Ciclo Comun Del Profesorado Y La Licenciatura en Educacion Fisica

PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
Idioma Extranjero Técnico III
Institución Universitaria
Con autorización provisoria
Decreto N° 1312/2010
CICLO COMUN DEL PROFESORADO Y LA

LICENCIATURA EN EDUCACION FISICA
IDIOMA EXTRANJERO TECNICO III – INGLES
DOCENTES: Lic. Nancy Rotchen

Prof. Susana Loyácono
Club Atlético River Plate

Avda. Figueroa Alcorta 7597
Teléfono 4789 1143
direccioniurpef@gmail.com
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Texto N° 1:
1. Dimensión discursiva. Antes de leer el texto completo, lea el título, los

subtítulos y observe el paratexto. Completa la siguiente información en
castellano:
a) Fuente textual: ……………………………………………………………………………………
b) Tipo de texto: ……………………………………………………………………………………..
c) Tópico: ………………………………………………………………………………………………..
d) Posibles destinatarios: …………………………………………………………………………
e) Posibles propósitos comunicativos: …………………………………………………….
f) Indique a qué hacen referencia los siguientes acrónimos:
 TBI: ………………………………………………………………………………………..
 RICE: ……………………………………………………………………………………..
 NSAIDs: ………………………………………………………………………………..
 ACL: ……………………………………………………………………………………..
 TBI: ……………………………………………………………………………………….
https://www.onhealth.com/content/1/sports_injuries
Sports Injuries: Types, Treatments, and Prevention
Reviewed By Charles Patrick Davis, MD, PhD on 5/12/2021
Sports Injuries
Sports injuries are injuries that occur when engaging in sports or exercise. Sports injuries
can occur due to overtraining, lack of conditioning, and improper form or technique.
Failing to warm up increases the risk of sports injuries. Bruises, strains, sprains, tears,
and broken bones can result from sports injuries. Soft tissues like muscles, ligaments,
tendons, fascia, and bursae may be affected. Traumatic brain injury (TBI) is another
potential type of sports injury. Injuries may range from mild to severe.
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Pulled Muscle
Muscle strain is another name for a pulled muscle. It occurs when a muscle is
overstretched and tears. Symptoms of a pulled muscle may include:
 pain,
 swelling,
 weakness, and
 difficulty or inability to use the muscle.
Muscles in the quadriceps, the calves, hamstrings, groin, low back, and shoulder are the
most common sites for pulled muscles. Minor muscle strains resolve with RICE -- Rest,
Ice, Compression, and Elevation. Nonsteroidal anti-inflammatory drugs (NSAIDs) may
help manage pain and swelling as well. More serious muscle strains require evaluation
and treatment by a doctor.
Torn ACL
The anterior cruciate ligament (ACL) strength and function of the knee joint
helps hold the knee joint together and after surgery. Depending on the age,
provides stability. A torn ACL is a sports health status, and desired activity level
injury that may occur when landing the of the patient, some may not elect to
wrong way, changing direction or have surgery. In that case, braces and
stopping quickly, or from a direct blow physical therapy will not cure the
to the knee. People who suffer a torn condition, but may provide some relief.
ACL may hear a pop and then feel their
knee no longer functions. Pain, swelling,
and loss of range of motion are
symptoms of a torn ACL. It may be
difficult to walk. A torn ACL needs to be
reconstructed surgically, usually using a
graft from another ligament in the
patient's own body. Significant
rehabilitation is necessary to restore the
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Shin Splints
Shin splint symptoms are throbbing, swelling. Flat feet increase the risk of
aching, or stabbing pain on the insides shin splints. Orthotics and proper
of the lower leg. Shin splints are a athletic shoes may offer support and
repetitive use injury that may occur in decrease the risk of shin splints.
runners or those who are beginning to
exercise. Pain occurs when muscles and
tendons around the tibia (the larger of
the two lower leg bones) become
inflamed. Stretching, resting, and
applying ice can help relieve shin splints.
Nonsteroidal anti-inflammatory drugs
(NSAIDs) can reduce pain and swelling.
Bandaging the area may help prevent
Stress Fracture
A stress fracture is an overuse injury that to allow a stress fracture to heal.

occurs when muscles are no longer able Sometimes a special shoe or a brace
to absorb the impact from physical helps decrease stress on the bone,
activity, and a bone absorbs the which facilitates healing.
pressure, resulting in a break. Stress
fractures can occur when increasing
activity, especially too quickly. The
majority of stress fractures occur in the
lower legs and feet. Women are more
prone to stress fractures than men.
Stress fractures cause pain with activity.
Rest is prescribed by physical therapists
Sprained Ankle
A sprained ankle occurs when the (NSAIDs) can alleviate pain and swelling.
ligaments that support the joint become Severe sprains may require a brace or
overstretched. Ankle sprains may occur cast for several weeks to facilitate
when playing sports or doing everyday healing.
activities. Stepping wrong on an uneven
surface or stepping in a way that twists
or rolls the foot may lead to an ankle
sprain. Sprains and the pain they cause
may range from mild to severe. RICE --
rest, ice, compression, and elevation --
are used to treat ankle sprains.
Nonsteroidal anti-inflammatory drugs
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Tennis Elbow
Tennis elbow is an overuse injury that inflammation. Surgery may be an option

may be associated with playing racket for tennis elbow when other treatments
sports. Plumbers, painters and those in have failed.
similar professions are also at risk.
Tennis elbow involves inflammation of
the tendons on the outside of the elbow
caused by small tears. Tennis elbow
causes pain and may be associated with
a weak grip. Rest and nonsteroidal anti-
inflammatory medications can help
alleviate tennis elbow symptoms.
Wearing a special brace on the forearm
may help decrease pressure on the sore
area. Physical therapy may be helpful.
Steroid injections can decrease
Concussion
A concussion is a traumatic brain injury both physical and mental, to allow the
(TBI) that occurs when the brain brain to recover. People who suffer
undergoes rapid acceleration inside the concussions must receive a doctor's
skull. A direct hit to the head or body clearance before resuming sports,
may cause a concussion. People who especially young people whose brains
engage in contact sports like football are are more vulnerable.
at increased risk for concussions. The
symptoms often include headache, loss
of consciousness, memory loss,
sleepiness, nausea, vomiting, and more.
A thorough neurological exam is
necessary after a concussion to
determine the extent of the injury.
Healing from a concussion requires rest,
Achilles Tendonitis
Achilles tendonitis is inflammation that Strengthening exercises prescribed by a
causes pain on the lower back of the leg physical therapist may help. Special
just above the heel. The area may footwear and orthotics can help take
become painful, swollen, and stiff. The the strain off the affected heel.
pain worsens after physical activity. The
tendon may become thickened and, in
some cases, bone spurs may develop in
the area. Achilles tendonitis may be
treated with rest, ice, stretching, and
nonsteroidal anti-inflammatory drugs.
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Runner's Knee
Runner's knee – also known as Nonsteroidal anti-inflammatory drugs

patellofemoral pain syndrome – is a (NSAIDs), physical therapy, and
painful condition that occurs when orthotics may provide relief. Rarely,
tendons, joint lining (synovia), and/or surgery may be an option for severe
other soft tissues of the knee become cases that have not responded to other
irritated. Overuse can cause runner's treatments.
knee. So can a misaligned kneecap. In
addition to pain, runner's knee may lead
to popping and cracking. Switching to
activities that do not stress knee joints
may minimize problems. RICE – rest, ice,
compression, and elevation – may help.
Sports Injury Prevention
Physical activity is an important part of muscles, bones, and other tissues the
maintaining overall health. However, opportunity to adapt to more difficult
certain precautions should be taken to workouts, minimizing the risk of injury.
minimize the risk of sports injuries. Finally, listening to the body and backing
Using the correct equipment and off at the first signs of pain, discomfort,
maintaining equipment can help stress, or overheating will help reduce
prevent sports injuries. Wearing the the risk of sports injuries.
recommended protective gear can help
shield the body against injury. Resting
between workouts gives the body time
to rest and repair. Starting activity
slowly and gradually increasing
strength, flexibility, and endurance gives
2. Dimensión estratégica: comprensión lectora.

Lea el texto sin detenerse ante las palabras subrayadas y resaltadas en negrita.
Responda las siguientes preguntas en castellano, elaborando sus respuestas en
forma clara y precisa, en base a la información provista en el texto:
a. ¿A qué hacen referencia las lesiones deportivas?

______________________________________________________________
______________________________________________________________
b. ¿Cuáles pueden ser las causas de dichas lesiones?
______________________________________________________________
______________________________________________________________
______________________________________________________________
c. ¿De qué forma se pueden presentar algunas lesiones?
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______________________________________________________________
______________________________________________________________
______________________________________________________________
d. Enumere los tipos de lesiones presentadas en este texto. Luego, complete
el cuadro con información del texto:
Tipos de Definición / Síntomas Partes del cuerpo Tratamiento

Causas
lesiones
e. Mencione los tres tipos de precauciones que usted considera más

importante al momento de minimizar el riesgo de lesiones deportivas,
según se presentan en la conclusión de este texto.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
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3. Dimensión lingüística: cohesión gramatical. Indique cuál es el referente de las

palabras resaltadas en negrita en el texto:
a) Muscle strain is another name for a pulled muscle. It occurs when a muscle
is overstretched and tears.
IT: ……………………………………………………………………..
b) People who suffer a torn ACL may hear a pop and then feel their knee no
longer functions.
WHO: ……………………………………………………………….
THEIR: ……………………………………………………………..
c) Depending on the age, health status, and desired activity level of the patient,
some may not elect to have surgery. In that case, braces and physical therapy
will not cure the condition, but may provide some relief.
SOME: ………………………………………………………………….
IN THAT CASE: ……………………………………………………..
d) Sometimes a special shoe or a brace helps decrease stress on the bone,

which facilitates healing.
WHICH:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
4. Dimensión lingüística: cohesión léxica-gramatical. ¿Qué tipo de relación lógica

establecen los conectores recuadrados en el texto? Sintetiza las dos ideas que
cada uno de ellos conecta.
1) DUE TO (párrafo 1): conector de: ………………………
Causa:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
Consecuencia:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
2) BUT (Párrafo 3): conector de: ………………………………..

Idea 1:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
Idea 2:
……………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………..
3) IN ADDITION TO (Párrafo 10): conector de…………………………..
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Idea 1: …………………………………………………………………………………………………………
Idea 2:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
4) HOWEVER (Párrafo 11): conector de: ………………………………….

Idea 1:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
Idea 2:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
5. Dimensión lingüística: modalidad. Identifique los verbos modales subrayados

en el texto, indique su función y traslade al castellano la oración completa que
los contiene:
a) Can (párrafo 1): ___________

……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
b) May (párrafo 1): ___________
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
c) Needs to (párrafo 3): ___________
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
d) Can (párrafo 4): _____________
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
e) Must (párrafo 8): _____________
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
f) Should (párrafo 11): ______________
……………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………..
g) Will (párrafo 11): _________________
……………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………..
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6. Dimensión lingüística. Voz pasiva. Identifica y transcribe del texto tres oraciones
que contengan voz pasiva. Subraye el bloque verbal pasivo. Luego, trasládelas al
castellano en forma completa.
a) Oración 1: ……………………………………………………………………….
b) Oración 2: ……………………………………………………………………….
c) Oración 3: ……………………………………………………………………….
7. Dimensión lingüística. Palabras con -ING.

¿Qué función cumplen las siguientes palabras terminadas en -ING que están resaltadas
en negrita en el texto? ¿Cuál es el equivalente en castellano de cada una de ellas según
el contexto en el que se usan?
Palabra con -ing Párrafo Función Traducción

Engaging 1
Conditioning 1
Landing 3
Changing 3
Stopping 3
Stabbing 4
Beginning 4
Bandaging 4
Swelling 6
Healing 8
Resuming 8
8. Elabore un resumen de lo leído en el texto.
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Passive voice - Voz pasiva
1) Observe las siguientes oraciones extraídas del texto e identifique la acción y

quién la realizó en cada una de ellas:
a) Certain precautions should be taken to minimize the risk of sports injuries (Párrafo
11).
(Se deben tomar ciertas precauciones para minimizar el riesgo de lesiones deportivas).
b) Rest is prescribed by physical therapists to allow a stress fracture to heal (Párrafo 5).
(El reposo es recetado por los fisioterapeutas para permitir que sane una fractura por
estrés / Los fisioterapeutas recetan reposo para………..)
Analice la oración b) y escriba verdadero (V) o falso (F):

 El sujeto de la oración realiza la acción. ____________
 La oración en voz pasiva siempre presenta el agente que permite identificar quién
realizó la acción. ________
 El complemento agente esta precedido por la preposición “by”. ______
 La oración está en tiempo pasado. ________
 La oración está en tiempo presente. _______
Cuando queremos dar más importancia a la acción y no a quién la ha realizado,

utilizamos la voz pasiva. En inglés, la voz pasiva está compuesta por dos elementos: la
forma correspondiente del verbo 'to be' seguida por el participio pasado.
----Estructura de la voz pasiva:
SUJETO PASIVO + VERBO TO BE + VERBO EN PARTICIPIO PASADO + (PREPOSICIÓN

BY)
Ejemplos de la voz pasiva:
 Basketball is played by millions of people, both men and women, in all parts of the
world. Professional basketball is watched by millions more on TV. The game is
played between two teams. (El basket es jugado por millones de personas, tanto
hombres como mujeres, en todas partes del mundo. El basket profesional es visto
por millones más en la televisión. El juego se juega entre dos equipos).
 Some Basketball rules:
o The ball may be thrown in any direction with one or both hands.
o The ball must be held in or between the hands; the arms or body must
not be used for holding it.
o A goal will be made when the ball is thrown or batted from the grounds
into the basket and stays there (without falling), providing those
defending the goal do not touch or disturb the goal.
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Casos especiales de oraciones pasivas:
La voz pasiva con infinitivos, que se utiliza con verbos modales y los verbos que
van seguidos de infinitivo. Por ejemplo: Lina may be promoted next
Monday. (Lina podría obtener un ascenso el próximo lunes).
La voz pasiva con dos complementos (Doble pasiva).

