Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Institución Universitaria
Con autorización provisoria
Decreto N° 1312/2010
Guía teórico-práctica
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
Índice
Modelo de parcial N° 1
1. Texto: Eating disorders in female athletes: why anorexi a athletics is a
concern……………………………………………………………………………………. Pág. 65
Modelo de parcial N° 2
1. Texto: Importance of Psychology in Physical Education
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Introducción
Les damos la bienvenida a la asignatura Idioma Extranjero Técnico I, la cual forma parte del plan
de Estudios para la Carrera de Ciclo Común del Profesorado y la Licenciatura en Educación Física.
Es por esto que el trabajo áulico de la lecto-comprensión en ingles girará en torno a tres ejes
referidos a la capacidad de leer comprensivamente textos en inglés:
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Como introducción a esta unidad, les proponemos leer y analizar sobre el concepto de texto y
sus características, coherencia y cohesión; como así también los diferentes tipos de textos y
sus funciones principales; y, por último, las diferentes estrategias de lectura para abordar un
texto en idioma extranjero inglés.
¿Qué es un texto?
De acuerdo con Halliday y Hasan en Cohesion in English (1985)1, texto es todo pasaje,
oral o escrito, que constituye una unidad. Es una unidad de discurso semántica,
codificada en oraciones; no es una unidad gramatical, como la oración y la proposición.
Las oraciones en el texto tienen que tener un tipo de relación a la que se le puede asignar
un sentido particular en una circunstancia determinada.
La trama o tejido interno entrelaza las palabras en las oraciones y éstas en los párrafos
que lo configuran, no sólo con corrección gramatical sino con adecuación, coherencia y
cohesión, dando lugar a una unidad lingüística comunicativa cuya interpretación y
producción depende del contexto sociocultural y situacional.
Según el autor holandés Teun A. van Dijk (1978) 2, para que haya texto debemos
percibirlo como una unidad de significado, es decir debe referirse a un tema o tópico y
ser coherente y cohesivo.
COHERENCIA Y COHESIÓN
Los textos son una secuencia estructurada de palabras que se ordenan en enunciados, los
que, formando una cadena, generan al texto.
La coherencia: Es la unidad semántica de un texto, la conexión necesaria que debe existir
entre las ideas que presenta un texto para desarrollar el tema.
La cohesión es una propiedad textual mediante la cual los enunciados de un texto se
relacionan correctamente desde el punto de vista léxico y gramatical.
¿Qué es la lectura?
1
Halliday, M. A. K., & Hasan, R. (1976). “Cohesion in English”. English Language Series, London: Longman.
2 F. Abad, Van Dijk, Teun A., La ciencia del texto , Revista Española de Lingüística: Vol. 14 Núm. 2 (1984)
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TIPOS DE TEXTOS
Expositivos: presentan una amplia combinación de funciones retóricas (estructuras
lingüísticas que cumplen una función específica dentro del texto) tales como:
definición, descripción, causa-efecto, comparación y contraste, enumeración, orden
lógico de eventos, clasificación y problema-solución.
Ejemplo: un texto cuyo propósito sea explicar qué es la Psicología podría estar
formado por un 1° párrafo que defina a la Psicología, un 2° párrafo que describa sus
características, un 3° párrafo que clasifique esta ciencia en sus diferentes ramas y un 4°
párrafo que compare la Psicología con la Sociología.
Narrativos: refieren un suceso o una secuencia de acciones que se desarrollan en el
tiempo y en un marco determinado. Ej.: fábulas, biografías, historietas.
Características: verbos en pasado, fechas en que ocurrieron los hechos, conectores que
indican secuencia temporal como first, then, next, finally, etc., conexión lógico causal
que se expresa con conectores como: because, since, so that, thus, consequently, if, etc.
Instructivos: el propósito del autor es controlar la conducta del lector indicando cómo
comportarse o llevar a cabo un proceso para obtener un producto determinado. Verbos
en modo imperativo, conectores que establecen una secuencia lógica de orden,
enumeración, dibujos o gráficos.
