Norma Masenga

Emanuela Simoncini

Argomento e obiettivi del testo
 Ready, set, go! è un corso di inglese specialistico per gli studenti dei corsi a indirizzo Sportivo e, più in generale, per coloro che operano nel campo delle Scienze motorie e delle discipline sportive che hanno l'esigenza di utilizzare la lingua inglese come strumento di studio e/o di lavoro in questi settori.
 
 I contenuti, veicolati attraverso testi di livelli di diversa complessità, vengono esplorati utilizzando le quattro abilità in modo omogeneo ed integrato. Il testo dà inoltre grande importanza alla pratica linguistica attraverso attività che agevolano la revisione e la ripetizione dei contenuti studiati, favorendone l'apprendimento e l'interiorizzazione.
 I brani offrono un assortimento di stili, registri e livelli di difficoltà, e sono tratti da fonti diverse ed autentiche: libri e manuali, riviste e quotidiani online e siti web, anche specialistici.
 
 Il testo si propone di:
 
 <ul><li>far acquisire le competenze necessarie per comprendere testi che presentano termini, espressioni, strutture sintattiche e modalità discorsive specifiche del linguaggio settoriale;
</li><li>migliorare le capacità di ricezione e produzione orale e scritta;
</li><li>consolidare abitudini grammaticali corrette;
</li><li>incoraggiare l'autonomia linguistica e la soluzione di problemi;
</li><li>stimolare l'interesse e la partecipazione attiva degli studenti, dando spazio alla loro esperienza personale e a problematiche di attualità.
</li><li>contribuire a sviluppare la riflessione su temi di cittadinanza e sui valori dello sport.
</li></ul>
 La struttura
 Ready, set, go! è diviso in otto Moduli, ognuno dei quali ripartito in un numero variabile di Unità.
 I primi tre Moduli trattano gli sport più comuni, presentandone le origini, le regole, le attrezzature e i protagonisti; i moduli successivi approfondiscono il campo delle discipline sportive e propongono spunti interdisciplinari: storia, filosofia, fisica, diritto ed economia dello sport, educazione civica.
 
 Ogni Unità è suddivisa in brevi capitoli su due pagine – teoria ed esercizi – per favorire sia uno studio più parcellizzato, sia la scelta antologica da parte dell'insegnante.
 
 Brevi link arricchiscono i brani per consentire una maggiore interattività. Si tratta di curiosità, ampliamenti, rimandi, attività o mini-approfondimenti che hanno l'intenzione di favorire una lettura più interessante ed offrire spunti di riflessione o interazione. Un ricco apparato iconografico correda i brani di lettura, per ognuno dei quali è previsto un esauriente glossario.
 
 Al termine delle unità dei primi tre Moduli dedicati all'approfondimento di specifici sport, l'ultima pagina propone un articolo di giornale che commenta una performance in quel settore. L'obiettivo è quello di avvicinare alla lingua utilizzata da esperti e giornalisti per fare cronaca sportiva.
 
 Al termine di ognuno dei primi sette Moduli, ricorrono le seguenti rubriche:
 
 <ul><li>People: personaggi del passato e del presente che si sono distinti nelle discipline sportive o nell'ambito dell'argomento trattato;
</li><li>Case study: presentazione di un argomento di attualità collegato ai contenuti introdotti, tratto da fonti autentiche e corredato da esercizi mirati anche all'approfondimento e alla discussione;
</li><li>Clip: brevi filmati tratti da opere cinematografiche;
</li></ul>Infine, l'ottavo e ultimo Modulo, presenta le seguenti sezioni:
 
 <ul><li>Safety and First Aid: suggerimenti per allenarsi in sicurezza e tecniche di primo soccorso;
</li><li>Glossary: un esauriente glossario che riprende i lemmi specifici e ne fornisce una traduzione o un'immagine rappresentativa.
</li></ul>
 Contenuti digitali integrativi
 
 <ul><li>Video per attività di listening e speaking
</li><li>Tracce audio in formato mp3
</li><li>Schemi e mappe interattive
</li><li>Testi per attività di approfondimento e di esercitazione
</li><li>Schede di civiltà comparata UK vs US
</li></ul>Teacher's Book. Disponibile sia in formato cartaceo sia digitale.
 
