1. FIG. It is a perspective view which shows the state correct | amended in the correct holding method of a writing brush. It is a perspective view which shows the state which trains the correct holding method (single scissors method) of a brush using the grip movement training and auxiliary tool of Embodiment 1. FIG. It is a perspective view which shows the state correct | amended in the correct holding method (single-stick method) of a writing brush. It is a perspective view which shows the state which trains the correct way of holding a writing brush using the grip operation training / assistant tool of Embodiment 1 (a double-sided method). It is a perspective view which shows the state correct | amended in the correct way of holding a writing brush (Futana method). It is a perspective view which shows the state which trains the correct holding method of a chopstick using the grip operation training and auxiliary tool of Embodiment 1. FIG. It is a perspective view which shows the state corrected to the correct way of holding chopsticks. (A) is a state where it is applied to the middle finger, (B) is a state where it is applied to the index finger, (C) is a state where it is applied to the ring finger, and (D) is a state where it is applied to the thumb. (E) has shown the state put on the little finger. It is a front view which shows Embodiment 2 of the grip operation training and auxiliary tool of this invention. It is a figure which shows the state which put the string part in the grip movement training and auxiliary tool of Embodiment 2 on the index finger and the ring finger. It is a perspective view which shows the state which carried out the wrong way of holding a pencil.

A gripping movement training / auxiliary device of the present invention includes a ball portion having a through hole, and a ring-shaped string portion inserted into the through hole of the ball portion,
A ring portion is formed on one end side of the string portion protruding outward from the through hole so that the tool can be grasped in a state where the ball portion is stored in the palm through the finger of the user's hand.

The gripping motion training / assist tool of the present invention may be configured as follows.
(1) The length of the string part or the size of the ring part may be adjustable.
If it does in this way, the size of a ring part can be adjusted so that it may fit a finger of a user's hand.

(2) The said string part may have a ring part in the both end side which protruded outside from the said through-hole of the said ball | bowl part.
In this way, when attaching the gripping exercise training / assisting tool to the user's hand, two fingers out of the five fingers are passed through the ring portions at both ends of the string portion, and thereby the ball portion is moved to the finger. Can be fixed near the base. As a result, while training the correct way of holding writing instruments and chopsticks, the ball that hangs when performing another task is less likely to bother or get in the way.

(3) The string portion may be formed of a rubber string or a rubber band.
If it does in this way, adjustment of the length of a string part or the size of a ring part will become easy.

(4) The ball portion may be formed of a rubber ball.
In this way, it is possible to give the ball part an appropriate elasticity, so that the ball part can be fitted to the user's hand and tools such as writing tools and chopsticks during use, and the ball part is too soft. There is no support for the tool.

(5) The ball portion may be formed of a solid rubber ball.
If it does in this way, since it does not dent even if it grasps a ball part strongly, a tool can be firmly supported in a ball part at the time of use.

(6) The sphere may be formed of a hollow ping-pong ball.
In this way, the sphere can be reduced in weight, and is particularly suitable for elderly people, infants, and people who continue to write for a long time.

(7) The string portion may have a knot for retaining at least one of both ends protruding outward from the through hole.
By doing so, there is no case where the string portion is pulled too strongly and the string portion comes out of the through hole of the ball portion.

(8) Further, in the gripping motion training / assisting tool of the present invention, the size of the ball portion may be formed according to the size of the user's hand.
In this way, it is possible to use a sphere that fits comfortably in each user's hand, from adults to children. Further, for example, three types of gripping exercise training / assisting tools in which the ball portion is arranged in three sizes of large, medium, and small, and the string portion is attached to the ball portion of each size can be handled as one set.

  Hereinafter, embodiments of the gripping motion training / assisting tool of the present invention will be described in detail with reference to the drawings.