En inglés, si una oración activa tiene 2 complementos: directo e indirecto,
cualquiera de los dos puede ser sujeto de la oración pasiva. Por tanto, ésta podrá
construirse de dos formas distintas.
Ejemplo:
Activa: Someone gave me a present.
(me- objeto indirecto)

(a present- objeto directo)
1º opción: Objeto directo como sujeto.

Activa: Someone gave me a present.
Pasiva: A present was given to me.
2º opción (la más frecuente): Objeto indirecto como sujeto.

Activa: Someone gave me a present
Pasiva: I was given a present
Cuando el complemente indirecto es un pronombre objeto (me), al hacer la pasiva se cambia a

la forma de pronombre sujeto (I).
La voz pasiva impersonal se utiliza para hacer referencia a lo que se sabe de
manera general. En inglés existen una serie de verbos como: say, believe, feel,
expect, think, suppose, know, understand, report, consider.... que tienen dos
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posibles construcciones pasivas cuando la oración incluye una oración

subordinada (that-clause):
 IT como sujeto de la oracion pasiva:

La estructura es la siguiente:
It + to be en presente simple + verbo introductorio como say, believe, suppose,

consider ,… en participio + that (opcional) + resto de la frase.
Ejemplos:
o Frase activa: They think that she has a lot of money – (Ellas/os piensan que ella
tiene mucho dinero).
o Frase pasiva: It is thought that she has a lot of money – (Se dice que ella tiene
mucho dinero).
 Frase activa: Everyone says Tim loves Sarah – (Todas/os dicen que Tim ama a
Sarah).
 Frase pasiva: It is said that Tim loves Sarah – (Se dice que Tim ama a Sarah).
o Frase activa: People know that football players earn a lot of money.
o Frase pasiva: It is known that football players earn a lot of money.
 Sujeto de la oración subordinada (that-clause) como sujeto de la

oración pasiva:
Activa: They say that you have many friends (ellos dicen que tienes muchos amigos)
Pasiva: You are said to have many friends (se dice que tienes muchos amigos)
Esta estructura se forma de la siguiente manera:

- el sujeto de la oración subordinada (that-clause) pasa a ser sujeto de la oración pasiva.
- verbo introductorio (say, believe, feel...) en pasiva
- el verbo de la oración con that se convierte en un infinitivo. Este infinitivo será:
→ Simple: si el verbo de la oración con that está en presente o futuro.

Activa: They think he studies a lot (ellos piensan que él estudia mucho)
Pasiva: He is thought to study a lot (se piensa que él estudia mucho)
→ Perfecto: si el verbo de la oración con that está en pasado.

Activa: People know that Cristobal Columbus discovered America (la gente sabe que Cristobal
Colón descubrió América)
Pasiva: Cristobal Columbus is known to have discovered America (Cristobal Colón es conocido
por haber descubierto América)
Actividades:
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1) Observe y lea el siguiente texto. Responde las preguntas en castellano.

a. ¿Cuál es el tema de este texto?
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
b. ¿Quién lo escribió?
…………………………………………………………………………………………………………………………..
c. ¿Cuál es el propósito de este texto?
…………………………………………………………………………………………………...........................
................................................................................................................................
d. ¿Cómo se confeccionó la tabla de snowboard?
................................................................................................................................
................................................................................................................................
e. Identifique y subraye todos los bloques verbales pasivos. Luego, traslade al
castellano todas las oraciones pasivas correctamente.
A Look at the Intriguing History of Snowboarding

By Keith Kingston
To say who actually invented the sport of snowboarding would be impossible because
people have always loved to slide down a snow-covered hill. Soaring through the snow
on some, kind of seat or board is nothing new. The ways to enjoy the snow are
numerous, and people have devised ways to turn garbage can lid and cardboard
into ‘snow boards’ to enjoy an afternoon frolic outdoors. The various ways to glide
through snow have become more sophisticated and have evolved into using polished
boards or skis in much the same manner as a surfboarder would ride a wave.
There have been many attempts at developing a modern snowboard. In 1965,

the ‘Snurfer’ (a word play on ‘snow’ and ‘surfer’) was developed as a child’s toy. Two
skis were bound together and a rope was placed at the front end to afford control and
stability. Over 500,000 ‘Snuffers’ were sold in 1966 but they were never seen as more
than a child's plaything even though organized competitions began to take place. The
year 1969 brought a slightly more sophisticated snowboard based on the principles of
skiing combined with surfboard styling.
The ‘Flying Yellow Banana’ was developed in 1977. This was nothing more than a plastic
shell covered with a top surface like that of a skateboard, but at the time it was
considered a major advance in the little known sport of snowboarding. The first
national snowboard race was held in the area outside Woodstock and was
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known as ‘The Suicide Six.’ The race consisted of a steep downhill run called The Face
in which the main goal was probably mere survival.
Snowboarding continued to increase in popularity over the next several years. In 1985
the first magazine dedicated specifically to snowboarding hit the newsstands with huge
success and furthered the popularity of this exciting sport. Hordes of fans began to
organize regional events and pretty soon, snowboarding events were held in all parts of
the world. In the year 1994 snowboarding was finally declared an Olympic event, much
to the delight of fans. The not-so-new sport of snowboarding was finally recognized and
meant a huge victory for serious snowboarders across the globe.
A collection of snowboarding tricks and few holding on to the past but this is
stunts was released on video in 1996. unlikely to continue as the number of
Filmed in Alaska, the breathtaking snowboarders continually increases.
beauty and captivating snowboarding
techniques featured in the video
exposed snowboarding to a new
generation, and by 1998 snowboarding
constituted almost 50% of all winter
activity. Today, nearly all ski resorts
accept snowboarders. There are still a
From the first crudely built snowboards to the advanced and specialized models
available today, snowboarders have carried a ‘bad boy’ image. This rebel reputation is
still common today in spite of the fact that snowboarding appeals to men, women, and
children of all nationalities and social groups. At most major ski resorts you can find
snowboarding gear, information, and lessons. Olympic and world wide snowboarding
events are among the most popular of winter sports and the competition to be the best
is fierce.
Retailers nationwide and around the world carry many types of snowboards, and the
choice in specially made snowboarding gear is immense. Snowboarders have
participated in the X Games and even charity events such as Boarding for Breast Cancer.
From its early meager beginnings, snowboarding has progressed into a fully recognized
sport, and large numbers of people are turning to snowboarding for adventure, fun,
and professional recognition.
Keith Kingston is a professional web publisher offering information on snowboards, skiing, ski vacations,
snow removal and snowmobiles at all-4-snow.com
Article Source: EzineArticles.com
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2) Identifique y subraye los bloques verbales pasivos en las siguientes oraciones

extraídas de diferentes fuentes textuales. Luego, traslade las oraciones
completas al castellano.
a. According to the IOC manual of sports injuries, a sports injury may be

defined as "damage to the tissues of the body that occurs as a result of
sport or exercise."
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………..
b. A direct injury is caused by an external blow or force.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………..
c. Sprains are caused by trauma such as a fall or blow to the body that knocks a
joint out of position and, in the worst case, ruptures the supporting ligaments.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
d. Sports injuries can also be classified according to which tissue has
damaged.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………..
e. Tendons are situated between bone and muscles and are bright white in
colour, their fibro-elastic composition gives them the strength required to
transmit large mechanical forces.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………..
f. The point at which the tendon forms an attachment to the muscle is also
known as the musculotendinous junction (MTJ) and the point at which it
attaches to the bone is known as the osteotendinous junction (OTJ).
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
g. Dislocations are injuries to joints where one bone is displaced from another
or a complete dissociation of the articulating surfaces of the joint. A
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dislocation is often accompanied by considerable damage to the surrounding

connective tissue.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………..
h. A new sports and athletic centre was opened in our town last week. The facility
is believed to be one of the largest in the country and experts hope that it will be
visited by thousands of amateur and professional athletes over the course of the
next few years.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
3) Observe y lea el siguiente texto. Complete y responda las preguntas en

castellano.
a) El texto se trata de:
……………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………..
b) Los deportes se dividen en grupos o categorías porque
……………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………..
c) Explique brevemente las tres subcategorías de juegos.
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
d) ¿Qué se tiene en cuenta en los participantes en una competencia de
gimnasia?
……………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………..
e) ¿Qué actividades al aire libre nombra el texto?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
f) Identifique todas las oraciones pasivas en el texto y subraye el bloque
verbal pasivo. Traduzca solamente el bloque verbal pasivo.
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SPORTS CATEGORIES:
Sports can be placed into groups or categories or families because they share a similar
basic structure and also the same principles in performance and tactics. In the United
Kingdom, The National Curriculum for Physical Education places sports and sporting
activities into the following categories:
1. games 4. outdoor and adventurous activities

2. athletics 5. dance
3. gymnastics 6. other
The first category is called games. This could be further divided into three
subcategories: invasion games, net/wall/racket games and fielding/striking
games. Invasion games, such as hockey, football, basketball or rugby, involve a team
which has to invade an opponent’s territory. They do this by crossing over the half
way line so as to be able to score a goal or point. Net/wall/racket games, such as
volleyball, badminton, tennis, table tennis or squash, involve playing the ball (or
shuttlecock) back to the opponent in such a way that the opponent cannot return it.
This way, a point is scored. The last subcategory is fielding/striking games, such as
baseball or cricket. In this case, one team acts as the fielding side, while the other
team acts as the batting-striking side. The aim of the fielding side is to get the
batting-striking side out before they score too many runs.
Athletics, the second category, is concerned with distance and time, the highest jumps
and the furthest throws. Since distance and time are linked in competition, the first to
the finish line wins. Downhill skiing, cycle racing and swimming races could be placed
here, because they are also decided on the first over the line (the fastest over a
distance).
The third group is gymnastics. These activities include floor work, vaulting, parallel
bars and other apparatus work. During a competition, participants are judged on the
basis of the quality of movement and movement replication. Other similar activities
(judged in the same way) include high board diving and trampolining.
The fourth group includes outdoor pursuits: activities such as climbing, canoeing,
sailing, surfing, windsurfing and mountain biking. The fifth group is dance. Dance
could be defined as choreographed movement, usually performed to music. It has
many varieties and forms: ballroom dancing, folk dancing, ballet dancing or jazz
dancing. Dance is usually performed for pleasure, but ballroom dancing can also be
performed in a competition against other dancers. In the last group we can place sports
that cannot be placed into the groups previously described. There are subgroups even
in this category. Shooting, bowls, archery and golf form a family of their own: they
are called target sports. Boxing, judo, karate and fencing form another category: they
are called combat sports.
18
Texto N° 2.
1) Pre-visualice el texto que sigue. Luego, resuelva los ítems a continuación.
Pros and Cons of Sports Competition at the High School Level

Updated March 17, 2021 | by Grace Chen
Learn about the benefits and dangers of competitive pressure on athletes at the high
school level
Teenagers today experience a myriad of benefits from competing in sports in public