Ej.: manuales de instrucciones y de procedimientos, recetas de cocina, reglamentos,
leyes, etc.
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Realice una pre-visualización (Previewing): la cual consiste en dar una mirada global al
texto con el fin de determinar el tema general o el tópico del mismo. Realizamos
predicciones a través de la observación de imágenes, fotos, gráficos, títulos, subtítulos,
y cualquier otro elemento paratextual que se halle presente en el soporte. También
podemos inferir el tipo de texto (académico, publicitario, de divulgación, etc.).
De esta forma, a partir de los elementos del paratexto, elaboramos una hipótesis de
lectura (predicción), una idea previa sobre el tema y los subtemas que se abordan en el
texto.
ELEMENTOS PARATEXTUALES:
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2) Primera lectura:
Cuatro claves para la comprensión general de un texto.
Cuando leemos un texto de manera global podemos hacer uso de las cuatro claves:
Debemos tener en cuenta los “falsos cognados”, que son palabras en inglés que se
parecen al español, pero no tienen el mismo significado, por ejemplo:
1. Sensible (sensato) 4. Actually (en realidad)
2. Realize (darse cuenta) 5. Assist (ayudar a alguien)
3. Library (biblioteca) 6. Exit (salida)
Al leer un texto, es muy importante saber lo que significa el título con exactitud ya que
éste nos va a dar el anclaje del mismo. El orden de las palabras suele dificultar la
comprensión del título. Si hacemos una traducción literal de este título de un texto,
leeríamos lo siguiente:
Static Balance vs. Dynamic Balance Exercises
Para finalizar, al leer e interpretar un texto en inglés, las autoras Bertazzi, Catuogno y Mallo
(2003:1-4) proponen una serie de pasos a seguir que nos guiarán para utilizar elementos del
contexto, nuestros conocimientos previos:
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Imagen: BERTAZZI, G., CATUOGNO, M. y MALLO A. Curso de Lectura Comprensiva en Inglés. Córdoba:
Imprenta Corintios 13, 2003.
Es la técnica aplicada con el fin de encontrar significado de una palabra según su forma
y función. Primero se determina la función de la palabra, teniendo en cuenta su forma
y posición en la oración; luego se busca su significado en el diccionario. Para que esta
técnica funcione correctamente, se deben tener en cuenta los siguientes pasos:
Para ello te propongo leer este texto y resolver las actividades en castellano:
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Texto N° 1:
1. Lea el siguiente título:
Both strength and aerobic training are important for optimal physical fitness.
Learn how to improve your health in both of these areas.
UPDATED: APRIL 1, 2023
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Photo: Both
strength and aerobic training are important for overall physical fitness.
The simple answer is both. Physical fitness is the ability of your body to carry out
daily tasks with minimal effort. With better physical fitness comes more energy and
less pain and discomfort throughout the day. To achieve optimal health, you should
include exercises that focus on the four physical fitness areas: aerobic fitness,
muscular fitness, flexibility, and body composition.
Aerobic fitness helps your body use the oxygen you breathe for energy and
strengthens your heart.
Muscular fitness aids your muscles' abilities to perform tasks.
Flexibility enhances the movement of your joints and the ability of your muscles
to stretch through an entire range of motion.
Body composition refers to the fat tissue to lean tissue ratio. Too much body fat
puts you at risk for developing many health problems, including heart disease,
cancer, diabetes, and high blood pressure.
All four areas of physical fitness are interrelated. Walking, a primarily aerobic
activity, is a great example. However, your ability to walk depends on your muscular
fitness and the flexibility of your hips. If you have greater hip and leg strength, your
body may carry you farther and faster without losing your breath. If your body
composition is made up of a small amount of fat, there is less weight to carry along
with you.
Tip: Think of exercise as a savings account—the more you put into it, the more you
get out of it; some is better than none; a little bit every day can add up over time.
It's an important investment!
As a result of regular aerobic exercise, your heart, lungs, and blood vessels function
more efficiently and it is easier for your heart to pump blood and oxygen to the
active parts of your body. This will give you more stamina.