(Embodiment 1)
FIG. 1 is a front view showing Embodiment 1 of a gripping motion training / assisting tool according to the present invention. 2A and 2B are diagrams for explaining how to make a gripping motion training / assisting tool according to the first embodiment, wherein FIG. 2A shows a state before the string portion is passed through the through hole of the ball portion, and FIG. It is the state which passed the string part through the through-hole.

  The gripping exercise training / assist tool 10 of the first embodiment includes a ball portion 11 having a through hole 11a passing through the vicinity of the center, and a ring-shaped string portion 12 inserted into the through hole 11a of the ball portion 11. And the ring | wheel part 12a is formed in the one end side of the string part 12 protruded outside from the through-hole 11a.

  The ball portion 11 is made of a solid rubber ball having appropriate elasticity, and a plurality of sizes corresponding to the size of the user's hand are facilitated. For example, it is about 1.5 to 2.5 cm for users of infants up to 9 years old (under elementary school lower grades), and about 2.5 to 4 cm for users of 10 to 15 years old (elementary school up to junior high school students). For users over the age of 16 (high school students and above), rubber balls having a diameter of about 4 to 5 cm are used. In Embodiment 1, a commercially available rubber ball can be used. In the gripping exercise training / assist tool 10 for infants, it is desirable to determine the size in consideration of the possibility that the infant may accidentally swallow if the ball portion 11 is too small.

Strap portion 12 is made up of a single rubber string 12g having elasticity is formed in a ring shape by connecting both ends 12g ₁ of the rubber cord 12g. Moreover, the string part 12 has a knot 12b for retaining at least at one of both ends protruding outward from the through hole 11a of the ball part 11. Case of the first embodiment, the knot 12b is formed by connecting the ends 12 g ₁ of the rubber cord 12g. A knot may also be formed on the ring portion 12a side.

  Here, the rubber cord 12g is a cord having a rubber thread as a core material and a tubular covering material made of a woven fabric or a knitted fabric covering the periphery of the rubber thread, and has overall elasticity. It is. In Embodiment 1, a commercially available product can be used as the rubber cord 12g. In the first embodiment, the rubber string 12g in which the rubber thread has a round cross-sectional shape covered with a covering material is used as an example. However, a flat rubber whose rubber thread has a flat cross-sectional shape is covered with a covering material. A covered rubber string may be used. By using the rubber cord 12g whose outer side is a covering material, the feeling (wearing feeling) when the ring portion 12a is attached to the finger F (see FIG. 3) of the hand H is improved.

As a method of forming the string part 12, for example, the rubber string 12g is passed through a ring of a pin Pn whose tip is closed as shown in FIG. 2 (A), and the pin Pn is penetrated as shown in FIG. 2 (B). Remove the pin Pn of the rubber cord 12g after piercing the holes 11a, forming a knot 12b at both ends 12g ₁ of the rubber cord 12g projecting from the spherical portion 11. In addition, when using the hair pin which the front-end | tip part opened a little as the pin Pn, if it processes so that the opening of a front-end | tip part may be closed, a hair pin can be smoothly penetrated to the through-hole 11a.

As another method, although not shown in the drawing, a thread is made by passing a thread through the needle for embroidery or beads, and after passing the rubber string 12g through the thread ring, the needle is inserted as shown in FIG. The ball 11 is inserted through the through hole 11a. After the rubber bands 12g is pulled needle and thread to penetrate the bulb 11, cut the thread to form a knot 12b at both ends 12g ₁ of the rubber cord 12g. In the above two methods, the knot 12b may be formed in advance before the rubber string 12g is passed through the ball portion 11.

  In the gripping exercise training / assist tool 10 of the first embodiment, since the ball portion 11 is formed of a rubber ball, the string portion 12 passed through the through hole 11a is compressed by the restoring force of the rubber. Therefore, even if the knot 12b side is pulled, the string portion 12 does not easily come out of the through hole 11a.