schools, from developing camaraderie and team building to honing physical and
personal skills. Athletes discover the challenges of both winning and defeat as well.
With the many benefits, however, teens competing in high school sporting events must
simultaneously balance athleticism with the potential dangers, such as an overly intense
focus on the goal of winning. This goal can become a catalyst leading to destructive
behaviors to an athlete’s overall physical health and well-being.
While sports are certainly an integral component of the public high school experience,
teens and parents must foster positive athletic experiences by maintaining awareness
of all positive and dangerous behaviors and making informed decisions when their
children are involved in athletic competition.
Team Building and Public School Athletic Benefits
Personal Development
Whether teens compete in team sports or engage in more individualized activities, all
high school sports are fundamentally designed to help teens develop stronger personal
and interpersonal skills and talents. Athletics offers teens a physical outlet to exert their
troubles, anger, and emotions. As hormones alter teens’ moods and thoughts,
competition fosters an opportunity for teens to interact with fellow peers, coaches, and
mentors, while helping them understand their own abilities and talents.
When children and teens participate in group competitions and activities, they learn
skills that apply to opportunities both on and off the playing field. Through competition,
19
teens establish a solid work ethic that values practice and rewards
determination. Teenagers enhance skills in self-reliance and team interaction, and
develop new structures of self-motivation, discipline, and personal responsibility.
Physical Fitness
While teens competing in sports are certainly exposed to opportunities to enhance their
personal and social development, athletes competing in public school sports also
expand their physical abilities and fitness levels. Today’s teens are exposed to an array
of entertainment avenues that may foster laziness, such as television, video games, and
other media devices, but the traditional experience of sports, exercise, and kinesthetic
activities help boost teens’ minds and bodies. Involvement in sporting activities keeps
children moving and engaged physically, vital for their overall health and well-being.
During these formative high school years, teenagers’ bodies grow and change
constantly, and participation in sports can help teens learn how to maneuver and adjust
to their changing body and physical abilities. In addition, a teen’s hormones and
chemical makeup are constantly in flux. Involvement in sports can actually help the body
produce more positive chemicals, such as endorphins and adrenaline, which creates
more stable moods, positive feelings of happiness, and decreased feelings of depression
or sadness.
Balancing the Pros and Cons of Competition
Potential Dangers of Competition and Sports
While any physical activity and sport can provide teens with incredible benefits and
opportunities, parents and teenage athletes must also be aware of the potential
downfalls of competition and athleticism. As teens engage in competitive events and
team sports, their exposure to peer-pressure and anxiety may increase with the need to
win.
Furthermore, athletes can experience extreme physical pressures when too much is
demanded from them, resulting in injuries from overuse or other physical ailments. As
revealed in the article, “High School Wrestler Learned Training Dangers First Hand,”
common wrestling practices can lead to dangerous physical consequences. Wrestlers
are often forced to either gain or lose weight in order to compete in their desired weight
class, which leads to restrictive dieting often involving severe caloric deprivation. This
practice is paired with excessive cardio exercise that quickly, and dangerously, burns off
body fat and weight. While these practices are often considered to be a more drastic
example of the dangers of athletics, any teen who feels suppressed by the pressures of
competition may choose to engage in harmful practices in order to win and encounter
athletic success.
Additionally, the physiology of athletes can also be altered as a result of extreme
physical exertion. According to Metzl & Shookhoff (2003), “Physical exertion can raise
the level of pheromones and endorphins, brain chemicals that cause exhilaration.
20
Exercise can also elevate the serum testosterone level, which makes the heart beat
faster.” While exercise and competition can enhance the mood-boosting chemicals that
help increase a teen’s feelings of happiness and success, both spectators and athletes
can also feel the adverse effects of sadness or depression when a team has a losing
season.
Final Thoughts
By having an awareness of the benefits and challenges of involvement in high school
athletics, parents and teenagers can make informed choices that lead to success in high
school and beyond. Physical activity is vital for robust health and overall well-being, but
it is important for athletes and parents alike to reach a balance between physical
limitations and the need to compete to win. If a mindful approach is taken to
participation in athletics, teenagers will be nurtured to become their physical and
mental best.
Antes de leer:
2. Lea el título, los subtítulos y los elementos que forman el paratexto.
Determine:
a) El tópico del texto:
______________________________________________________________
______________________________________________________________
b) Tipo de texto: __________________________________________________
c) Fuente textual: _________________________________________________
d) Titulo:
______________________________________________________________
______________________________________________________________
e) Autor: ________________________________________________________
f) Fecha de publicación: ____________________________________________
g) Posibles destinatarios:
______________________________________________________________
______________________________________________________________
h) Posibles propósitos comunicativos:
______________________________________________________________
______________________________________________________________
Mientras lee:
3. Efectúe una primera lectura rápida (Skimming).

4. Identifique las distintas partes del texto. Determine qué función cumple cada
sección y cuál es la idea principal de cada una de esas partes.
21
5. ¿Por qué los adolescentes compiten en eventos deportivos?
6. ¿Qué rol juegan los colegios secundarios en este aspecto?
7. Enumere por lo menos cinco aspectos positivos de la competencia en los

adolescentes:
8. Enumere cinco desventajas de la competencia en eventos deportivos en los

adolescentes:
9. Explique (NO TRADUZCA LITERALMENTE) la conclusión de este texto.
Después de leer:
10. Identifique tres oraciones pasivas en el texto. Subráyelas, marque el bloque
verbal pasivo y traslade las oraciones completas al castellano.
a) …………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
b) …………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………..
c) …………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
11. Identifique resaltando en el texto un verbo modal de:

a) Obligación: …………………………………
b) Posibilidad: ………………………………..
Transcriba las dos oraciones del texto y luego traslade al español las
oraciones completas que los contienen.
a) …………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
22
b) …………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
12. Indique cuál es el referente de las siguientes palabras o frases, resaltadas

en negrita:
a. This goal:
b. Their:
c. They:
d. Which:
e. Which:
f. This practice:
g. Who:
h. Which:
13. Identifique funciones retóricas en todo el texto: definición, descripción

(diferentes tipos), clasificación, comparación, ejemplos. Indique qué y cómo
se está definiendo, clasificando, describiendo, etc.
14. Presta atención a los conectores lógicos recuadrados en el texto. Establezca

qué tipo de relación lógica establecen los conectores. Luego, sintetice las dos
ideas que cada uno de ellos conecta.
a. While: conector de………………………………
Idea 1: …………………………………………………………………………………………………
Idea 2: …………………………………………………………………………………………………
b. While: conector de…………………………….

Idea 1: …………………………………………………………………………………………………
Idea 2: …………………………………………………………………………………………………
c. Such as: conector de …………………………………………….

Concepto ejemplificado: ……………………………………………………………………….
Ejemplo: ……………………………………………………………………………………………….
d. But: conector de ………………………………………………….

Idea 1: ………………………………………………………………………………………………….
Idea 2: ………………………………………………………………………………………………….
23
e. In addition: conector de ……………………………………..

Idea 1: ……………………………………………………………………………………………………
Idea 2: ……………………………………………………………………………………………………
f. Furthermore: conector de ………………………………………

Idea 1: …………………………………………………………………………………………………..
Idea 2: …………………………………………………………………………………………………..
g. If: conector de ………………………………………………………

Condición: ……………………………………………………………………………………………
Resultado: ……………………………………………………………………………………………
15. Complete el siguiente cuadro con la traducción en el casillero

correspondiente de las palabras terminadas en –ING según su posición
sintáctica en el texto. El primero está resuelto a modo de ejemplo.
FUNCIÓN
BASE + ING FUNCIÓN INFINITIVO FUNCIÓN FUNCIÓN ADJETIVA (POST FUNCIÓN
VERBAL NOMINAL ADJETIVA (PRE MODIFICADOR) ADVERBIAL
MODIFICADOR)
Competing --------------- Competir -------------- ------------------------ --------------------- ---------------------
Developing
Building
Competing
sporting
Maintaining
Helping
Well-being
Resulting
Feelings
Having
16. Identifique algunos ejemplos de oraciones con cláusulas relativas. ¿A qué / quién
se refieren los pronombres relativos? Traslade las oraciones al castellano.
17. Elabore un resumen de lo leído en el texto.
24
Defining and non-defining relative clauses – Cláusulas relativas.

1) Observe las siguientes oraciones extraídas del texto e identifique a qué o a
quién se refieren las palabras resaltadas en negrita en cada una de ellas:
 While these practices are often considered to be a more drastic example of the
dangers of athletics, any teen who feels suppressed by the pressures of
competition may choose to engage in harmful practices in order to win and
encounter athletic success.
-Who: hace referencia a:
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
 While exercise and competition can enhance the mood-boosting chemicals that
help increase a teen’s feelings of happiness and success, both spectators and
athletes can also feel the adverse effects of sadness or depression when a team
has a losing season.
-that: hace referencia a:
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
Usamos cláusulas relativas para añadir información sobre la persona o cosa de

la que estamos hablando y no repetir datos como el sujeto. Por ejemplo:
 My friend started a new job and, because of her work, she had to travel to
Paris. That travel was one of her biggest dreams.
(Mi amiga empezó un nuevo empleo y, a causa de su trabajo, tuvo que viajar
a Paris. Ese viaje era uno de sus sueños más grandes).
 My friend started a new job and, because of her work, she had to travel to
Paris, which was one of her biggest dreams.
(Mi amiga empezó un nuevo empleo y, a causa de su trabajo, tuvo que viajar a
Paris, que era una de sus sueños más grande).
(En este ejemplo evitamos volver a nombrar that travel, utilizando una
preposición relativa o relative clause, que en este caso sería: which was one of
her biggest dreams).
Estas cláusulas siempre van acompañadas por los pronombres relativos. Se

utilizan siguiendo esta estructura:
25
Más ejemplos:
 Children who hate chocolate are uncommon.

 The car, which was parked on a hill, slowly rolled down the street.
 They live in a house whose roof is full of holes.
 An elephant is an animal that lives in hot countries.
 Let's go to a country where the sun always shines.
 The reason why I came here today is not important.
Existen dos tipos de cláusulas relativas:

a) Defining and Non-Defining Clauses (restrictivas y no-restrictivas) y
b) Relative Clauses Referring to a Whole Sentence.
a) Defining clauses: definen o caracterizan el sustantivo o pronombre que las

precede en la oración, por ejemplo:
The man who sold me the house has left the city. (El hombre quien/que me
vendió la casa ha dejado la ciudad)
Non-defining clauses: agregan información adicional.
Ema, who is my friend´s wife, lent me the ladder. (Ema, quien es la esposa
de mi amigo, me prestó la escalera)
b) Este tipo de cláusula relativa no solo se refiere a una persona u objeto, sino
a toda la oración. Puedes reconocerla porque utiliza el
pronombre which y va precedido por una coma, por ejemplo:
He is upset with me, which I don´t understand. (Él está enojado conmigo, lo
que no entiendo)
26
1- Lea las siguientes oraciones relacionadas con deportes. Identifique los pronombres
relativos y especifique a qué/quién hacen referencia. Luego, traslade las oraciones al
castellano.
a. Biomechanics can be used in the design of sports equipment, clothing, shoes,
and the fields and facilities where sports are played.
-El pronombre WHERE hace referencia a los campos y las instalaciones.

-La biomecánica se puede utilizar en el diseño de equipos deportivos, ropa,
calzado y los campos e instalaciones donde se practican deportes.
b. Manchester City is the club that won the Premier League last season.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
c. A sports expo is a place where you get the chance to find out about or try out
lots of different sports.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
27
d. The winner is the player whose bowl gets the closest to the jack.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
e. Sergio Auger, who has 7 goals already this season, will be in action on Saturday.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
f. EXTREME SPORTS are activities which are associated with an adrenaline rush
that is felt by the participant.
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
g. The student whose dog has run away, has gone to look for it.
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
h. The woman whom I called this morning was my secretary.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
i. He won the world championship, which proves that he’s a great fighter.
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
j. Obesity is a condition characterized by excess body weight. One of the methods
most commonly used to assess where one falls is the body mass index (BMI),
which measures the ratio between your height and weight.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
Texto N° 3.
1) Pre-visualice el texto que sigue. Luego, resuelva los ítems a continuación, en

castellano.
28
ABSTRACT
The origins of sports in Argentina and Australia have been widely investigated. However,
little research has been conducted to investigate the origins of Physical Education (PE).
This paper explores the origins of PE in both Argentina and Australia. It first describes
the general social context and the education system for both countries. Then, it explores
the foundations of PE as a school subject and as a university degree in Argentina and
Australia. Finally, it compares the origins of PE in both countries. The research reveals
how these two countries share similarities and differ in regard to the origins of PE both
as a school subject and as a university degree.
KEYWORDS
Physical Education; Argentina; Australia; nineteenth century; twentieth century

Introduction
By the end of the nineteenth century, Australia and Argentina were promising lands in
which to live. Their appeal derived largely from the economic, politic and cultural
influences of European colonialism and imperialism, as well as the influence of the
United States. Both countries experienced significant levels of immigration; however,
the cultural, economic and political influences in each were different. Australia was
mostly influenced by British culture, and Argentina by the combination of Hispanic
heritage from the nineteenth century and the culture of immigrants from different
countries, particularly Spain, Italy and France. This led to the establishment of different
relationships with the state, society, church and the education system. More
importantly, it also influenced ways of thinking about and considering bodies, health,
gender, sexuality and movement.
While it has been claimed that Australia has a strong sporting identity, little research
has been conducted to investigate the origins of Physical Education (PE) in Australia,
particularly in the higher education system. Furthermore, to our knowledge, no
comparisons between the origins of PE in Argentina and Australia are present in the
literature. While comparisons between Australia and European countries are more
frequent among the existing literature, comparative studies between these two
countries in the southern hemisphere are not wellknown. Australia and Argentina do
not share many similarities in regard to culture or education systems.
The Origins of PE as a School Subject in Argentina
29
By the end of the nineteenth century, certain types of gymnastics and physical
culture were included in the education system in Argentina. Growing concerns
about the kinesthetic development of students resulted in the establishment of
the first specialist PE teacher training course in the 1910s. Before this
institutionalization process of PE, the diverse, precarious and heterogeneous
education institutions existing in Argentina in mid- nineteenth century prioritized
teaching certain physical activities, such as analytic physical exercises, marches
and ludic activities. The first temporary course was named ‘Physical Exercises of
Argentina’ and was offered in 1901. It later became the first Escuela Normal de
Educación Física – INEF (‘National Institution of Physical Education’) in 1909. The
director, Dr Enrique Romero Brest, was influential in introducing PE as a school
subject, initially named ‘Argentinian System of Physical Education’. This system
was the only one of its kind offered for almost 40 years and was not free from
criticism, particularly from the military, newly established sporting institutions
and INEF graduates. At the beginning of the 1930s, some individuals influenced
by the military coup began to question the Argentinian System of Physica l
Education delivered at INEF. However, the system was simultaneously growing in
popularity in more schools in the capital and in several provinces, such as Entre
Ríos, Mendoza, Santa Fe and Córdoba, which also started using the same
programmes.
The Argentinian System of Physical Education basically included physical

exercises with no fixed equipment and games, which comprised physiological
criteria for younger children. Suspension and balance exercises were prioritized,
together with upper body and locomotor exercises, particularly jumping. Some
other body practices were added later, such as group games, outdoor excursions,
Argentinian pentathlon (which included five different games), and a small
selection of sports. However, all these physical practices were influenced by
specific principles and rules from the System. The Argentinian System of Physical
Education was created with three main characteristics: a scientific status as
taken- for-granted truth, a hygienic approach as rational justification and a
different approach to the already established physical activities. Bodies were
educated at schools in line with scientific and positivist perspectives. Medical
discourses were dominant in this system.
The Argentinian System of Physical Education was a scientific modern creation.