 <ul><li>Programmazione didattica / Piano di lavoro
</li><li>Didattica inclusiva e BES
</li><li>Agenda 2030
</li><li>Test di verifica di tutte le Unità, in formato editabile
</li><li>Soluzioni degli esercizi e note didattiche
</li><li>Audioscript delle attività di ascolto e dei video</li></ul>

MODULE 1 – TO PLAY…

Unit 1.1 – Football

The history of football

Organisation and main tournaments

Playing by the rules

Highlights of a football match

Unit 1.2 – Basketball

The origins of basketball

Organisation of basketball around the world

Basketball rules

Highlights of a basketball game

Unit 1.3 – Tennis

The early days of tennis

Tennis around the world

Playing tennis

Highlights of a tennis game

PEOPLE

CLIP FILM – King Richard

CASE STUDY – The tragedy of Grande Torino

MODULE 2 – TO GO…

Unit 2.1 – Swimming

How swimming became a sport

Basic strokes in swimming

Swimming competitions

Highlights of a swimming competition

Unit 2.2 – Horse-riding

How a means of transport became a sport

Olympic horse-riding disciplines

Non-olympic disciplines and horse-riding equipment

Highlights of an eventing competition

Unit 2.3 – Skiing and snowboarding

Early days

Alpine ski racing

Nordic disciplines, freestyle, and snowboarding

Highlights of a skiing competition

CLIP FILM – The swimmers

CASE STUDY – Venues after the winter Olympics: the case of Torino 2006

MODULE 3 – TO DO…

Unit 3.1 – Athletics

The history of athletics

Running and walking events

Jumps and throws

Highlights of running championships

Unit 3.2 – Gymnastics

The history of gymnastics

Artistic gymnastics

Rhythmic and aerobic gymnastics

Highlights of gymnastics

Unit 3.3 – Martial arts

What are martial arts?