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Strength training keeps bones strong and allows for a physically active lifestyle
along with more energy and less risk of injury. Increased muscular strength and
endurance can also result from strength training. This can lead to the ability to work
longer before tiring, increased bone strength, and improved balance.
8. ¿De dónde cree que ha sido extraído el texto: revista, enciclopedia, diccionario, página
web?
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9. ¿Quiénes son los posibles destinatarios?
_______________________________________________________________________
10. ¿Cuáles son los propósitos comunicativos?
_______________________________________________________________________
11. ¿En cuántas partes se divide el texto? ¿Qué función cumple cada sección?
_______________________________________________________________________
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12. ¿Para qué sirve la ilustración que acompaña el texto?
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13. Subraye (con diferentes colores) en el texto las palabras conocidas, las transparentes y
las repetidas.
14. Teniendo en cuenta esas palabras subrayadas, elabore en castellano una síntesis del
tema desarrollado en el texto.
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Texto Nº 2:
Retrieved and adapted February 2021, from: https://www.teachpe.com/training-fitness/stretching/types-of-
stretching
1. Pre-visualice el texto que sigue. Elabore una hipótesis de contenido a partir del título,
subtítulos y tipografía empleada.
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5. Marque las indicaciones tipográficas (números, nombres propios, uso de tipo de letra
especial). ¿Por qué se utilizan? ¿Qué información suministran en cada caso?
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6. Resalte el verbo principal o el bloque verbal de cada cláusula.
Types of Stretching
Static Stretching
Static stretching is the type of stretching where you take a muscle to its outer
range until you can feel a gentle stretch in the muscle belly and hold it at that
point. Stretches are usually held for between 20 and 60 seconds and should be
pain-free.
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
Static stretches work because as you hold the position, with the muscle under
tension, a stretch reflex causes muscle relaxation. When this occurs the muscle
can be stretched a little further, without pain or discomfort. If there are feelings
of pain or discomfort, then the stretch should be reduced to prevent over-
stretching and muscle damage.
Static stretching is the most commonly performed type of stretching, partly due
to it being the safest method of stretching due to the relatively low levels of
tension developed.
Static stretches can be either active or passive. Active stretches involve the athlete
moving the joint through its range of motion and holding it at the point of stretch
themselves. Passive stretching is sometimes also known as partner stretching and
involves a partner moving the joint to the point of tension in the muscle and
holding it for the athlete, whilst they relax! If using this type of stretching,
communication is important to ensure the partner is aware of any discomfort in
the muscle and eases off accordingly.
Dynamic Stretching
Dynamic stretching is sometimes also known as active stretching and is now
being seen as a replacement for static stretching during a warm-up as it replicates
the kind of movements which are common in most sports and can be adapted to
suit the sport and individual. Dynamic stretches involve taking a muscle through
its entire range of motion, starting with a small movement and gradually
increasing both movement range and speed. Examples of these types of drills
include high knees, Cariocas, and lunges.
PNF Stretching
PNF stands for Proprioceptive Neuromuscular Facilitation and can take on several
forms including hold-relax; contract-relax; and rhythmic initiation. PNF started to
become popular in the 1960s and has since become a common treatment for
many physiotherapists and other sports injury professionals.
PNF can be either completely passive (meaning the therapist moves the limb
through its ranges of motion) or active-assisted, in which the athlete plays a role
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
Reciprocal inhibition
This works on the theories of reciprocal inhibition (or innervation) and post-
isometric relaxation. Reciprocal inhibition is based on a reflex loop, controlled by
the muscle spindles. When an agonist muscle contracts (for example the quads,
causing knee extension), the antagonist muscle is inhibited, causing it to relax (in
this example the hamstrings), allowing the full movement of the antagonist
muscle (knee extension). Post-isometric relaxation is thought to be controlled by
the Golgi tendon organs, sensors within the muscle which are sensitive to muscle
tension. When a muscle is contracted isometrically for a period of time, this results
in an inhibition of the muscle, resulting in relaxation.