Therefore, its principles and theories were considered rational and
unquestionable truths. Accordingly, Romero Brest stated:
We could eliminate the procedures that were not based on

scientific reasons and the exercises that do not respond to a
30
physiological, hygienic and educative aim, according to the age of

children. The scientific spirit characterizes the Argentinian system
of physical education … Physiology, hygienic and rational
pedagogy are the touchstones of the system’s doctrines.
Dimension discursiva:
1) Identifique los elementos paratextuales:
a. Fuente textual: ……………………………………………………………………………………………
b. Fecha: ……………………………………………………………………………………………………….
c. Autor: ……………………………………………………………………………………………………….
d. Titulo:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
e. Palabras claves:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
f. Tipo de texto: …………………………………………………………………………………………….
g. ¿Cuál es el tema del texto?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
h. Identifique y explique en castellano, el contenido de las diferentes partes
constitutivas del abstract.
Dimensión estratégica: comprensión lectora. Responda las preguntas con

información expresada EN el texto.
2) ¿Cuál es la principal diferencia entre Argentina y Australia en cuanto a las
influencias de esa época?
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
3) ¿Cuándo y cómo se implementó la educación física en el sistema educativo en
Argentina?
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………..
4) ¿Qué tipo de actividades físicas se incluyeron en la currícula?
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
31
5) ¿Qué factores se tomaron en cuenta en la creación del sistema argentino de

Educación Física?
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
Dimensión lingüística: cohesión gramatical

6) ¿A qué se refieren las siguientes palabras en negrita y subrayadas en el texto?
a) Both countries: ………………………………………………………………………………………….
b) each: …………………………………………………………………………………………………………
c) This : …………………………………………………………………………………………………………
d) Which: ………………………………………………………………………………………………………
e) Its : ………………………………………………………………………………………………………….
Dimensión lingüística: cohesión léxica-gramatical

7) ¿Qué tipo de relación lógica establecen los siguientes conectores lógicos?
Sintetice las dos ideas que cada uno de ellos conecta.
a) HOWEVER: conector de: ………………………………………………….
Idea 1:
Idea 2:
b) FURTHERMORE: conector de: …………………………………………

Idea 1:
Idea 2:
c) SUCH AS: conector de: ……………………………………………………

Ejemplo:
Concepto ejemplificado:
d) THEREFORE: conector de: ………………………………………………

Consecuencia:
Causa:
32
Dimensión lingüística: modalidad

8) Transcribe del texto un verbo modal. ¿Qué modalidad comunica? Traslade al
español la oración COMPLETA que lo contiene.
Verbo modal: ……………………………………
Modalidad: ……………………………………….
Traducción de la oración completa:
………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………..
Dimensión lingüística: voz pasiva

9) Subraye o resalte en el texto dos oraciones pasivas y trasládelas al castellano
de manera completa.
Oración 1:
Oración 2:
Dimensión lingüística: palabras con –ING

10) ¿Qué función cumplen las siguientes palabras terminadas en -ING que están
resaltadas en negrita Y EN ESTE ORDEN, en el texto? ¿Cuál es el equivalente en
castellano de cada una de ellas según el contexto en el que se usan?
a) PROMISING:
Función: …………………………………………………. Traducción: …………………………………………….
b) THINKING:
Función: ………………………………………………… Traducción: …………………………………………….
c) EXISTING:
Función: …………………………………………………. Traducción: ……………………………………………
d)EXISTING:
Función: ……………………………………………. Traducción: ………………………………………
d) BEGINNING:
Función: ………….......................................... Traducción: …………………………………………..
e) GROWING:
Función: ………………………………………………… Traducción: …………………………………………..
f) JUMPING:
Función: ………………………………………………… Traducción: ……………………………………………
11) Elabore un mapa conceptual con información extraída del texto.
33
Texto N° 4.
1) Pre-visualice el texto que sigue. Luego, resuelva los ítems a continuación en

castellano.
Abstract
Abstract Background: Extreme sports tend to expose athletes to elevated levels of risk
of injury and athletes often struggle with injury-related psychological demands.
Objectives: To explore how extreme sport injury affects athletes psychological well-
being, to determine coping strategies used and present mental skills to enhance
coping. This research accounts for how physical trauma is interconnected with mental
disposition. Method: Semi-structured interviews were conducted with 10 extreme
sports athletes from various sports under specific criteria. An interpretative thematic
analysis with inductive reasoning was utilized. Results & Discussion: Injury-related
emotions included fear, frustration, anger, worry and feelings of depression,
corresponding to previous research. Less commonly recorded emotions such as
paranoid feelings, insecurity, irritation, nervousness, jealousy and feeling
overwhelmed were also reported. In terms of the athletes’ greatest challenge
regarding injury, physical elements dominated for 4 participants, psychological
elements dominated for 3 participants and 3 participants found both physical and
psychological issues equally challenging. Sporting identity was significantly impacted
after injury. This study extends existing literature in reporting that egotistical
attitudes are common in the realm of extreme sports and mental toughness was
perceived to be linked with reduced injury occurrence and enhanced wellbeing.
Coping strategies such as social support, motivation to recover, strength and
conditioning training, acceptance and tracking progress aided rehabilitation. Study
targets were met, and results provide a conclusive insight into this research topic.
Applied Feedback: Proposed mental skills for participants included thought logs, goal
setting, visualization and relaxation amongst others. Conclusions: Sport injury
rehabilitation for high-risk sports should address psychological aspects of injury to
advance the healing process and the return to sport.
Keywords: extreme sports; psychological affects; coping; rehabilitation; mental skills.
1 Introduction
34
Extreme sports are ‘independent adventure activities where a mishandled mistake or

accident would likely cause death’, a classification offered by Brymer, E. (2005) and
utilised in the book of Extreme Sports Medicine, a technically oriented book on medicine
applied to extreme sports (Brymer & Houge Mckenzie, 2016, p. 4). This definition is
adhered to throughout this research. Extreme sports have become synonymous with
activities such as bungee-jumping, sky-diving, snowboarding, hand-gliding, paragliding,
rock- climbing, kayaking, rafting and canyoning (Willig, 2008). While more traditional
sports such as golf and basketball have undergone decreasing rates of participations in
the last three decades, action and extreme sports have surged despite the risk of injury
or death (Pain & Pain, 2005).
Despite the risks involved in extreme sports, they have a lot to offer in terms of character
development and building essential skills. Extreme sports provide the opportunity for
mastery of performance within challenging environments. This can involve skills of the
body and the mind. Stress and anxiety often must be controlled leading to a sense of
achievement and valuable experiences (Breivik, 2010). The natural surroundings, the
friendship and camaraderie between peers and the exhilaration of applying skills to
potentially hazardous situations are major attractions of these sports. In a study of the
motivation of extreme sports participants, Opaschowski calculated risk as a top
motivating factor, other appealing aspects included having fun, experiencing the
ultimate thrill, fulfilling the chance of a lifetime and companionship (as cited in Puchan,
2005). Overall, the features associated with adventure or extreme sports can unify
people looking for something different than that offered by mainstream sporting
practices as well as characteristics such as self-expression, individuality, creativity,
health and fitness (Jarvie, 2006, p278).
Regarding injury risk, extreme sports often expose athletes to more elevated levels of
risk than that of more traditional sports (Young, 2002). Injuries in extreme sports may
take place due to blunt force trauma or repetitive overuse (Rintala, 2007). Waterfall
kayaking involves kayaking over river formations of 30 metres or more where an
underestimated or miscalculated effort would potentially cause death (Weaver, 2009).
Big wave surfers ride waves which can be over six metres in height where even some of
the most distinguished and talented surfers have lost their lives (Warshaw, 2000). Rock
climbing involves the risk of developing unusual overuse injuries of the upper
extremities comprising of stress fractures, proximal interphalangeal collateral ligament
injuries and flexor digitorum tendinitis (Young, 2002). Motocross is a high-risk sport with
an elevated rate of knee sprain, wrist, and clavicular fractures as well as spine lesions
with neurologic deficit recorded in indoor races (Gobbi, Tuy, & Panuncialman, 2004).
Medical professionals must be mindful of the distinction between extreme sports and
more traditional sports in terms of injury epidemiology, treatment and rehabilitation
(Laver, Pengas, & Mei-Dan, 2017). According to a summary of injury statistics by the
European Union (Eurosafe, 2013), rates of sports injuries are increasing due to increased
participation. An estimated 1.000 unintentional fatal sports injuries and an estimated
6.1 million non-fatal sports injuries occurred from 2008-2010. Regarding extreme sports,
35
it boasted 40 million US participants in 2010 as stated by industry reports (Miller, 2010).

A six-year epidemiologic study on snowboarding, snowmobiling, surfing, skateboarding,
snow-skiing, water skiing and roller-skating in the US recorded 9.369 knee dislocations
and 742 hip dislocations.
Regarding psychosocial stressors of sports injury, Podlog, Dimmock and Miller (2011)
reviewed evidence indicating that athletes who return to sport following injury can
exhibit many psychosocial concerns including re-injury anxiety, performance worries,
feelings of isolation, an absence of athletic identity, a lack of social support, pressure to
return to sport and anxiety about fitness or skill compared to competitors. Klenk (2006)
explored emotional responses of athletes to injury and reported issues relating to injury
adjustment including activity restriction, lengthy periods of rehabilitation, and the
disruptive emotions that arise from being externally controlled. Athletes emotional
responses and recovery were impacted by the perceived magnitude of sport, time
devoted to the sport, pressure, gender and the severity of injury. Common and highly
ranked emotions included frustration, depression, anger and tension as well as disbelief,
fear, rage and fatigue.
Dimension discursiva:
a. Fuente textual:
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
b. Fecha: ……………………………………………………………………………………………………………………….
c. Autor:
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………………………………………………………………………………………………………………………………………
d. Titulo:
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………………………………………………………………………………………………………………………………………
e. Palabras claves:
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
f. Tipo de texto: …………………………………………………………………………………………………………….
g. ¿Cuál es el tema del texto?
………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………..
h. Identifique y explique en castellano, las partes constitutivas del abstract y señale las
palabras claves que le ayudaron a identificarlas.
36
Dimensión estratégica: comprensión lectora. Responda las preguntas con

información expresada EN el texto.
3) ¿Qué ventajas ofrecen los deportes extremos?
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
4) ¿Qué les atrae a los deportistas que practican estos deportes?
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
5) Enumere algunos de los riesgos de lesiones que los deportistas pueden
experimentar.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
6) ¿Qué actitudes pueden mostrar los deportistas después de haber sufrido una
lesión?
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
Dimensión lingüística: cohesión gramatical

7) ¿A qué se refieren las siguientes palabras recuadradas en negrita en el texto?
a. This (párrafo 2): …………………………………………………………………………………..
b.These sports (párrafo 2): ……………………………………………………………………..
c.That (párrafo 3): …………………………………………………………………………………
d.Which (párrafo 3): ………………………………………………………………………………
Dimensión lingüística: cohesión léxica-gramatical

8) ¿Qué tipo de relación lógica establecen los siguientes conectores lógicos?
Sintetice las dos ideas que cada uno de ellos conecta.
a) WHILE: conector de: ……………………………………………
Idea 1:
Idea 2:
37
b) DESPITE: conector de: ……………………………………………

Idea 1:
Idea 2:
c) SUCH AS: conector de: ………………………………………….

Ejemplo:
Concepto ejemplificado:
d) DUE TO: conector de: …………………………….

Causa:
Consecuencia:
Dimensión lingüística: modalidad

9) Transcribe del texto un verbo modal. ¿Qué modalidad comunica? Traslade al
español la oración que lo contiene.
Verbo modal: …………………………………
Modalidad: ……………………………………….
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………

10) Subraye en el texto dos oraciones pasivas y trasládelas al castellano de manera
completa.
Oración 1:
Oración 2:

resaltadas en negrita en el texto? ¿Cuál es el equivalente en castellano de cada
una de ellas según el contexto en el que se usan?
1) reasoning (“abstract”):
38
Función: ………………………….…………………… Traducción: ……………………………………….

2) reporting (“abstract”):
Función: ………………………….…………………. Traducción: ………………………………………
3) decreasing (párrafo 1):
Función: …………………………………………….. Traducción: ……………............................
4) leading to (párrafo 2):
Función: ………………………………………………. Traducción: ………………………………………
5) looking for (párrafo 2):
Función: ………………………...................... Traducción: ………………….
6) Increasing (párrafo 3):
Función: …………………………………………. Traducción: …………………
Dimensión lingüística: Oraciones condicionales.

