unlike little league baseball , or youth basketball , a football offense is an incredibly complex system of interconnected parts . no other sport in america features eleven separate players in so many disparate positions , each with its own responsibilities and techniques . no other sport relies so heavily upon utter teamwork . in basketball , michael jordan was able to dominate the nba and win multiple championships for the chicago bulls virtually on his own ( not to detract from the skills and hard work of his teammates ). in soccer , only a few players can traverse the entire field at any one time , so while the sport includes eleven players , the actual play rarely involves more than three from any one side . other sports like lacrosse and hockey are quite similar . football , on the other hand , relies , for scoring , on the concerted efforts of the entire offensive team . coaching the offensive line in youth football is a skill that can make the difference between an average offense and a great offense . the offensive line has more information to learn than most any other position on the football field . players need to be able to process the play , locate their blocking assignment and then execute the proper techniques to get the job done . one who watches much youth football knows that this process fails on a regular basis . one of two circumstances occur on most every failed block , the player forgets his assignment and blocks the wrong person ( or no person ) or the player remembers his assignment but utilized so much brain power in remembering that he was incapable of executing a good technical block . coaches have routinely relied upon numbering systems to direct the offense as to where they are to move . numbering systems attain two advantages that are immediately exploited by the young players when properly used : they allow rapid concise communication of assignments and the numbers can be readily committed to memory . there are two traditional numbering systems familiar to coaches at all levels of competition ; they are : wing - t system — in use prior to the introduction of the wing - t itself , the system became synonymous with tubby raymond &# 39 ; s delaware wing - t scheme . each hole , the space between the players on the line of scrimmage ( los ), has a designated number and begins on the right . (‘ 1 ’ hole is the area outside the last man on the right side of the los , ‘ 2 ’ hole is between the receiver and the right tackle , etc .) odd / even system — this system uses the center as the starting point for hole numbering ; even numbers to the right of the center and odd numbers to the left of the center . (‘ 2 ’ hole between the center and right guard , e . g .) while either system can be used to equal advantage in coaching , throughout this description of the invention , the odd / even system will be used . it is the specific intent of the inventor not to limit the invention to the odd / even system as the wing t system can be substituted for the odd / even with no effect upon the efficacy of the invention . the inventor asserts that for each of two systems , the practice of the invention will be , otherwise , equally carried out in accord with this disclosure and the selection of the odd / even system is arbitratry and merely for the purpose of explaining the use of the invention in a nonlimiting fashion . reviewing now , fig1 , the odd / even system is set out in graphic format for purposes of the discussion . from an older ( circa 1965 ) university of oregon ducks play book entitled “ university of oregon football , terminology and procedures ,” the following is an explanation of the graphic : a . the numbering system is based upon assigning a number to the space occupied by the offensive linemen and tight end ( s ). this space is termed a “ hole .” b . holes to the right of the center are even ( 0 , 2 , 4 , 6 , 8 ) [ reference numbers 20 , 22 , 24 , 26 , and 28 respectively ]. c . holes to the left of the center are odd ( 1 , 3 , 5 , 7 , 9 ) [ reference numbers 21 , 23 , 25 , 27 , and 29 respectively ]. a . our linemen are referred to as right guard and tackle , left guard and tackle , and center [ undifferentiated as reference number 15 ]. b . our running backs are termed “ fullback ” and “ tailback ” [ reference numbers 17 and 18 respectively ]. c . the fullback is given the number “ 3 ” when carrying the ball . ( i . e ., 30 trap fullback through the zero hole .) d . in our passing game , he is assigned the letter “ f ” [ reference number 17 ]. e . the tailback is labeled with the number “ 2 ” and the letter “ t ” [ reference number 18 ]. f . the quarterback is referred to with the number 1 and the letter “ q ” [ reference number 16 ]. g . the split end is referred to by the letter “ x ” [ reference number 11 ]. h . the tight end is referred to as “ y ” [ reference number 12 ]. i . the flanker is referred to with the letter “ z ” and the number “ 4 ” [ reference number 13 ]. j . the second tight end is referred to as “ h ” when he replaces “ x / t ” or “ f .” in this single graphic , the basis for audible signals is captured and the visual , while not immediately