Karate and judo

Other martial arts

Highlights of judo

CLIP FILM – The Next Karate Kid

CASE STUDY – Italian national rhythmic gymnastics team

MODULE 4 – PHYSICAL EDUCATION

Unit 4.1 – Training

The features of training

The phases of a training session

Training in sports

Train your mind as well as your body

Unit 4.2 – Coaching

The principles of coaching

Roles and responsibilities

Planning a coaching session

Avoiding risks and ensuring safety

Unit 4.3 – Refereeing

Duties of a referee

Referees on the field

Instruments for refereeing

CLIP FILM – Bend it like Beckham

CASE STUDY – Olympic female gymnastics coach fired after abuse charge

MODULE 5 – SCIENCE AND PHYSICS

Unit 5.1 – Anatomy

Physiology and the structural organisation of the body

The skeletal and muscular systems

The nervous and endocrine systems

The cardiovascular and respiratory systems

The digestive and urinary systems

The reproductive system

The sensory systems

Unit 5.2 – Motor skills

Coordination

Balance

Strength

Mobility

Speed

Endurance

Unit 5.3 – Health

Health education

Weight and health

Eating disorders

Addictions

Unit 5.4 – Nutrition

The basics of nutrition

Proteins and carbohydrates

Fats, vitamins, and minerals

4.2 55 A coach is the person who focuses on the performances and results of an athlete or a team in competitive sports; in non-competitive sports or physical activities people are guided by a leader. A coach generally focuses on one sport only because they must know it deeply; on the other hand, a leader may follow a wider range of activities. ONLINE RESOURCES   Mental coaching to be knowledgeable: essere a conoscenza due: opportuno to a great extent: in gran misura to meet the expectations: soddisfare le aspettative 110 PHYSICAL EDUCATION COACHING Be led by your dreams. Not by your problems. Roy Williams THE PRINCIPLES OF COACHING Doing sports or a physical activity usually involves having a coach or a leader . Before starting their activities, coaches must be aware of their great responsibilities, possess good technical and leading skills, and be knowledgeable of policies, laws, and procedures required to safely lead a group or team.   Must-have of a good coach The levels of performance and the final results of an athlete or a team depend, to a great extent, on the ability of their coach to lead them properly. A good coach should have:   a balanced personality and a good attitude towards the athlete or team. This may influence their motivational level. For example, an introvert coach may not be successful in strongly motivating a group or team; on the other hand, a coach who is too extrovert could become aggressive if the athlete or the team fails to reach the goals they set;   the ability to build up relationships and to carry them on over time: coaches should be able to get in touch with each member of their group or team and maintain a good relationship all over the sporting season, even though the performances or results are not good;   empathy: a coach should be empathetic, especially when performances do not meet the expectations; a lack of empathy could further demotivate the athletes about working on their weaknesses;   good communication skills: a coach should be able to communicate important information correctly, in due time and in an appropriate way in order to be effective without hurting the athletes  feelings;   good organisational skills: being a coach involves not only planning activities such as training sessions and competitions, but also helping athletes follow a balanced diet and have the necessary periods of rest. Being unable to organise activities correctly and support athletes appropriately can have a negative effect on the final performances of the group;   good knowledge of the sport performed by the athlete or team : it is important for the coach to be aware of the history and the techniques of a sport, as well as knowing the strengths and weaknesses of the competitors and of the problems that the athletes may have to face during training or competitions;   knowledge of group dynamics: since group dynamics may prove an important element to reach goals in team sports, a good coach should know them in order to be able to build up cohesion and cooperation within the group. 

1 Explain why the following are not examples of good behaviour for a coach. 1. The coach continuously reminds their athletes of the matches they have lost. .......................................................................................................................................... 2. The coach has not explained the rules of the game and the training session was not effective. .......................................................................................................................................... 7. Training sessions are sometimes too heavy, sometimes very light. .......................................................................................................................................... .......................................................................................................................................... 3. The coach pushed an athlete to extreme levels of performance and now she has some physical problems. 8. The coach never greets the athletes when they meet or when they leave. .......................................................................................................................................... .......................................................................................................................................... 4. The coach shows high consideration for only some of the athletes in the team. .......................................................................................................................................... 5. The team is unable to find a winning strategy against their opponents. .......................................................................................................................................... O R D 2 WS 3 6. The coach shares personal information about an athlete with other athletes without their consent. 9. The coach gets angry when an athlete misses a session for a serious personal problem. .......................................................................................................................................... 10. The coach cannot give advice about problems the athletes face during a competition. .......................................................................................................................................... Complete the following sentences with a correct word from the text. 1. Coaches have great ............................................................. that they must be aware of before starting their activity. 5. A good coach must have excellent 2. A coach s personality and ............................................................. can greatly affect an athlete s desire to train. 6. Lack of ............................................................. over a long period can negatively affect a team s final results. 3. An ............................................................. coach might have trouble motivating a team. 7. Coaches need a good ............................................................. of their sport. 4. ............................................................. is important for a coach, especially after poor results. 8. Understanding group ............................................................. is important for team sports. ............................................................. skills to deliver information in the correct way. Decide if the sentences are true or false and correct the false ones. 1. Coaches don t need to know about laws and procedures. 2. An athlete s performance depends only on their own ability. T F T F 7. Planning activities is part of a coach s organisational skills. 8. Coaches only need to know the techniques of a sport. 3. An extrovert coach is always the best at motivating a team. 4. A good coach can maintain relationships even when results are poor. 5. Empathy is important especially when athletes do not perform well. 6. Good communication skills involve speaking a lot. 4.2   COACHING 111 

Corso di inglese specialistico per Scienze Motorie e Sport: testi autentici, esercizi pratici, contenuti digitali e approfondimenti interdisciplinari

Ready, Set, Go! Corso di Inglese per Scienze Motorie e Sport

Ready, set, go!

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