Elabore en ingles 2 oraciones condicionales, una de tipo 1 y otra de tipo 2. Luego,
traslade ambas oraciones al castellano.
Texto N° 5.
Pre-visualice el artículo que sigue sin detenerse ante las palabras subrayadas y
resaltadas en negrita. Luego, resuelva los ítems a continuación, en castellano.
Physical activity and obesity in children

Andrew P Hills, Lars Bo Andersen, Nuala M Byrne
Professor Andrew P Hills,Griffith Health Institute, Griffith University and Mater Medical Research Institute, Raymond
Terrace, South Brisbane, QLD 4101 Australia; a.hills@griffith.edu.au
Downloaded from http://bjsm.bmj.com/ on 28 January 2019
ABSTRACT
Globally, obesity is affecting an increasing proportion of children. Physical activity plays an

important role in the prevention of becoming overweight and obese in childhood and
adolescence, and reducing the risk of obesity in adulthood. Puberty and the following adolescent
period are acknowledged as particularly vulnerable times for the development of obesity due to
sexual maturation and, in many individuals, a concomitant reduction in physical activity. In many
Western settings, a large proportion of children and adolescents do not meet recommended
physical activity guidelines and, typically, those who are more physically active have lower levels
of body fat than those who are less active. Active behaviours have been displaced by more
sedentary pursuits which have contributed to reductions in physical activity energy expenditure.
Without appropriate activity engagement there is an increased likelihood that children will live
less healthy lives than their parents. Owing to the high risk of overweight adolescents becoming
39
obese adults, the engagement of children and adolescents in physical activity and sport is a
fundamental goal of obesity prevention.
INTRODUCTION
The rising prevalence of childhood obesity is a serious concern in developed

countries and increasingly in many parts of the developing world. It is interesting to note
that based on recent data from Sweden, Denmark and Norway, which show that
childhood obesity has not worsened since the year 2000, it may be possible to stop the
epidemic. The most significant long-term consequence of obesity in childhood is adult
obesity and its related comorbidities. An extensive body of research indicates a higher
risk of overweight and obese children becoming obese adults than their normal-weight
counterparts and a major contributing factor is low levels of physical activity. Obesity
in adolescence also predicts later mortality.
Physical activity is essential for the normal growth and development of children
and adolescents, plays an important role in the prevention of becoming overweight and
obese in childhood and adolescence, and reduces the health risks of the condition.
However, Western society actively discourages physical activity by decreasing the
opportunities to expend energy and, in many settings, a large proportion of children and
adolescents do not meet recommended physical activity guidelines. Evidence also
suggests that obese youngsters are less physically active than the non-obese and spend
more time in sedentary pursuits, such as watching television and using other electronic
media. It is logical to suggest that if such pastimes continue to displace physical activity
and exercise, there is an increased risk of children becoming overweight or obese.
Without appropriate involvement in physical activity, there is an increased likelihood
that children will live less healthy lives than their parents. As obesity is already a health
risk in childhood because of its association with a clustering of cardiovascular disease
(CVD) risk factors and atherosclerosis is believed to progress throughout life, the
engagement of children and adolescents in physical activity and sport is a fundamental
goal of obesity prevention.
This review provides an overview of the relationship between physical activity and
obesity in children. Physical and psychosocial health problems associated with excess
body fat are high- lighted, along with a consideration of the key determinants of obesity.
If childhood obesity is to be reduced, greater attention needs to be paid to opportunities
for all youngsters, irrespective of size and shape, to engage in physical activity and sport.
OBESITY AND PHYSICAL HEALTH PROBLEMS

A number of potential health consequences are associated with excess body fat during
the growing years and, without effective intervention, the risk of ill health escalates
throughout the adult years. Health problems may include CVD and metabolic,
gastrointestinal, pulmonary, orthopaedic, neurological, psychological and social
disorders. Specific examples include a predisposition to type 2 diabetes and liver
disease, and risk factors for CVD, asthma, sleep apnoea and impaired mobility.
Andersen et al have referenced the clustering of risk factors in this population, along
with lower levels of physical activity, as causes. A recent paper suggested that there
may not be a direct relationship between childhood obesity and cardiovascular risk
factors in adulthood but instead an indirect relationship through the tracking of obesity
40
from childhood to adulthood.
OBESITY AND PSYCHOSOCIAL HEALTH PROBLEMS

In addition to short- and long-term physical health problems, obese children and
adolescents are likely to suffer poorer psychological and social health than their
normal-weight peers (low self-esteem and self-concept, reduced quality of life,
depression and social discrimination).
SUSCEPTIBILITY AND PREDISPOSITION TO OBESITY

Being overweight and obese results from an energy imbalance; a disruption between
energy consumed in food and drink and energy expended in physical activity and
exercise. The steady increase in overweight children and childhood obesity in recent
decades may be the result of an increase in energy intake, a decrease in energy
expenditure or, more logically, a combination of both. Obesity is further complicated by
the complex interaction between diet, physical activity and metabolic and genetic
factors in an environment that encourages consumption of high-energy foods and
discourages expenditure of energy. Although genetic or transmissible factors account
for much of the individual variability in body size and shape and influence one’s
propensity to manage body weight, the major environmental contributor to an increase
in fat deposition is a positive energy balance. It is important to highlight that one of the
main effects of physical activity is not energy expenditure per se, but rather the effect
it has on improved appetite regulation.
A complex set of individual, family and community level factors affect weight status
in children and influence children’s decision-making regarding energy intake and
expenditure. Many of the factors that account for the significant recent increases in the
prevalence of obesity may have also changed over time. These include an increase in
the perceived risks of physical activity and sports participation, changes to the physical
environment, a scarcity of time, prioritizing academic versus more active pursuits, and,
potentially, cost. Similarly, the value people place on physical activity and exercise may
also have changed over time. Changes in societal attitudes about body size and shape
and body image may have also influenced physical activity practices; for example, there
is an increased polarisation of the population to more obese and very lean children.
One of the useful frameworks presented to conceptualise the many factors associated
with childhood obesity was developed by Davison and Birch. The framework includes
three main categories:
-Child characteristics and behaviours: genetic predisposition plus energy intake,
physical activity and sedentary behaviours.
-Parenting styles and family characteristics: influence children’s behaviour
-Community, demographic and societal characteristics: influence the behaviours of
children, parents and families. Includes socioeconomic status, education, ethnicity,
advertising and the physical environment.
PHYSICAL ACTIVITY AND OBESITY
Physical activity, and diet, are the cornerstones of obesity prevention and
management. Optimal nutrition in combination with regular physical activity during
the growing years increases the likelihood of a healthy pattern of physical maturation
41
consistent with the genetic potential of an individual child. Physical activity is beneficial
at all stages during the formative years and active play is important in physical, mental
and social aspects of growth and development, helping to set a pattern of participation
in physical activity across the lifespan.
A range of environmental factors including less active transport and the changing
nature of school-ground facilities have resulted in the reduction or removal of many
physical activities from our contemporary lifestyle and thereby contributed to the
childhood obesity epidemic. Levels of habitual physical activity in many young people
and adults are lower than they were in the past and this has contributed to both a
reduction in physical activity energy expenditure and, as a consequence, total energy
expenditure. Accordingly, normal levels of habitual physical activity are lower than
required to maintain a healthy body weight.
Despite acknowledged challenges in the objective assessment of physical activity in
children, there is evidence that many young people participate in considerably less
physical activity than is recommended for health. Of particular concern is that
physical activity levels decline in the period of transition from childhood to
adolescence, between the ages of 9 and 15 years.
Despite data on the relationship between physical activity and obesity in children
and adolescents being inconsistent, most studies of habitual physical activity in
children suggest that the overweight and obese are less active and have poorer
fundamental movement skills than their normal-weight counterparts. There is also
consistent evidence that boys are more habitually active than girls and even at the
age of 6 years’ boys have lower skinfold thickness, and that obese children favour
participation in sedentary behaviours.
Low levels of physical activity during childhood combined with obesity contribute
to substandard health-related fitness and reduced confidence in the ability of such
children to participate in sport and physical activity. In contrast, enhancement of
motor skills has the potential to improve a child’s motivation to participate in physical
activity through improved self- esteem and increased enjoyment.
Physical activity has a direct relationship with the healthy weight status of children
through higher levels of energy expenditure. However, physical activity level is also
directly associated with health outcomes of children; low levels of physical activity
are typically associated with an increased risk of cardio metabolic and vascular
diseases. Therefore, encouraging both normal-weight and overweight children
to increase their levels of physical activity and exercise and reduce their sitting time
will help to avoid excess weight gain and associated health risks.
In adults, physical inactivity and obesity have similar health consequences.
Importantly, obese individuals who are physically active may have lower morbidity
and mortality than their normal-weight but sedentary counterparts. A recent
systematic review of adult studies by Fogelholm indicated that the risk for all-cause
and cardiovascular mortality was lower in individuals with high body mass index (BMI)
and good aerobic fitness, compared with individuals with normal BMI and poor
fitness. In contrast, individuals with a high BMI, even with high physical activity, have
a greater risk for the incidence of type 2 diabetes and the prevalence of
cardiovascular and diabetes risk factors, compared with individuals with a normal BMI
42
and low physical activity.

Fogelholm proposed two major links between physical activity and obesity. First,
physical activity may prevent weight gain by increasing daily energy expenditure and
potentially by suppressing appetite. A common finding in cross-sectional studies is
the association between lower prevalence of obesity and higher physical activity. This
finding contrasts with the inconclusive findings reported in intervention studies. An
explanation for the strong association between physical activity and obesity in cross-
sectional studies is ‘reciprocal causality’ such that physical activity enables individuals
to control their weight easier by increasing energy expenditure. In contrast,
unsuccessful weight control reduces aerobic fitness, increases musculoskeletal pain
and increases discomfort, which results in physical activity being more challenging.
Health is the second major link between physical activity and obesity cited by
Fogelholm, including risk of CVDs, type 2 diabetes and some cancers. Most
importantly, each of the health risks is reduced by adequate levels of physical activity
and at least moderate cardiorespiratory fitness.
Physical activity and fitness in childhood and adolescence is also associated with
numerous health benefits, despite being deficient in many settings. Appropriate levels
of physical activity can confer fitness while lowering the risk of obesity and health risks
associated with increased fatness. Physical activity also contributes to greater bone
density, reduced clustering of CVD risk factors, improvement in body composition and
assists in maintenance of weight loss. Improvements in our understanding of the
factors that contribute to excess weight gain stems from the tracking of adiposity and
lifestyle behaviours from infancy through childhood, adolescence and into adulthood.
Between 2 and 5 years of age, overweight children have four times the risk of normal-
weight children of being overweight as adults and the strength of the association
increases throughout the growing years.
There is growing evidence that the health of children in most Western countries has
deteriorated in recent decades. Consistent with this trend is the increased prevalence
of childhood overweight and obesity, declines in physical performance and more
youngsters with very low fitness. Paradoxically, indications from the literature are that
children and adolescents in many countries are sufficiently active. However, much of
this evidence is based on self-reported physical activity data and there is a paucity of
national data in many countries, including Australia. Based on objective measures,
Colley et al recently reported that physical activity levels of Canadian children and
youth are very low. In Australia, numerous studies have reported reductions in active
transport in 5–14-year-old children between 1971 and 2003, and significantly lower
levels of moderate to vigorous intensity physical activity. Further, examinations of the
relationship between physical activity and childhood obesity have reported
significant inverse associations between physical activity levels, BMI and body fat.
Despite the need for more evidence, it is critical that all children and adolescents
accumulate sufficient physical activity each day. The recent WHO global
recommendation on physical activity for health recommends children and adolescents
aged 5–17 years participate in at least 60 min of moderate- to vigorous-intensity
physical activity every day. Most importantly, the recommendation acknowledges that
this volume of exercise must be in addition to the activities of daily living, calculated
using objective measures as 35–40 min moderate to vigorous physical activity. This
43
recommendation is consistent with other countries including Australia, the UK and

Canada. Martinez-Gomez et al have recently reported that current physical activity
guidelines appear to be appropriate to prevent the accumulation of excess body fat in
European adolescents. Like Gutin, they suggest that for obesity prevention, greater
attention be paid to participation in vigorous intensity physical activity.
CONCLUSIONS
In conclusion, there appears to be a strong relationship between physical activity and
obesity in children and adolescents. Physical activity in children and youths is
associated with health benefits, including lower levels of being overweight and obese.
Higher levels of activity translate into greater benefits. Although many reports suggest
that children’s participation in organised sport and physical activity has increased,
incidental physical activity and exercise, including active transport such as walking to
and from school, has declined. Similarly, there is weak evidence for the effectiveness
of interventions to prevent childhood obesity. This may be due to a range of factors
including inconsistent approaches used in systematic reviews, disparities in
anthropometric approach, and whether body fat was predicted or measured
objectively. Reilly has suggested that the ineffectiveness of many obesity interventions
relates to targeting behaviour modification at the level of the individual, children, their
families or schools, whereas many influences on weight status are broader and include
education, food labelling, taxes and transport, as outlined by Nestle et al. From a
public health perspective, the promotion of a healthy diet and the encouragement of
physical activity and exercise are equally important factors for the maintenance of a
healthy weight and body composition and reducing the risk of chronic diseases.
Dimensión estratégica: Comprensión lectora (elabore sus respuestas, NO la traducción

literal)
1) Elabore una hipótesis de contenido del texto a partir del título, los subtítulos y el
paratexto.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………..
2) ¿Cuál es la relación entre la obesidad y la educación física en los niños/as?
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
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3) ¿Qué consecuencias puede presentar la obesidad en los niños/as?
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
4) Enumere las ventajas y las desventajas de la actividad físicas en chicos obesos.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
44
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
5) Explique cuál es la conclusión de este artículo.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
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Dimensión lingüística: Cohesión gramatical.

6) Referentes- ¿Cuál es el referente de las siguientes palabras en negrita en el
texto?
a) Those: …………………………………………………………………………………………………………
b) Which: ………………………………………………………………………………………………………..
c) Which: ………………………………………………………………………………………………………..
d) Such pastimes: ……………………………………………………………………………………………
e) These: …………………………………………………………………………………………………………
f) Who: ……………………………………………………………………………………………………….
g) This finding: …………………………………………………………………………………………….
h) This recommendation: …………………………………………………………………………….
7) Cohesión léxica-gramatical. ¿Qué tipo de relación lógica establecen los

siguientes conectores recuadrados en el texto? Sintetice (NO TRADUZCA
LITERALMENTE) las dos ideas que cada uno de ellos conecta.
a) HOWEVER: conector de………………………………………….

Idea 1: ……………………………………..
Idea 2: ………………………………………
b) BECAUSE OF: conector de ………………………………………

Causa: ……………..
Consecuencia: ……………..
c) ALTHOUGH: conector de ……………………………………….