committable to memory is entirely explanatory of audible commands on the field . the problem is that the youths that play are not as familiar with numbering and when they lose track of the meaning of the audible because of confusing left and right or simply losing track of the numbering all together , they are far less effective on the field . the formative skills are reinforced when , because of being aware of the audibles , the players connect for yardage on the field . the more rapidly that connection can occur , the more rapidly the young players connect with their assigned roles on the offense . for that reason , any aid to allow them to readily reference to the formation and movement is extremely valuable . because the information is static , nothing as elaborate as the “ apparatus and method for improving in - game communications during a game ” by daniel , et al . issued on feb . 28 , 2012 and having u . s . pat . no . 8 , 126 , 143 is necessary to achieve , in the minds of the young players , the basic orientation as to the positions and holes . given the proven viability of the diagram , the having the diagram 10 at hand can be extremely useful in training young athletes . fig2 is a garment of substrate 54 having a forearm sleeve 56 onto which a formation diagram 10 is affixed . depicted in fig2 , a training garment 50 includes a wearable substrate 54 . as shown in this fig2 , the wearable substrate is , advantageously , an under jersey such as those most football players wear beneath their pads . the substrate , however , need not be confined only to a species of under jerseys , but might , instead , by affixed to a forearm sleeve 56 of a compressive arm sleeve . compression arm sleeves such as the evoshield ™ compression arm sleeve and the russell athletic ™ full arm compression arm sleeve might also serve as a suitable garment comprising substrate 54 . compression arm sleeves have enjoyed favor with young athletes when worn in conjunction with a short sleeve under jersey . believed to improve circulation for better muscle recovery ; youth football players assert that the arm sleeves enable them to stay fresh and loose for elite performance while lending increased stamina for better performance late in the game . when properly designed for anatomic relief about the elbow , the sleeve lends additional elbow support to further help reduce fatigue and elbow soreness during the game . many young football players appreciate the protection from “ turf - burn ” and scratches from sliding and diving on hustle plays , the sleeves afford . in any embodiment of the invention , a compressive member serves to position the diagram 10 to be visible to the user and is necessary in order to assure that the substrate forearm sleeve comprises will not shift when a player assumes a three - point stance . in a three - point stance ( or alternatively the ready stance ), the player positions his or her feet at about shoulder width , generally no wider than the shoulders with the feet pointing straight ahead . once the feet are aligned , the player drops into a squatting position extending the down hand ( generally the left hand ) slightly inside the near foot , in front of the player &# 39 ; s body . at this point , the body weight is suspended with 70 % resting on feet / hips and 30 % on the hand . importantly , the arm and hand that is not on the ground is positioned to be ready for quick use . the arm will , in this stance , rest on the knee and hand will extend in an upright ready position . in the ready stance , the substrate 54 is positioned to allow the player to see the diagram . to assure that the diagram 10 remains in the above - described position , the compressive member draws the substrate 54 into snug contact with the user &# 39 ; s forearm , thereby assuring proper location thereon . the compressive member might be any suitable device such as a strap of elastic material , a swatch of knit material , a lace , a strap of elastomer , or a hook and loop fastener such as velcro ™ each with opposing ends attached to the substrate to cause the substrate to form a bight as the compressive member draws the substrate 54 into snug contact with the user &# 39 ; s forearm preventing the diagram to shift from the position on the forearm above described . in any instance , the substrate 54 includes a forearm sleeve 56 , onto which the diagram 10 is affixed and the compressive member ( not shown ). affixation is , in a presently preferred embodiment , by screen printing wherein a screen is made of a piece of mesh stretched over a frame . a stencil is formed by blocking off parts of the screen in the negative image of the design to be printed ; that is , the open spaces are where the ink will appear on the substrate . alternate forms of fixation may be through ink jet printing , fixation of an applique ( either stitched or fused ). still , other methods of fixation of the diagram include airbrush , embroidery , impressing or embossing , and the ironing on of flock lettering , heat transfers , or dye - sublimation transfers . laser printers are likewise capable of fixation using a special toner containing