PNF can also be used for treatments other than stretching, for example, muscle
strengthening in a rehabilitation setting. PNF in this sense involves spiral-diagonal
movements, as are used in most daily and sporting activities. Very few activities
use only one plane of movement, there is usually a combination of two or all three
planes (flexion/extension; adduction/abduction; and rotation). For this reason,
PNF incorporates these spiral-diagonal movements to help train the body in the
way in which it is most often used.
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“En todos los textos el tema se va estructurando con el agregado de nueva información que se
va encadenando a la aportada al comienzo. Así el texto progresa o avanza, se va desarrollando
a partir de dos entidades o bloques de sentido: información vieja, o tema, o lo dado; e
información nueva, que se va incorporando, o rema. Eso le da dinamismo. La articulación de
esos dos tipos de información hace avanzar el texto, lo hace progresar”. Manni (2004:155-161).
INFORMACIÓN
INFORMACIÓN
NUEVA
CONOCIDA
VERBO
TEMA REMA
(transición)
Para lograr una buena comprensión de un texto es necesario lograr una buena interpretación y
NO una traducción literal.
La misma palabra en inglés puede tener muchos significados; para saber cuál de ellos nos sirve,
debemos saber qué función tiene en el texto antes de buscarla en el diccionario. Es decir,
debemos conocer la función de una palabra para buscarla en el diccionario con esa función, para
tener el significado correcto.
3
RUEDA DE TWENTYMAN, NELLY y AURORA, ENRIQUE. Tipologías textuales. En: Claves para el estudio del texto.
Córdoba: Comunicarte, 1999. pp. 89-115.
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Es una frase o bloque nominal o sustantiva que consiste en un grupo de palabras que
engloban una idea, donde el sustantivo común o propio, es el núcleo; el resto de las
palabras modifican, o dan información sobre ese núcleo.
La frase nominal está formada por un núcleo (sustantivo o palabra en función sustantiva) y
palabras que lo determinan y/o modifican. La frase verbal está formada por un núcleo (verbo
conjugado) y las palabras que lo modifican y/o complementan.
Una vez dividido el texto en Frases Nominales y Frases Verbales e identificados sus respectivos
núcleos, sabemos de qué estamos hablando y qué acciones se realizan.
Como podemos ver en el siguiente gráfico, la frase o bloque nominal puede estar formada por
tres elementos: el núcleo, el pre-modificador (el/los determinadores y los modificadores) y el
post-modificador.
Una frase sustantiva puede estar formada por una sola palabra, sólo un sustantivo, que es
además su núcleo. Si una frase sustantiva está formada por más de una palabra, su núcleo es la
generalmente la última palabra de la derecha.
Para interpretar una frase nominal debemos ubicar el núcleo, buscar su significado y luego
interpretar los determinadores y modificadores para que coincidan en género y número con
el sustantivo del que se habla en esa frase nominal.
Bloque/frase nominal:
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ACTIVIDAD:
Static stretching is the type of stretching where you take a muscle to its
outer range……….
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Observen estos ejemplos: (el núcleo de cada bloque nominal está resaltado en negrita)
Ahora observe la imagen abreviada del siguiente índice del libro: “The Health & Wellbeing
benefits of Swimming”. Busque ejemplos de frases nominales en base a la teoría ya explicada
anteriormente. Indica cuál es el sustantivo núcleo y cuál/es su/s modificador/es.
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………………………………………………………………………………………...
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c) feelings of pain or discomfort:
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g) these spiral-diagonal movements to help train the body:
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b) Es muy común identificar los títulos de los artículos científicos y académicos (Papers)
como grandes bloques nominales. Observa los siguientes títulos relacionados con la
actividad física, subraya los núcleos y luego, trasládalos al castellano.
a. Importance of Psychology in Physical Education and Sports.
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b. Physiological and Performance Effects of Generic versus Specific Aerobic Training in Soccer
Players.
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e. Impact of Physical Education and Sports in Promoting Social Values among Youth.
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f. Differences in motivation for physical activity between boys and girls living in urban and
rural environment.