Idea 1: ……………………………………………………..
Idea 2: ……………………………………………………...
d) FOR EXAMPLE: conector de: ……………………………

Ejemplo: ………………………………………..
Concepto ejemplificado: ……………………..
45
e) AS A CONSEQUENCE: conector de ……………………

Causa: ……………………………………………………….
Consecuencia: ………………………………………….
f) HOWEVER: conector de ………………………………

Idea 1: ……………………………………………….
Idea 2: ……………………………………………….
g) THEREFORE: conector de …………………………………………..

Causa: ……………………………………………
Consecuencia: ……………………………………….
g) SUCH AS: conector de ………………………………………….

Ejemplo: ……………………………………….
Concepto ejemplificado: …………………………………..

1) Subraye o resalte con color en el texto tres oraciones pasivas. Resalte el bloque
verbal pasivo y traslade las oraciones al castellano de manera completa.
a. Oración en inglés: ………………………….

Bloque verbal pasivo: ……………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
b. Oración en inglés: ………………………….

………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
c. Oración en inglés: ………………………….

………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
Dimensión lingüística: condicionales

Identifique una oracion condicional en el texto. Establezca qué tipo de oracion
condicional es y luego, trasládela al castellano en forma completa.
46
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………

¿Qué función cumplen las siguientes palabras terminadas en -ING que están
subrayadas en el texto? ¿Cuál es el equivalente en castellano de cada una de ellas
según el contexto en el que se usan?
Palabra con -ing Párrafo Función Traducción

Affecting Abstract
Rising 1
Becoming 1
Decreasing 2
Being 6
Prioritizing 7
Growing 9
Increasing 16
Lowering 17
Undestanding 17
Walking 20
 Elabore un mapa conceptual con información obtenida a partir de la lectura del

texto y del análisis de las actividades.
 Dimensión lingüística: Oraciones condicionales.

Texto N° 6.
1. Pre-visualice el texto que sigue. Luego, resuelva los ítems a continuación, en

castellano.
47
Mind, Body and Sport: Eating disorders
An excerpt from the Sport Science Institute’s guide to understanding and supporting student-athlete
mental wellness.
By Ron Thompson
Participation in sports has a number of positive effects on student-athletes. They tend

to live healthier lives than non-athletes, and they gain skills in teamwork, discipline and
decision-making that their non-athlete peers may not.
However, some aspects of the sports environment can increase the risk of disordered
eating (and eating disorders). That means student-athletes and those who oversee
athletics must be vigilant to detect signs of trouble.
Disordered eating and eating disorders are related but not always the same. All eating
disorders involve disordered eating, but not all disordered eating meets diagnostic
criteria for an eating disorder.
As first conceived, the term "disordered eating" was a component of the female athlete
triad – a syndrome that also includes decreased bone mineral density and osteoporosis
– and defined as "a wide spectrum of harmful and often ineffective eating behaviors
used in attempts to lose weight or attain a lean appearance." The term was later
supplanted by "low energy availability" to reflect the role insufficient energy plays in
accounting for all physical activity, as well as to fuel normal bodily processes of health,
growth and development.
Eating disorders are not simply disorders of eating, but rather conditions characterized
by a persistent disturbance of eating or an eating-related behavior that significantly
impairs physical health or psychosocial functioning. The eating disorders most often
diagnosed are:
Anorexia nervosa is characterized by persistent caloric intake restriction, fear of gaining
weight/becoming fat, persistent behavior impeding weight gain, and a disturbance in
perceived weight or shape.
Bulimia nervosa is recurrent binge eating, recurrent inappropriate compensatory
behaviors to prevent weight gain (for example, induced vomiting and excessive
exercise), and self-evaluation unduly influenced by shape and weight.
Binge-eating disorder is recurrent episodes of binge eating without compensatory
behaviors but with marked distress with the binge eating.
Why student-athletes are at risk
Prevalence. Eating disorders occur in all sports, but not equally in all sports. As in
society, eating disorders in sport occur more frequently in females than males. One area
in which research findings are more definitive is for "lean" sports for which a thin/lean
body or low weight is believed to provide a biomechanical advantage in performance or
48
in the judging of performance. Women in these sports are considered to be at the

highest risk.
Genetics. Epidemiological and molecular genetics studies suggest a strong genetic
predisposition to develop an eating disorder, and that these disorders aggregate in
families in part due to genetics. Family and twin studies have found heritability
estimates of 76 percent for anorexia nervosa and 83 percent for bulimia nervosa. Not
all individuals with a genetic predisposition develop the disorder, as other factors are
involved.
Sociocultural factors. Before genetics-related findings, the primary explanation for the
development of eating disorders involved sociocultural factors. Certainly, from a
sociocultural perspective, most individuals are exposed to societal or cultural pressures
regarding weight or appearance, but again, not all will develop an eating disorder. Most
who do are female, and the disorder’s onset often occurs during adolescence.
A simple conceptualization is that genetics sets the stage for the disorder, but
sociocultural pressures can precipitate it. Once the disorder begins, sociocultural
pressures usually assist in maintaining the disorder. Also, from a sociocultural
perspective, eating problems can begin or worsen during transition periods, which
makes freshman student-athletes particularly vulnerable.
Additionally, student-athletes may experience more stress than non-athletes because

they deal not only with the transition away from home and pressures related to
academic demands of college but also the pressures associated with sport participation.
Eating problems are often the way individuals deal with such stressors.
Sport-related factors. Just as society and culture emphasize the "thin ideal," similar
pressures exist in the sport environment regarding being thin/lean and its purported
positive effect on sport performance.
This emphasis on reducing body weight/fat to enhance sport performance can result in
weight pressures on the student-athlete from coaches (or even teammates) that
increase the risk of restrictive dieting, as well as the use of pathogenic weight loss
methods and disordered eating. Even the student-athlete’s perception that her coach
thinks she needs to lose weight can heighten weight pressures and increase the risk of
disordered eating.
For some student-athletes, revealing uniforms can increase body consciousness, body
dissatisfaction, and the use of pathogenic weight loss methods. One study found that 45
percent of swimmers surveyed reported a revealing swimsuit as a stressor. Another
study in volleyball found not only that revealing uniforms contributed to decreased body
esteem but also distracted players and negatively affected sport performance.
The relationship between body image and body dissatisfaction in female student-
athletes is more conflicted and confused than in the general population. Sportswomen
have two body images – one within sport and one outside of sport, and disordered
eating or an eating disorder can occur in either context or both. Additionally, some
49
female student-athletes are conflicted about having a muscular body that facilitates
sport performance but may not conform to the socially desired body type and may be
perceived as being too muscular when compared to societal norms regarding femininity.
Coaches have considerable influence with their athletes, and it appears that their
relationship with their student-athletes – and more specifically their motivational
climate – can influence the risk of disordered eating. A relationship between coach and
athlete characterized by high conflict and low support has been associated with
increased eating pathology among athletes. Additionally, an ego/performance-centered
motivational climate (vs. a skills-mastery climate) that some coaches use has been
associated with an increased risk of disordered eating.
Another risk to student-athletes relates to aspects of the sport environment that make
identification of disordered eating/eating disorders more difficult. In society and sport,
athletes are often expected to display a particular body size or shape that becomes
characteristic of a particular sport, such as distance runners being thin. Such "sport body
stereotypes" can affect coaches’ perceptions of athletes, and athletes who fit the "thin"
stereotype are less apt to be identified as having an eating problem. Identification by
coaches is sometimes influenced by sport performance, and student-athletes are less
likely to be identified if their sport performance is good.
Finally, eating disorder symptoms (such as dieting, weight loss and excessive training)
may be misperceived as "normal" or even desirable in the sport environment, and
personality characteristics/behaviors similar to those of eating disorder patients (such
as perfectionism and excessive training) may be misperceived as "good athlete" traits.
Treatment. As a special subpopulation of eating-disorder patients, student-athletes
need specialized approaches to treatment. However, treatment per se is not different;
that is, standard treatment approaches (such as cognitive behavioral therapy) work as
well for athletes as for non-athletes.
Recommended treatment differences relate to treatment staff. Treatment professionals
working with student-athletes need experience and expertise in treating eating
disorders and athletes, but more importantly need to understand and appreciate the
importance of sport in the life of a serious student-athlete.
Ron Thompson is a consulting psychologist for the Indiana University department of athletics and co-
director of the Victory Program at McCallum Place, which offers a specialized eating disorder treatment
staff to meet the unique needs of athletes. Thompson has served as a consultant on eating disorders to
the NCAA and on the Female Athlete Triad with the International Olympic Committee Medical Commission.
2. Elabore una hipótesis de contenido del texto a partir del título, los subtítulos y el
paratexto.
3. ¿Quiénes serían los posibles destinatarios? ¿Por qué?

…………………………………………………………………………………………………………………………
50
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
4. ¿Cuáles son los propósitos comunicativos?
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
5. ¿Qué tipo de texto es? Justifique su respuesta.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
6. Fuente textual: ……………………………………………………………………………….
7. ¿Qué funciones retoricas predominan en el texto? Justifique su respuesta.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
8. Enumere algunas ventajas en la realización de deportes según lo describe el
texto.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
9. ¿A qué se refiere el desorden alimenticio? Explique con la información
proveniente del texto.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
10. ¿Cuáles son los desórdenes alimenticios más comunes hoy en día? Explique cada
uno (SIN traducir literalmente).
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
11. ¿Por qué los estudiantes-deportistas están en riesgo?
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
12. ¿Qué tratamiento debe seguir un atleta con este problema?
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
13. Identifique resaltando en el texto un verbo modal de:
c) Obligación: ……………………………………………………………………………
d) Posibilidad: …………………………………………………………………………..
51
e) Necesidad: ……………………………………………………………………………
Transcríbalos y luego traslade al español las oraciones completas que los contienen.
14. Presta atención a los conectores lógicos recuadrados en el texto. Establezca qué
tipo de relación lógica establecen los conectores. Luego, sintetice las dos ideas
que cada uno de ellos conecta.
a) HOWEVER (párrafo 2): conector de: ……………………….

Idea 1:
Idea 2:
b) FOR EXAMPLE (párrafo 7): conector de: ………………………

Ejemplo:
Ejemplifica:
c) BECAUSE (párrafo 13): conector de: ………………………….

Causa:
Consecuencia:
d) BUT (párrafo 22): conector de: ………………………….

Idea 1:
Idea 2:
15. Complete el siguiente cuadro con la traducción en el casillero correspondiente

de las palabras terminadas en –ING según su posición sintáctica en el texto.
FUNCIÓN
BASE + ING FUNCIÓN INFINITIVO FUNCIÓN FUNCIÓN ADJETIVA (POST FUNCIÓN
VERBAL NOMINAL ADJETIVA (PRE MODIFICADOR) ADVERBIAL
MODIFICADOR)
Making
(párrafo 1)
Eating
(párrafo 3)
Accounting
(párrafo 4)
Gaining
(párrafo 6)
Impeding
(párrafo 6)
52
Findings
(párrafo 11)
Working
(párrafo 22)
16. Traslade al castellano los siguientes bloques nominales:

a) recurrent inappropriate compensatory behaviors:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
b) standard treatment approaches (such as cognitive behavioral therapy):
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
c) an ego/performance-centered motivational climate (vs. a skills-mastery climate)
that some coaches use:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Texto N° 7.
Pre-visualice el artículo que sigue sin detenerse ante las palabras subrayadas y
JOLITA VVEINHARDT, VILIJA BITE FOMINIENE- Department of1 Sport and Tourism Management, Lithuanian Sports University,
Kaunas, Lithuania- 2018 Journal of Human Sport and Exercise.
ABSTRACT
Purpose: Studies on participation of various social groups in sports reveal not only
positive but also negative impact of this activity on the person’s health, well-being and
future. A particularly serious social problem in sport is the aggressive behaviour of all
participants, which can also manifest itself as bullying and cause a number of negative
53
consequences. The aim of the research is to identify the prevalence of bullying and
harassment in organized sport in the case of individual, combat, team sports and
participant roles. Methodology: A supplemented version of Bullying and harassment in
sport questionnaire (BHISQ) was used to conduct the survey. The survey involved 1440
participants of organized sport. Findings: Almost one third of research participants in
the team sports identified themselves as victims, which is significantly more than the
sum of the results of two remaining groups. Comparing the percentages of victims’ and
bystanders’ confessions, it has been found that bullying in individual sports can be
significantly more active; i.e., the number of athletes who have seen bullying is
significantly higher than the number of athletes who have named themselves as victims.
The highest manifestation of bullying unfolds in team sports, where most – almost one
fifth – of respondents attributed the role of the bully against their team member(s) to
themselves, while the percentages of bullies against opponents in combat and team
sports are similar. In combat and team sports, unlike in the individual sports, the roles
of bullies against opponents, unfolding in bullying actions, are more frequently
expressed.
Keywords: Bullying; Harassment; Organized sport; Athletes; Lithuania.
INTRODUCTION
Analysing bullying and harassment in sport, it is agreed that this is a specific type of
relational aggressive behaviour causing harm to a person or a group of individuals, which
is associated with power asymmetry. Besides, designating this phenomenon as negative
interpersonal behaviour, it can take different forms: direct (like name calling and hitting)
and indirect (like social exclusion) and manifest itself differently. Although researchers
distinguish different numbers of types of traditional bullying and harassment, it is stated
in the sport context that most often they manifest themselves as physical, verbal, and
social actions.
However, assessment of this phenomenon and comparison of obtained data with other
data pose numerous challenges. Rejecting the individual country’s cultural context,
usually this result from a lack of appropriate and reliable measurement methods.
Conducted research applies different measurement approaches, while many of the
scales used are developed for investigation of behaviour inherent in the specific school
environment. This becomes the reason for different prevalence numbers, which in the
context of sport can range between 8% and 40%. However, the said reasons are not the
only ones determining such prevalence in individual studies. Although they are not fully
clear, it is maintained that another reason is different roles of persons involved in
bullying and harassment episodes.
The participants of this negative behaviour come in different roles. Analysing school
bullying, two main roles were distinguished: the victim role and the bully role, where
the victim role is understood as the person who is bullied “sometimes, once or several
times a week over a time period of at least three months” and the bully role is attributed
to the person “who bullies peers sometimes, once or several times a week on a repeated
54
and systematic basis for at least three months”. However, it is noted that often
individuals can match both described roles. In this case, there appears a role called the
bully/victim role. Besides, realizing that bullying and harassment are a group process,
surrounding people can also play roles when witnessing bullying and harassment of
another person. In this case, another important participant role of bullying and
harassment is distinguished – the role of the bystander.
The results of published studies state that this is a common, serious, and particularly
negative phenomenon in youth sport, which adversely affects health and psychosocial
development of athletes, and its consequences are not only short-lived but can be felt
throughout life. This clearly points to the necessity of effective problem-solving tools.
The aim of the research is to identify the prevalence of bullying and harassment in
organized sport in the case of individual, combat, team sports and participant roles.
Dimensión discursiva:
a. Fuente textual:
………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………..
b. Fecha: …………………………………………………………………………………………………………..
c. Autor:
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
d. Titulo:
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
e. Palabras claves:
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
f. Tipo de texto: (justifique)
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………
Dimensión estratégica: Comprensión lectora- (Elabore sus respuestas en base a la