As shown in FIG. 3, the gripping exercise training / assist tool 10 according to the first embodiment configured as described above passes the finger F through the ring portion 12 a so that the ball portion 11 is positioned on the palm Hp side. Is attached to the hand H. At this time, the length of the string part 12 or the size of the ring part 12a can be adjusted according to the stretchability of the rubber string 12g to correspond to the thickness of the finger F. In FIG. 13, but illustrates the state multiplied by the annulus 12a into the middle finger F _3, it may be multiplied by the annulus 12a into the other fingers.

For example, when a user who wears the gripping motion training / assist tool 10 in his / her hand H trains the correct way of holding a writing brush (for example, a pencil) P, the ball portion 11 is placed in the palm Hp as shown in FIG. While holding the hand, hold the brush P. At this time, while holding the ball portion 11 with the palm Hp, the hand is held so that the hard brush P is supported by the thumb F ₁ , the index finger F ₂ and the middle finger F ₃ . In this way, by repeatedly training the correct holding method of the writing brush P using the gripping motion training / assisting tool 10, as shown in FIG. It can be held in the correct way.

In addition, when a user who wears the gripping motion training / assist tool 10 in his / her hand H trains the correct way of holding the writing brush B by, for example, the single scissors method, as shown in FIG. Hold brush B in the state of At this time, while holding the ball portion 11 with the palm Hp, the hand is held so that the hard brush P is supported by the thumb F ₁ , the index finger F ₂ and the middle finger F ₃ . In this way, by repeatedly training the correct way of holding the brush B using the gripping motion training / assisting tool 10, as shown in FIG. It can be naturally held in the right way by law.

In addition, when a user who wears the gripping motion training / assisting tool 10 on the hand H trains the correct way of holding the writing brush B by, for example, the double scissors method, as shown in FIG. Hold brush B in the state of At this time, while holding the ball portion 11 with the palm Hp, the pen P is supported by the thumb F ₁ , index finger F ₂ , middle finger F _3, and ring finger F ₄ . Thus, by repeatedly training the correct way of holding the brush B using the gripping motion training / assist tool 10, as shown in FIG. It can be naturally held in the right way by law.

In addition, when a user who wears the gripping exercise training / assisting tool 10 in his / her hand H trains how to hold the chopsticks C correctly, for example, as shown in FIG. 10, the ball 11 is in the palm Hp. Hold chopsticks C. At this time, electrostatic chopsticks C ₁ on the front has a base of the thumb F _1, 3-point support with pressed nearly intermediate with the thumb F ₁ chopsticks passed to finger F ₄ bent so as to make a space palm Hp The other chopsticks C ₂ is held by three fingers of the thumb F ₁ , the index finger F _2, and the middle finger F ₃ . In this way, by repeatedly training how to properly hold the chopsticks C using the gripping motion training / assisting tool 10, as shown in FIG. It can be held in the correct way.

FIG state 12 is the annulus 12a of the cord 12 in gripping operation training and aid 10 embodiments. 1 (A) is obtained by multiplying the middle finger F _3, (B) state are multiplied by the index finger F _2, (C) is the ring finger The state applied to F ₄ , (D) shows the state applied to the thumb F ₁ , and (E) shows the state applied to the little finger F ₅ .
When training the correct holding method of the writing brush P, writing brush B and chopsticks C described with reference to FIGS. 4 to 11, the gripping motion training / assisting tool 10 of the present invention includes the thumb F ₁ and the index finger F _{2 in} addition to the middle finger F _3. The finger may be attached to the ring finger F ₄ or the little finger F ₅ , and the finger to be applied to the ring portion 12 a may be selected according to the user's preference, ease of gripping a tool (writing instrument, chopsticks, etc.), and the like.

(Embodiment 2)
FIG. 13 is a front view showing Embodiment 2 of the gripping motion training / assist tool of the present invention, and FIG. 14 is a diagram showing a state where the string portion of the gripping motion training / assist tool of Embodiment 2 is put on the index finger and ring finger. is there. In FIG. 13 and FIG. 14, elements similar to those in FIG. 1 to FIG.