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c) Lea las siguientes oraciones sobre el tema “ Warming-Up and Cooling Down”. Subraye los
verbos principales (conjugados) en cada una y luego trasládelas al castellano. La primera
oración está resuelta a modo de ejemplo.
a) A warm-up and a cool-down both involve doing exercises at a lower intensity and
slower pace, which improves your athletic performance, prevents injuries, and
helps with recovery from exercise.
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
b) A warm up is intended to prepare our body for the physical activity we are about
to complete. This might be a gym session, cardiovascular exercise, a sports
training session or a competitive match. Generally, a warm up should always
include some low-intensity aerobic exercise, stretching and activity specific drills.
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c) After intense exercise, lactic acid builds up within your system, and it takes time
for your body to clear it out. Cooling down exercises (such as stretches) can aid
this process of releasing and removing lactic acid, helping to speed up your
body’s recovery post-workout.
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d) We’ve all heard about the importance of stretching to keep your body loose and
limber. But did you know that there’s a difference between the types of stretches
that should be done in a warmup versus those that should be done to cool down
after exercise?
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e) Warmups should consist of dynamic stretching, which means the stretches are
not held; instead, they’re done in fluid movements to warm up the muscles,
tendons and joints for activity.
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f) Cooling down after your workout allows for a gradual recovery of preexercise
heart rate and blood pressure. Cooling down may be most important for
competitive endurance athletes, such as marathoners, because it helps regulate
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g) Your warm-up should target the muscle groups that you will be using during
the activity. For example, let´s consider jogging or running. This is primarily a
leg-dominant exercise. It would be important to take a few minutes to work the
muscles at the ankle/foot (calf raises, and/or calf/hamstring
stretch), knees (squats, lunges, knee to chest, and/or quad stretch),
and hips (lunges, deep lunge, squats, leg kicks, knee to chest, glute stretch,
and/or hip rotators forward/back).
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h) The aim of the present study was to investigate the effect of warm-up and cool-
down exercise on delayed onset of muscle soreness at the distal and central parts
of rectus femoris following leg resistance exercise. Thirty-six volunteers were
randomly assigned to the warm-up and cool-down.
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Texto Nº 3:
a) Pre-visualice el siguiente texto. Resuelva los ítems a continuación.
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Classification of joints
There are three types of joint, classified according to the degree of movement
they allow:
▸fixed
▸slightly movable
▸synovial.
Fixed joints
Fixed joints, or fibrous or immovable joints, do not move. Fixed joints form
when the bones interlock and overlap during early childhood. These joints are
held together by bands of tough, fibrous tissue and are strong with no movement
between the bones. An example is between the bone plates in your cranium,
which are fixed together to provide protection for your brain.
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j) Lea los siguientes bloques nominales extraídos del texto. Subraye el núcleo de
cada bloque y luego trasládelos al castellano.
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Texto Nº 4:
1)Pre-visualice el texto que sigue. Luego, resuelva los ítems a continuación, en castellano.
Health Benefits of Running Track – By Health Fitness Revolution- July 21, 2023
https://www.healthfitnessrevolution.com/top-10-health-benefits-of-running-track/
An all-weather running track is a rubberized, artificial running surface for track and
field athletics. It provides a consistent surface for competitors to test their athletic ability
unencumbered by adverse weather conditions.
Here are some benefits from Health Fitness Revolution and author of the book ReSYNC Your
Life Samir Becic:
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-Promotes teamwork – Track is an individual as well as team sport. How you perform affects the
team, especially in situations such as relay races. All four members are equally important in the
race. Each plays a role in the team’s efforts to win. If even one runner does not perform at his
best, the whole team may suffer or have to compensate to make up for his weakness. In addition
to this team bond at track meets, friendships are formed during practices. Runners are expected
to train daily and have to endure workouts together. This forms bonds that help make the team
stronger.
-Ensures fitness – Running improves your cardiovascular fitness, as well as decreases your risk
of a stroke or heart attack. If these habits are started at an early age, then you are more likely
to incorporate them in your daily activities. Running also burns fat and increases muscle tone.