lectura del texto_ NO traduzca literalmente)
1) Identifique (utilizando diferentes colores) y explique la información de cada una
de las partes constitutivas del abstract.
2) ¿Cuál es el objetivo o propósito de la investigación en este artículo?
55
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
3) ¿Cómo se llevó a cabo esta investigación y qué aspectos se tuvieron en cuenta?
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
4) ¿A qué se refiere el concepto de bullying y acoso en deportes? ¿De qué manera
se manifiestan?
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
5) Explique desde el texto los distintos roles que se presentan en el acoso en los
deportes y las actividades físicas en general.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
6) ¿Qué conclusión presenta esta investigación?
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
Dimensión lingüística: Cohesión gramatical

¿A qué se refieren las siguientes palabras resaltadas en negrita en el texto?
1) this:
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
2) which:
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
3) this:
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
4) this:
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
56
Dimensión lingüística: Cohesión léxica-gramatical

a) En el primer párrafo de la introducción, hay una relación lógica de adición (que
NO es “and”). Identifique el conector y sintetice las dos ideas que conecta.
CONECTOR: _________________
Idea 1: ………………………..
Idea 2: …………………………
b) En el segundo párrafo de la introducción, hay una relación lógica de

contradicción. Identifique el conector y sintetice cuáles son las dos ideas que
conecta.
CONECTOR: ____________________
Idea 1: ………………..
Idea 2: ………………..
c) En el penúltimo párrafo, hay una relación lógica adversativa. Identifique el
conector y sintetice cuáles son las dos ideas que conecta.
CONECTOR: ____________________
Idea 1: ………………….
Idea 2: ……………………..

Subraye o resalte con color en el texto dos oraciones pasivas. Resalte el bloque verbal
pasivo y traslade ambas oraciones al castellano de manera completa.
- Oración 1:
- Oración 2:
57

¿Qué función cumplen las siguientes palabras terminadas en -ING que están
subrayadas en el texto? ¿Cuál es el equivalente en castellano de cada una de ellas
según el contexto en el que se usan?
a) REMAINING:
Función: …………………………………………………….. Traducción: ………………………………………………
b) COMPARING:
Función: …………………………………………………….. Traducción: ……………………………………………..
c) UNFOLDING:
Función: …………………………………………………….. Traducción: ……………...................................
d) DETERMINING:
Función: ……………………………………………………. Traducción: ……………………………………………..
e) BULLYING:
Función: …………............................................. Traducción: …………………………………………….
f) WITNESSING:
Función: ……………………………………………………. Traducción: ……………………………………………
Dimensión lingüística: Oraciones condicionales.

 Elabore un resumen de lo leído en el texto.
Phrasal verbs – Verbos compuestos

Los verbos compuestos en inglés, también conocidos como phrasal verbs, son
estructuras verbales formadas por dos partículas: un verbo principal y un adjetivo,
adverbio o una preposición que sirven para definir acciones o estados específicos, y que
al ser utilizados juntos adquieren significados diferentes.
Como ejemplo, el verbo look significa mirar. Sin embargo, al agregar la preposición up al
final del verbo, look up adquiere un significado diferente, significa buscar o admirar. Si
agregamos la preposición out al final del verbo, look out, significa prestar atención o
tener cuidado.
El significado de algunos verbos compuestos es muy obvio, por ejemplo, el verbo calm
down (calmarse), cuyo significado puede ser inferido simplemente al conocer el verbo.
Sin embargo, otros verbos compuestos como come on (anda / ven), tienen múltiples
significados y traducciones no literales.
58
Observa el siguiente video de YouTube y toma nota de las ideas principales:

Phrasal verbs:
https://www.youtube.com/watch?v=Ox7sWBKjbsg&list=PL0159327D93AF9AEF&index=32
Ejemplos:
1. Let´s warm up with a short run.
2. The football player passed out due to dehydration.
3. He didn´t finish the marathon – He gave up around the 20th mile.
4. The match was called off because of the rain.
5. I get up early every day to work out.
ACTIVITIES:
1. Sports and Health Phrasal Verbs. Match the verbs with the definition.
2. What do the sentences mean? -Choose the correct option.
59
1) She broke up with her boyfriend.

o She got married to her boyfriend.
o She went on holiday with her boyfriend.
o She ended her relationship with her boyfriend.
2) He brought up his dinner.
o He got sick and vomited.
o He ate his own dinner and not what was offered by the others.
o He served the dinner that he had cooked.
3) I feel a bit run down today.

o I had an accident and was hit by a car.
o I have worked too much and now I feel tired.
o I have run too much and I am out of breath now.
4) The meeting has been put off.

o The meeting will take place at a later time.
o The meeting was cancelled.
o The will take place at an earlier time.
5) The thief got away.

o The thief was imprisoned.
o The thief escaped.
o The thief was killed.
What is a Conditional Sentence?
A conditional sentence is based on the word ‘if’. There are always two parts in a conditional
sentence – one part beginning with ‘if’ to describe a possible situation, and the second part
which describes the consequence. For example:
If it rains, we’ll get wet.

We can also invert the two parts of a conditional sentence so that the ‘if’ part comes
second, and this is especially common in questions. For example:
What will you do if you miss the train?

How can you finish the project if you don’t have a computer?
What happens if the students don’t pass an exam?
THERE ARE FOUR TYPES OF CONDITIONAL SENTENCES:
0 – The zero conditional
1 – The first conditional
2 – The second conditional
3 – The third conditional
60
It is also possible to mix the second and third conditional. Let’s look at each conditional to
see how we use them.
The Zero Conditional
We use the zero conditional to talk about permanent truths, such as scientific facts, and
general habits. The structure is simple:
Here are some examples: (Traslade las oraciones al castellano)
If you heat water to 100°, it boils.
If you eat a lot, you put on weight.
If it doesn’t rain for a long time, the earth gets very dry.
If we go out with friends, we normally go to a restaurant.
The First Conditional
We use the first conditional to talk about a realistic situation in the present or future. The
structure of the first conditional is as follows:
If you’re free later, we can go for a walk.
If they’re hungry, I’ll make some sandwiches.
If you’re not back by 5pm, give me a ring.
If he studies hard, he’ll do well in the exam.
If we arrive late, we must get a taxi.
Take a break if you’re tired.
61
-----Another way to make first conditional sentences is to use ‘unless’ which means ‘only if’
or ‘except’. As with ‘if’, the word ‘unless’ can never be followed by ‘will’ but only by the
present simple. For example:
Unless you hurry up, you won’t catch the bus.
We’ll stay at home unless the weather improves.
The Second Conditional
We use the second conditional to talk about improbable or impossible situations in the
present or future. Here is the structure:
For example: (Traslade las oraciones al castellano)
If I had more time, I’d exercise more. (But I don’t have more time so I don’t.)
If I were rich, I’d spend all my time travelling. (But I’m not rich so I can’t.)
If she saw a snake, she’d be terrified.
If he didn’t have to work late, he could go out with his girlfriend.
What would you do if you were offered a job in Canada?
-----A common expression used to give advice has the second conditional structure. The
expression is ‘If I were you, I’d..’, meaning ‘in your situation, this is what I would do’. For
example:
A: I’ve got a headache.
B: If I were you, I’d take an aspirin.
A: I don’t understand this.
B: If I were you, I’d ask your teacher for help.
62
The Third Conditional
We use the third conditional to talk about impossible situations, as in the second
conditional, in the past. We often use the third conditional to describe regrets. The
structure is:
If we had left earlier, we would have arrived on time.
If you hadn’t forgotten her birthday, she wouldn’t have been upset.
If they had booked earlier, they could have found better seats.
What would you have studied if you hadn’t done engineering?
They wouldn’t have hired you if you hadn’t had some experience abroad.
Conditional connectors:
if - si
whether - si
unless - a menos que
provided / providing - siempre que, mientras
as long as - siempre que, mientras
in case – por si acaso, por si, en caso de que
If
If you had called me, I would have gone to the football match with you.
I’d go to the gym if I had more free time.
Unless
Unless introduce una condicional negativa, casi siempre de los tipos cero y uno.
I’ll go running unless it rains = I’ll go running if it doesn’t rain.
I’ll give you a hand unless you don’t want me to = I’ll give you a hand if you want me to.
As long as / so long as
Este conjunto de frases es más enfático que if, hace más hincapié en la necesidad de
que se cumpla la condición para que la consecuencia también lo haga.
63
We’ll get there on time as long as we leave now.

As long as we don’t make many mistakes, we should win this match easily.
Providing (that) / provided (that)
Estas conjunciones condicionales en inglés tienen básicamente el mismo

significado que las anteriores, aunque son algo más formales.
We will get there on time providing that we leave now.
Provided that we do not make many mistakes, we should win this match easily.
In case
I’ll take my umbrella if it rains.
En este caso, lo que queremos decir es que me llevaré el paraguas únicamente si llueve
(es decir, en caso de que llueva). Si no hay lluvia, no hay paraguas.
I’ll take my umbrella in case it rains.

En este caso, si tradujéramos in case como «en caso de», lo que diríamos es
exactamente lo mismo que en el caso anterior. Sin embargo, lo que decimos en esta
frase es que me voy a llevar el paraguas, aunque no esté lloviendo, ya que cabe la
posibilidad de que llueva más tarde y quiero estar preparado. Es decir, «por si acaso».
ACTIVITIES:
a) Choose the correct form of the verbs to complete the sentence:
1. If you ____ to lose weight, you will have to control your food intake.
a. wanted b. wants c. want
2. If I don’t see Tim at the party, I _____ him a call.
a. will give b. will gave c. will gives
3. If my sister ____ her car here, the traffic warden would give her a ticket.
a. parks b. park c. parked
4. If I didn’t go to work tomorrow, my boss _____ so furious.
a. would be b. will be c. would be going
5. If we invite Ben to the party, we _____ invite his friends too.
a. have to b. will have to c. will having to
6. Sally will surely get hired if she ____ for that position.
a. applied b. applies c. apply
7. I’d be very angry if you _____ to inform me of the results of the medical tests.
a. failed b. fails c. fail
8. What would you do if you ____ caught in traffic jam?
a. get b. got c. get
9. If they offer the job to Sheila, she ____ surely ____ it.
a. Will … taken b. will … takes c. will … take
64
10. If I sold my old car, I _____ the money to pay for a new one.
a. would use b. used c. will use
b) Read these sentences. Then, highlight the verb phrases in each conditional
sentence. Identify what type of conditional sentences they are. Finally,
translate them into Spanish in a proper way:
1. If anyone breaks the rules, they can be punished, the referee might show a
player a yellow card (a warning), issue a free shot, or a penalty to the other
team, or for the worst offences a player may be sent off (shown a red card),
leaving their team a player short.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. If the game is a draw by the end, the result can be decided by playing extra
time, until one of the teams scores - a golden goal (it used to be called sudden
death). If there are no goals after both periods of extra time, it goes to
penalties in a shootout.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. If you enjoy sports, playing sports is another great way to put healthy
pressure on your bones. Sports like tennis, soccer, basketball and even
bowling all count. But if you’ve been diagnosed with osteoporosis, ask your
doctor which sports and activities are safe for you.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
4. If I ate healthier food and exercised more regularly, I wouldn't get so sick.
_______________________________________________________________
_______________________________________________________________
65
5. If I had more free time, I would play more sport.

___________________________________________________________
___________________________________________________________
6. If I’d done my homework, my teacher wouldn’t have shouted at me.

