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

56 Sports activities in gyms and schools are generally led by sports leaders and PE teachers. A sports leader promotes sports practice for everyone, delivering activities focused on reaching and maintaining a good fitness level. PE teachers promote health and well-being through the practice of a variety of sports. In your opinion, who are vulnerable adults? ROLES AND RESPONSIBILITIES A sports coach has a variety of roles which sometimes go beyond physical training and teaching skills and tactics. Here are some of the key roles a good coach should cover, both on-field and off-field.   On-field roles The on-field roles of a coach are those mainly related to the development of the athletes  skills and the improvement of their performances, such as:   instructor and trainer: a coach acts as an instructor when he/she teaches the fundamental techniques, strategies, and rules of the sport; he/ she acts as a trainer when he/she tailors programmes on the individual needs of the athletes in order to improve their physical condition and fitness, also in relation to their sport s specific requirements;   tactician: this role involves developing plans, formations, and strategies for matches or competitions, analysing the strengths and weaknesses of both their own team or athletes and their opponents; mindset: mentalit , atteggiamento overall: globale to tailor: personalizzare to track: tracciare   planner: a coach also organises training schedules, practices, and competitions;   performance analyst: as a performance analyst, a coach observes and evaluates individual and team performances in order to improve the athletes  or team results, providing them with feedback, video analysis, and performance data;   evaluator: a coach has to assess the athletes  or team s progress, identifying strengths and weaknesses, and tracking development over time.   Off-field roles The off-field roles of a coach are those mainly focused on the development of the athlete as a person and their overall well-being, such as:   mentor: as a mentor, a coach provides guidance and support to athletes on various aspects of their sporting and personal lives;   motivator and facilitator: as a motivator, a coach inspires and encourages athletes to do their best, building up their self-confidence and promoting a positive mindset; as a facilitator, he works to create a positive and supportive environment that encourages teamwork and mutual respect;   role model: above all, a good coach must set positive examples of behaviour for the athletes entrusted to him/her.   Responsibilities of a coach A coach is responsible for promoting a healthy lifestyle and mental well-being and protecting the most fragile athletes, for example children or vulnerable adults . This should be done by educating athletes to fair play, respect for opponents and officials, inclusion, and acceptance of diversity. 112 PHYSICAL EDUCATION 

4 Read the sentences and decide which role of the coach they refer to. Then add whether those roles are on-field or off-field. 1. Assessment of the athlete s progress and result tracking. ............................................................. 6. Organisation of training schedules and practices. ............................................................. ............................................................. 7. Guidance and support to athletes, also on aspects of their personal lives. ............................................................. ............................................................. 2. Showing good examples of behaviour. ............................................................. ............................................................. 3. Teaching of techniques, strategies, and rules of a sport. ............................................................. 8. Tailoring of training programmes on the specific needs of athletes. ............................................................. ............................................................. ............................................................. 4. Plans, formations, and strategy development before matches or competitions. ............................................................. ............................................................. 10. Observation and evaluation of athletes  performances to improve them. ............................................................. ............................................................. Sports Thoughts #2: Top Three Things Good Coaches Do posted by Wayne Goldsmith Coaching 9. Creation of a supporting environment to encourage teamwork. ............................................................. ............................................................. 5. Inspiration, encouragement, and promotion of self-confidence and positive thinking. 5 ............................................................. ............................................................. ............................................................. Watch the video about good coaches and complete the sentences. 1. The coach in the video is often asked if there is anything in common among ............................................................. . 2. The three things to do, for a coach, are ............................................................. . 3. Coaches ............................................................. and try to ............................................................. . 4. Coaches try to understand what is ............................................................. them. 5. Coaches also learn ............................................................. and ............................................................. . 6. Coaches are committed to lifelong ............................................................. . 7. Coaches believe that  ............................................................. . 8. Coaches love ............................................................. . 9. Coaches love the opportunity to ............................................................. of their athletes. 10. Coaches love to ............................................................. on an athlete and see him or her achieve ............................................................. . 6 O R D W S Complete the text with the missing words given below. athletes   coaches   extraordinary   grow   learning   make   motivation   programme   solve   grow How to Recognise a Bad Coach I see some great 1. ..................................................... all over the world but, to be honest, I also see some really terrible ones. How would you define a terrible coach? A terrible coach, for example, is someone who continuously tells 2. ..................................................... that they don t listen and they re not 3. ....................................................., who shouts at the athletes and doesn t really let them 4. ....................................................., 5. ..................................................... decisions, 6. ..................................................... problems, and really be part of the 7. ...................................................... Moreover, bad coaches are those who impose their 8. ..................................................... on athletes instead of working together to help them achieve their goals. Finally, coaches who believe they are always right and never 9. ..................................................... and tell athletes they can only do things in one way, are not good coaches, because we know that good coaches work with their athletes coming up with new and better ways of doing things to help that athlete be 10. ...................................................... Adapted from: https://www.youtube.com/watch?v=BcT93A_6s4E, Sports Thoughts #3: How to Spot a Terrible Coach posted by Wayne Goldsmith Coaching 4.2   COACHING 113 

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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