sublimation dyes which can then be permanently fused to the substrate 54 . in any regard the practice of the invention is not dependent upon the mechanism by which the diagram is affixed to a forearm sleeve of the substrate . one of the most useful applications has proven to include at least two forearm sleeves 56 for some of the youngest of football players . in that instance , the odd / even system ( a system which uses the center as the starting point for hole numbering ; even numbers to the right of the center and odd numbers to the left of the center . (‘ 2 ’ hole between the center and right guard , e . g .)) is employed and the young players refer to the holes extending from 2 and progressing by even numbers on the right arm and from 1 and extending in odd numbers up the left arm . in this embodiment , young players are not even required to enter into the abstract thinking necessary to project from a single diagram into left and right directions . rather , by knowing which arm includes the number , they are aware of which way to go . one of the recurrent problems with the youngest of players is their inability to remember their left and right directions and the correspondence with odd and even numbers in regular offensive play . there is proven utility in this two foresleeve 56 embodiment . in its most elemental embodiment , the diagram consists only of the numbers extending up each of the forearm sleeves odds on the left , evens on the rightlittle else is necessary to guide the young offensive line according to the audibles . simply by looking at their forearms , they can move to the side that has that number . the young player does not have to remember left or right . still another embodiment of the invention is depicted in fig3 - 5 and includes the substrate 54 formed into gloves 58 rather than as compressive sleeves 56 ( fig2 ), so as to place the numerical cues that make up the diagram 10 . the diagram 10 , in one specific embodiment includes numerical cues 10 - 7 , 10 - 5 , 10 - 3 , 10 - 1 on the left hand glove 58 respectively from the pinky , the ring finger , the middle finger , and the index finger in that left to right order . on the right hand glove 58 , the numerical cues extend , from left to right index finger 10 - 2 , the middle finger 10 - 4 , the ring finger 10 - 6 , and finally , the right pinky finger 10 - 8 . the numerical cues are arranged on the respective gloves 59 each above a knuckle 59 . arranged in such a manner , the gloves 58 , on their respective hands , display for the young player , each of the holes to delineate the same holes as described above with reference to the compressive sleeves 56 ( fig2 ). alternatively , for the defense , the same embodiment can be configured for instructing the young defensive player using the common designation a , b , c , and d , shown in fig4 as letter designations 10 - a on each of the index fingers or each of the two gloves 58 ; 10 - b on each of the middle fingers of the gloves 58 , 10 - c on each of the ring fingers ; and 10 - d on each of the pinky fingers . just as the numerical designations are extremely useful for teaching the members of the offensive line , these letter designations make equal sense in instructing the members of the defensive line . by repeated reference to the gloves 58 and the letter designations , 10 - a , 10 - b , 10 - c , and 10 - d , the defensive lines can readily commit to habit , these short - hand methods of designating movement in audible signals . finally , where , as in so many youth teams , players are tasked , alternatively , on the defensive and the offensive lines as the games and the practices progress , a third alternative configuration of this glove embodiment , shown in fig5 , includes both of the numerical designation above the knuckles 59 of the gloves 58 . in this manner , the defensive player , who , when defending against a pass , has his hands before his face with his fingers extended , can readily see the letter designations 10 - a , 10 - b , 10 - c , and 10 - d respectively , on each finger . while the preferred embodiment of the invention has been illustrated and described , as noted above , many changes can be made without departing from the spirit and scope of the invention . accordingly , the scope of the invention is not limited by the disclosure of the preferred embodiment . instead , the invention should be determined entirely by reference to the claims that follow .
a glove includes a tubular fabric substrate having an upper end and , in opposed relation to the upper end , at least four defined finger portions , each of the four defined finger portions being generally tubular in shape to engage one of four fingers of one of a user &# 39 ; s right and left hands , the four fingers being , in order , the pinky , the ring finger , the middle finger , and the index finger . the upper end defines an upper opening . a diagram of a football formation is provided affixed onto the substrate . the diagram includes one of either numerical or letter designators . a distinct designator is affixed to the substrate on an exterior of each of the four defined finger portions .