______________________________________________________________
______________________________________________________________
7. I would have brought you something to drink if you had told me.
______________________________________________________________
______________________________________________________________
Estrategias útiles para la comprensión lectora

Mapas Conceptuales (Concept Map): una técnica que ayuda a organizar la información
y presentarla de forma visual y rápida. Son diagramas que ayudan a entender un tema
específico al realizar conexiones visuales entre elementos que conforman dicho tema.
Un mapa conceptual representa una idea central (una palabra) con nodos o palabras de
enlace (preposiciones, conjunciones, adverbios, verbos, frases verbales) que se desglosan
desde lo global a lo particular, para esclarecer las conexiones que unen las ideas
subordinadas al concepto central.
Para realizar un mapa conceptual:

 Identifique las ideas o conceptos principales y secundarios.
 Clasifique los conceptos, encerrados en figuras geométricas, por orden de
importancia.
 Realice un primer mapa estableciendo relaciones coherentes entre los
conceptos, a través de líneas y conectores / palabras de enlace.
 Incluya ejemplos en el último nivel de conceptos.
 Revise el mapa y realice el definitivo.
Mapas mentales (Mind Map): Son representaciones gráficas de temas o conceptos que
ayudan a las personas a organizar la información en un espacio definido. Ayudan a
establecer conexiones entre ideas y tópicos de diversas índoles. Son una herramienta
66
visual concreta que puede contener información sintetizada de manera muy eficiente. Son
útiles para comprender un tema, concepto o idea.
Un resumen: contiene las ideas más importantes de un mensaje, tema o texto.

Cuadro sinóptico: una síntesis gráfica que permite ordenar los temas desde los
conceptos más generales hasta los más específicos. El cuadro sinóptico es de gran ayuda
para organizar y comunicar la estructura lógica del material estudiado: se facilita la
visualización grafica de categorías y clasificaciones relacionadas entre sí. Puede
presentarse por medio de llaves que toman la forma de diagramas, o por medio de filas
y columnas a manera de tablas.
Para confeccionar un cuadro sinóptico, se deben llevar a cabo dos pasos importantes:
1. Determinación de los elementos esenciales del material estudiado.
2. Representación esquemática de las relaciones existentes entre esos contenidos.

En el cuadro sinóptico no se deben incluir ideas propias, solamente los puntos
principales del material, en forma breve y concisa.
La estructura básica del cuadro sinóptico es la siguiente:
67
MODELO PARCIAL 1
1. Pre-visualice el artículo que sigue sin detenerse ante las palabras subrayadas y
ABSTRACT
Professional sport is characterized by vigorous exercises, constant exposure to

media, and fear of dismissal or injury which may lead to stress and chronic
fatigue and ultimately burnout in athletes. Meanwhile, identifying gender
differences in burnout is important in providing effective psychological services
to athletes. Therefore, the present research examines gender differences in
burnout in individual athletes. 185 track and field, shooting, wushu, karate, and
taekwondo athletes (2.19 ± 4.78 years of age; 8.24 ± 6.07 years of athletic
experience; 96 males and 89 females; 98 national and 87 international) were
selected as sample using stratified random sampling. The subjects completed
the Athlete Burnout Questionnaire (ABQ). The data were analyzed using
MANOVA and one-way ANOVA at the 95% confidence level. Reduced sense of
accomplishment was higher than other dimensions of burnout in both men and
women. Moreover, burnout in female athletes was significantly higher than
male athletes in all its three dimensions, i.e. reduced sense of accomplishment,
emotional exhaustion, and devaluation (p<0.01). The findings suggest that
female athletes are more prone to burnout and its negative consequences than
male athletes.
Keywords: Burnout, individual sports, gender
INTRODUCTION
68
Participation in competitive sports is a major source of pleasure for most athletes.

However, great physical and psychological demands of such sports may lead to stress and
chronic fatigue in athletes. In the literature of sport psychology, burnout is defined as a
psychological, emotional, and physical withdrawal from activities. Burnout is
characterized by physical and emotional fatigue, negative affect, lack of perceived
accomplishment, reduced interest in activity, and devaluation. A burnt-out individual may
withdraw from activity for a while, for they cannot find any other way of dealing with the
stressful situation. Burnout has been described as depreciation of human soul whereby
the person loses their dignity, spirit, and will. It grows as a result of disparity between
expectations and results. In addition, the lack of balance between demands and the
resources necessary to satisfy them can, in the long-run, lead to stress and subsequently
to burnout. The stresses associated with burnout include fear of defeat, frustration,
excessive expectations, anxiety, and persistence for achieving ideal performance. It must
be noted that burnout occurs not in people with psychological disorders, but ordinary
people, and it grows over time and recovery from it becomes more difficult.
Early research on burnout focused on people with different professions. But Pines
(1993) expanded the concept of burnout and suggested that there is a risk of burnout
in any situation where there is high motivation for achievement. Based on this
approach, athletes who are highly motivated for achieving athletic achievement are
very susceptible to burnout. Involvement and commitment of a burnt-out individual
gradually diminish, leading to a condition referred to as lack of commitment or
absenteeism. Contrary to expectations, burnout is the result of persistence of an
individual for achieving success, and it appears that people who are ambitious or
overcommitted are more susceptible to burnout. However, in sports such
predilections are necessary for elite athletes. At elite levels, the enthusiasm for
success can lead to maladaptive traits, loss of interest of the athlete, and their
withdrawal from sport.
Burnout has certain physiological and psychological consequences that lead to high
levels of physical and emotional exhaustion in the burnt-out individual. Chronic
fatigue is the main component of burnout, characterized by a severe depletion of
energy sources. Empirical evidence shows that burnout increases the risk of
cardiovascular diseases, damages the body’s immune functions, and leads to chronic
inflammation. Recent studies on the physiological consequences of burnout suggest
that there is a strong correlation between the symptoms of overtraining and the
level of burnout in athletes. Moreover, burnout has affective, cognitive, motivational,
and behavioral outcomes that lead to depression, helplessness, and loss of zeal, thus
increasing the individual’s tendency to withdraw from friends and family.
2. Traslade al castellano el título del texto. (1 punto)
69
3. Identifique y explique las ideas de cada una de las partes constitutivas del
abstract. (2 puntos)
4. ¿Cuál es la relación entre la actividad física y el agotamiento? (1 punto)
5. ¿De qué forma se presenta el agotamiento y qué consecuencias puede presentar

en los atletas? (1 punto)
6. ¿A qué se refieren los siguientes términos o frases subrayados en el texto?

(1 punto)
a. Which (abstract): …………………….
b. It (párrafo 1): ……………………….
c. who (párrafo 2): …………………….
d. their (párrafo 4): …………………….
7. En el abstract hay una relación de consecuencia. Encuentra el marcador y

especifica cuáles son las ideas que relaciona. (3 puntos)
Marcador: ___________
Consecuencia:
Causa:
8. En el primer párrafo de la introducción hay una relación de contraste. Encuentra

el marcador y especifica cuáles son las ideas que relaciona. (3 puntos)
Marcador: ______________
Idea 1:
Idea 2:
9. En el último párrafo hay una relación de consecuencia. Encuentra el marcador y

especifica cuáles son las dos ideas que relaciona. (3 puntos)
Marcador: ___________
Consecuencia:
Causa:
10. Transcribe o resalte con color del texto un verbo modal. ¿Qué modalidad
comunica? Traslade al español la oración que lo contiene. (2 puntos)
70
Verbo modal: …………………………………

Modalidad: ……………………………………….
……………………………………………………………………………………
………………………………………………………………………………….....
.................................................................................................................................
11. Subraye o resalte en el texto dos oraciones pasivas y trasládelas al castellano de

manera completa. (2 puntos)
Oración 1:
Oración 2:
12. ¿Qué función cumplen las siguientes palabras terminadas en -ING que están
una de ellas según el contexto en el que se usan? (2 puntos)
a. PROVIDING:
Función: …………………. Traducción: …………….
b. USING:
Función: …………… Traducción: ………………
c. ACHIEVING:
Función: ……………… Traducción: ……………...
d. OVERTRAINING:
Función: ……………… Traducción: ……………….
TOTAL: 21 puntos.
Total Puntos Calificación Examen Parcial

21 10 100%
19 - 20 9 90%
17 - 18 8 80%
14 - 15 - 16 7 70%
12 – 13 4 - 5- 6 40% - 50% - 60%
Menos de 12 puntos 1–2–3
71
MODELO PARCIAL 2
1) Pre-visualice el artículo que sigue sin detenerse ante las palabras subrayadas y
Received: 23 September 2020; Accepted: 13 October 2020; Published: 15 October 2020
Abstract: Youth sport experience provides opportunities for physical, personal, and
social development in youngsters. Sport is a social system in which socially constructed
gender differences and stereotypes are incorporated, and specific sport activities are often
perceived as gender characterized. The objective of this study was to examine the
relationship between some salient physical and emotional self-perceptions and the type
of sport practiced. A sample of 261 female athletes, aged 14–21 years, practicing
different sports, categorized as feminine (e.g., artistic and rhythmic gymnastics),
masculine (e.g., soccer and rugby), or neutral (e.g., track and field and tennis), took part
in a cross-sectional study. Significant differences were observed between aesthetic sports
and other types of sports. Athletes involved in aesthetic sports reported the lowest values
in their feelings of confidence and the highest values in feelings of worry related to
competition. This may be attributed to the evaluation system of aesthetic sports, in which
the athlete’s performance is evaluated by a jury. At the same time, they reported low
values of dysfunctional psychobiosocial states associated with their general sport
experience, likely because of their physical appearance close to the current body social
standards for girls. Notwithstanding the differences by type of sport, athletes of all
disciplines reported high mean values of functional psychobiosocial states, suggesting
that their overall sporting experience was good.
1. Introduction
The sport environment is commonly considered an important development context in which
young athletes can acquire sport skills and attain psychological benefits, such as improved
self-perception, motivation, coping, and emotion regulation skills. However, it has long
been recognized that boys and girls are socialized differently, through gender-stereotyped
beliefs and behaviors in the family, physical education classes, and sport contexts where
girls and boys are not encouraged in the same way. In Italy, gender disparities in sport
participation have been observed in 11–19 years old girls (41% girls vs. 59% of boys).
Of note, female athletes of all ages represent 28% of the entire sport population.
Despite the large importance attributed to sport practice, the sport experience of
72
adolescent girls have not been widely investigated. Thus, the main purpose of our study was
to examine, in a sample of girls, possible differences in relevant individual variables (e.g.,
perceived competence, physical self-perception, self-esteem, anxiety, and emotional
states) as a function of gender-typed sports (i.e., masculine, feminine, or neutral).
Sport is a social system in which socially constructed gender differences and stereotypes
are incorporated into its structure. Specific sport activities can be perceived and classified as
masculine, feminine, or neutral. Masculine sports often involve characteristics such as
physical contact, strength, face-to-face opposition, fighting, aggressiveness, danger, and
risk.
Feminine sports are frequently typified by expressivity, grace, flexibility, and emotional
expression. Some individual sports (e.g., tennis, swimming, and badminton) are considered
neutral, whereas team sports are generally regarded as masculine, except for volleyball,
probably because the two rival teams are separated and do not come into physical contact.
Given that the sport environment is a powerful social context for both female and male
athletes, their body image is generally positive when “gender-appropriate” sports are
practiced.
As a consequence of the physical requirements associated with sport practice, all athletes
pay specific attention to their bodies and spend time and energy to develop their physical
fitness, athletic skills, and sport strategies. In aesthetic sports, the focus is also on
improving appearance, because athletes’ bodies are evaluated during execution
together with performance. This can influence the athletes’ physical self-concept and
body image, two theoretical constructs widely applied in sport psychology.
2) Traslade al castellano el título del texto. (1 punto)
3) Identifique y explique las ideas de cada una de las partes constitutivas del
abstract. (2 puntos)
4) ¿Por qué es tan importante el contexto de los deportes en el desarrollo de los niños
y las niñas? (1 punto)
5) Explique las diferencias en las actividades deportivas específicas de acuerdo al

género y estereotipo (1 punto)
6) ¿A qué se refieren los siguientes términos o frases subrayados en el texto?

(1 punto)
73
a. Which (abstract): …………………….
b. This (abstract): ……………………….
c. Their (párrafo 4): …………………….
d. This (último párrafo): ………………….
7) En el 2do párrafo de la introducción hay una relación de contraste. Encuentra el

marcador y especifica cuáles son las ideas que relaciona. (NO traduzca
literalmente) las dos ideas que cada uno de ellos conecta. (3 puntos)
Marcador: ____________
Idea 1:
Idea 2:
8) En el 2do párrafo hay una relación de consecuencia. Encuentra el marcador y

especifica cuáles son las ideas que relaciona. (3 puntos)
Marcador: _____________
Causa:
Consecuencia:
9) En el cuarto párrafo hay una relación de causa. Encuentra el marcador y especifica

cuál es la causa y cuál es la consecuencia. (3 puntos)
Marcador: _______________
Causa:
Consecuencia:
10) Transcribe o resalte del texto un verbo modal. ¿Qué modalidad comunica?
Traslade al español la oración que lo contiene. (2 puntos)
Verbo modal: …………………………………
Modalidad: ……………………………………….
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
74
11) Subraye o resalte en el texto dos oraciones pasivas y trasládelas al castellano de

manera completa. (2 puntos)
Oración 1:
Oración 2:
una de ellas según el contexto en el que se usan? (2 puntos)
a. SPORTING:
Función: …………………………………………………. Traducción: …………………………………………….
b. PRACTICING:
Función: ………………………………………………… Traducción: ……………………………………………
c. IMPROVING:
Función: ………………………………………………… Traducción: …………….................................
d. SUGGESTING:
Función: ………………………………………………… Traducción: …………………………………………...
13) Elabore en ingles 2 oraciones condicionales, una de tipo 2 y otra de tipo 3.

Luego, traslade ambas oraciones al castellano. (2 puntos)
TOTAL: 23 puntos.
Total Puntos Calificación Examen Parcial

23 10 100%
21 - 22 9 90%
19 - 20 8 80%
16 - 17 - 18 7 70%
14 – 15 4 - 5- 6 40% - 50% - 60%
Menos de 14 puntos 1–2–3
75

Ciclo Comun Del Profesorado Y La Licenciatura en Educacion Fisica

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