-Life benefits – Every athlete has an understanding of each sport. In running you will learn
commitment, dedication, and discipline. Also you will learn to acknowledge your team opinions
and strategy. True athleticism teaches you hard work and makes you a better good example to
anyone.
-Sharpens coordination – The uneven surface combined with obstacles such as rocks and
tree roots can make trail running quite difficult. However, runners who regularly run on these
types of services, quickly learn to maintain better control over their bodies to prevent tripping
and stumbling while running. Running on a flat surface such as a track can also result in improved
coordination because it forces the body to work together to keep the runner upright and
traveling in the correct path.
-Psychological benefits – Most significantly runners typically report being happier and feeling
less stressed than their counterparts who do not run or exercise regularly. Running actually has
the ability to alter an individual’s moods because endorphins are released while running. These
hormones create a sense of euphoria often referred to as a runner’s high and can result in an
improvement in the runner’s mood. The act of running allows the individual to focus on the task
at hand instead of being worried or stressed about work, family or other stressors. Additionally,
running can be very challenging on the body which can result in the individual feeling a sense of
accomplishment by completing the run which shifts the focus of his attention from negative
stressors to a sense of pride and accomplishment.
-Slow down aging – Those who run regularly are less likely to experience bone and muscle loss
as they age at the same pace as those who do not run regularly or at all. The bones grow and
become stronger by responding to physical demands. People who run on a regular basis are
continually taxing their muscles and their bones so the bones are stimulated to remain stronger
and do not as easily weaken with age.
-Fun – Being a member of a track team, whether you are in middle school, high school or college,
is fun. You are surrounded by like-minded people with the same goals.
-Improves confidence – Racing your body to its greatest potential and crossing the finish line is
an empowering experience. When you race around the track, you depend on no one but
yourself, which increases your self-esteem. As your run times improve or your jump heights
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
-Become a good sport – Running track is a character-building experience. Your coach will push
you and motivate you to your limits, and give you tips on how to beat the competition – but you
won’t always win. Even with your goal-setting and practicing, you encounter disappointing
losses. The loss cannot be blamed on one athlete; you work together as a team. During times of
disappointment, you learn to be a good sport as you are humbled, but also motivated to try
harder next time. This positive attitude also carries over to your wins; you can be proud but not
boastful about your wins, as you have empathy for the losing team.
2) Elabore una hipótesis de contenido del texto a partir del título, los subtítulos y el
paratexto.
11) ¿Por qué correr sobre una superficie plana puede tener mejor coordinación?
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
c) a character-building experience:
En esta unidad te proponemos identificar las funciones retóricas propias del discurso técnico-
científico.
El discurso científico-técnico es aquel utilizado por la ciencia y la tecnología para expresar nuevos
descubrimientos, teorías, hipótesis, estudios, análisis y exposición de técnicas. El objetivo es
transmitir este tipo de información utilizando un lenguaje especializado dominado por los
involucrados en este campo del saber profesional. Dicho lenguaje debe servir también como
vehículo trasmisor preciso y claro de esos nuevos conocimientos para beneficio de la sociedad.
Todo discurso escrito posee unas características distintivas de organización discursiva. En el caso
particular del texto técnico, el mismo refleja un formato bastante rígido en la presentación de
la información científica. La mayoría de los textos que leerá en esta guía son textos expositivos
cuya función es la de informar. La manera en la que los textos informan, determina la función
comunicativa. Es decir, las funciones comunicativas o retóricas están relacionadas con la forma
en la cual el autor decide presentar el objetivo general del discurso. Un autor puede recurrir
4
Trimble, L. (1985). English for science and technology. A discourse approach. Cambridge: CUP.
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La definición.
La definición compleja no solo define un término u objeto de manera completa, sino que
además puede incorporar otras funciones retóricas como la descripción, la clasificación,
generalizaciones y/o ejemplos. Lea el siguiente ejemplo. Subraye los verbos que marcan
definición y descripción.
