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

63 In what situations is the VAR employed in a football match? In football, referees also have the option to use an on-field review system (on-field VAR), placed in a designated area next to the pitch. The use of the on-field VAR can be decided by the referees themselves, when they have doubts on a decision they have made, or requested by assistant referees, in case they detect a clear mistake in a decision made by the referee. A video challenge can only be called by the head coach or a designated player. to entail: implicare footage: filmato spread: diffusione INSTRUMENTS FOR REFEREEING The integration of technology in various sports has changed the officiating practice, requiring referees to interact with and rely on specific technical devices. One of the most important and recent technological innovations, which is now very widely used, is video refereeing. The aim of video refereeing is to assist officials in making accurate decisions in important matches and controversial situations in order to improve the fairness and integrity of the game.   The VAR Due to the spread and fame of football, the Video Assistant Referee (VAR) system is one of the most widely known. The VAR is an official who monitors the match, assisted by an AVAR (Assistant Video Assistant Referee), using video footage from multiple camera angles, slow-motion, and ultra-slow-motion feeds. The VAR can be used to intervene in specific situations that can determine winning or losing, especially when doubts about the official s decisions occur . A VAR check can be called by the VAR officials, who continuously monitor the game, or requested by an on-field referee unlimitedly .   Video challenge The video challenge is the video refereeing system used in volleyball. Both teams and the first referee of a match can ask for a video challenge in controversial situations, for example when it is not clear if the ball is in or out, to determine if the ball touched a player s body before going out of bounds, to decide if the player serving touches the end line or comes into the court before hitting the ball, or to confirm if a team made more than three contacts with the ball before sending it over the net. Teams are usually given two challenges per set; if the original decision is confirmed, the team who called the challenge retains the same number of possibilities to ask for it.   Other video refereeing systems Video refereeing and similar technological aids are used in various other sports, for example:   in rugby, a system called Television Match Official (TMO) is used to review doubtful offside positions and fouls;   in tennis, the Hawk-Eye system is used for line calls, double bounces, or net touches. It can be called by the umpire and it is managed by a video operator;   in basketball, a replay centre, together with courtside monitors, allow referees to review plays. These video systems are mainly used, for example, to determine if a shot was released before the time expired or which player last touched the ball;   in athletics, video recording helps decide on false starts, finish order, and to settle controversies about relay exchanges and lane violations. 122 PHYSICAL EDUCATION 

7   Complete the sentences with no more than four words. 1. The practice of refereeing has changed a lot thanks 6. Teams are allowed to ask for no more than to .......................................................... . 2. .......................................................... assists officials in making .......................................................... set. 7. The TMO is mainly used in .......................................................... to review offside positions and fouls. accurate decisions. 3. The VAR operates from .......................................................... . 4. Game actions are reviewed also using slow .......................................................... . 5. In volleyball matches, referees can ask for a 8. In tennis, .......................................................... can ask for a Hawk-Eye review. 9. The reply centre in basketball helps determine which player .......................................................... . 10. Video recording in athletics helps settle .......................................................... . 8   controversies about .......................................................... order. Fill in the text with the missing sentences. a. it entails making instant judgments in fastpaced circumstances b. various technical officiating aids have been gradually incorporated into competitive arenas c. On average, referees make 137 observable decisions per match at the international level d. there are clear and obvious errors or serious missed incidents e. VAR informs the main referee via a headset f. several other factors may also affect referees  decisions The Use of VAR in Refereeing Decisions The contribution of refereeing decisions to football is undeniably important: referees enforce the match s laws and penalise transgressions. 1. ............. Any mistake by a referee could impact the match outcome, which is why referees are expected to make the most accurate decisions. However, referees  decision-making process is complex as 2. ............ involving several players and with limited vision. In addition, 3. ............, such as perceptual limitations, crowd noise, match location, and differences between teams  levels of play. To fix mistakes in refereeing decisions, 4. ............. These technologies, like the video assistant referee (VAR), enhance perception and assist refereeing decisions 9       (e.g. goal-line technology to identify whether the ball goes over the goal line). VAR should be used to assist the main referee in reviewing four types of matchchanging events where 5. ............: goal/no goal, penalty/ no penalty, direct red card, and mistaken identity. Generally, VAR automatically checks events in any of these four categories using TV camera footage. If the check demonstrates a possible clear and obvious error or a serious missed incident made by the referee, 6. ............ of what the video depicts and recommends that the main referee review or change the original decision. Adapted from: https://pmc.ncbi.nlm.nih.gov/articles/ PMC9413155/ Write a short text comparing the VAR and the video challenge. Follow the prompts. What sports they are used in What controversies they help to solve     Who can ask for it How many times in a match they can be used 4.3   REFEREEING 123 

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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