  In the case of the gripping exercise training / assist tool 20 of the second embodiment, as shown in FIG. 13, the string portion 22 has ring portions 22 a and 22 a on both end sides that protrude outward from the through hole 11 a of the ball portion 11. Yes. In this case, as the string portion 22, for example, a rubber band can be used. In the second embodiment, other configurations are the same as those in the first embodiment.

  According to the gripping motion training / assist tool 20 of the second embodiment, as shown in FIG. 14, when the gripping motion training / assist tool 20 is worn on the user's hand H, two of the five fingers. Can be passed through the ring portions 22a at both ends of the string portion 22, so that the ball portion 11 can be fixed near the base of the finger.

In the case of the second embodiment, the case where the index finger F ₂ and the ring finger F ₄ are passed through the pair of ring portions 22a and the gripping motion training / auxiliary tool 20 is attached to the hand H is illustrated. The finger may be selected according to the ease of gripping the writing instrument, chopsticks, etc., and thumb F ₁ and middle finger F ₃ , middle finger F ₃ and little finger F ₅ , thumb F ₁ and index finger F ₂ , index finger F ₂ and middle finger F ₃ The middle finger F ₃ and the ring finger F ₄ or the ring finger F ₄ and the little finger F ₅ may be passed through the pair of ring portions 22a.

  By attaching the gripping exercise training / assistant tool 20 to the hand H in this way, the ball portion 11 can be fixed without hanging with the palm Hp when the hand H is opened. Therefore, for example, while training the correct way of holding a writing instrument or chopsticks, the ball part 11 hanging when performing another work is less likely to be bothered or disturbed.

(Embodiment 3)
By making the string portion 12 of the gripping exercise training / assist tool 10 (see FIG. 1) of the first embodiment longer, a ring portion can also be formed on the knot 12 side as in the second embodiment. Can be installed as described in. In this case, the knot 12b may be concealed in the through hole 11a of the sphere part 11, so that the knot 12b is not located at the finger position at the time of wearing, so that the wearing feeling is improved and the design is excellent. .

(Embodiment 4)
A ping-pong ball may be used as the ball part in the gripping motion training / assisting tool of the first to third embodiments. In this case, there is an advantage that the ball portion is reduced in weight, and it is particularly suitable for elderly people, infants, and people who continue writing for a long time.

  The disclosed embodiments are to be considered in all respects as illustrative and not restrictive. The scope of the present invention is defined by the terms of the claims, rather than the description above, and is intended to include any modifications within the scope and meaning equivalent to the terms of the claims.

10, 20 Grasping motion training / auxiliary tool 11 Ball part 11a Through hole 12, 22 String part 12a, 22a Ring part 12b Knot B Brush C C Chopstick F Finger H Hand Hp Palm P Hard brush

Claims (8)

A sphere having a through hole, and a ring-shaped string portion inserted through the through hole of the sphere,
A grip formed by forming a ring portion on one end side of the string portion protruding outward from the through hole so that the tool can be gripped in a state where the ball portion is stored in the palm through a finger of a user's hand Motion training and auxiliary equipment.   The grip operation training / assisting tool according to claim 1, wherein the length of the string portion or the size of the ring portion is adjustable.   The grip movement training / auxiliary device according to claim 1, wherein the string portion has a ring portion on both end sides protruding outward from the through hole of the ball portion.   The gripping exercise training / auxiliary device according to any one of claims 1 to 3, wherein the string portion is formed of a rubber string or a rubber band.   The grasping movement training / auxiliary device according to any one of claims 1 to 4, wherein the ball portion is formed of a rubber ball.   The gripping motion training / assisting tool according to any one of claims 1 to 5, wherein the ball portion is formed of a solid rubber ball.   The grasping movement training / assisting tool according to any one of claims 1 to 5, wherein the ball portion is formed of a hollow ping-pong ball.   The gripping exercise training / auxiliary device according to any one of claims 1 to 7, wherein the string portion has a knot for retaining at least at one of both ends protruding to the outside from the through hole.

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