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
Actividades:
1. Lea las siguientes definiciones. Subraye el verbo que las marca, especifique qué tipo
de definición presentan. Luego trasládelas al castellano.
a) Ligaments are short bands of tough, flexible tissue, made up of lots of
individual fibres, which connect the bones of the body together. Ligaments
can be found connecting most of the bones in the body. The function of a
ligament is to provide a passive limit to amount of movement between your
bones. The human body has approximately 900 ligaments.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
b) Skeletal ligaments are defined as dense bands of collagenous tissue (fibres)
that span a joint and then become anchored to the bone at either end.
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
c) Gymnastics can be defined as a sport involving the performance of exercises
requiring physical strength, flexibility, power, agility, coordination, and balance.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
d) Muscular hypertrophy, or muscle growth, refers to an increase in muscle mass.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
e) Softball is a bat-and-ball sport played between two teams of 10 players. It is a
direct descendant of baseball although there are some key differences: softballs
are larger than baseballs, and the pitches are thrown underhand rather than
overhand. Softball is played on a smaller diamond than in baseball.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
f) The ball used in softball is called the “softball.” It is larger than the size of the
ball used in baseball. It can be made from various regulated materials, including
silky fiber, rubber, cork, and a polyurethane mixture.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
La descripción.
La función retórica descriptiva se clasifica en tres tipos. Cada uno de ellos posee características
distintivas y un conjunto de propósitos definido: la descripción física, la descripción de función,
y la descripción de proceso.
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
Creating a workout plan is a process that can be broken down into simple steps.
First, establish a goal for your workout plan. What are you trying to achieve?
Work to establish a steady routine that you can commit to without experiencing
burnout. Second, determine how often you will work out and what days of the
week will work best for you. Then, create a list of exercises that you will do during
your workouts. Make sure to include a variety of cardio, strength, and flexibility
exercises to create a well-rounded fitness routine. Finally, create a tracking
system to help you stay on track and motivated. This could be as simple as
keeping a log of your workouts or using a fitness app.
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
1. Support – the skeleton keeps the body upright and provides a framework for muscle
and tissue attachment.
2. Posture – the skeleton gives the correct shape to our body.
3. Protection – the bones of the skeleton protect the internal organs and reduce the risk
of injury on impact. For example, the cranium protects the brain, the ribs offer
protection to the heart and lungs, the vertebrae protect the spinal cord and the pelvis
offers protection to the sensitive reproductive organs.
4. Movement – the skeleton allows movement of the body as a whole and its individual
parts. The bones form joints and act as levers, allowing muscles to pull on them to
produce movement. The bones of the skeleton provide surfaces for the attachment of
muscles.
5. Blood cell production – certain bones in the skeleton contain bone marrow which
produces red blood cells, white blood cells and platelets. Examples of bones that
contain marrow are the pelvis, sternum, humerus and femur.
6. Storage of minerals - the bones store minerals such as calcium, iron, potassium and
phosphorous and release them into the blood when the body needs to use them.
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
Softball
Softball is a game played with a bat and a ball and, for the most part, its rules are the same as
those played with baseball. It is played on a large field, sometimes called a diamond, which is
smaller than a baseball field, though in the same arrangement. The field is divided into an infield
and outfield. The infield, which is square shaped (and tilted to look like a diamond), includes the
four bases (home plate, first base, second base, and third base) with home plate furthest away
from the outfield, followed by first base to the right, second base at the top, and third base on
the left. The infield is usually composed of dirt, or a combination of dirt and brick dust, paralleling
the bases, with grass sometimes in the center (except for the pitching area). However, the infield
can also be composed entirely of one substance, such as dirt, grass, artificial turf, asphalt, or
other materials. The outfield is usually composed of grass but it, too, can be other materials. The
bases are usually 40 to 65 ft. (12.2 to 19.8 m) apart. Near the center of the square is a pitcher's
circle or mound, and inside is a small, flat rectangular area called the “rubber,” which is used by
the pitcher when pitching the ball toward the plate.
Playing softball helps to increase strength to the upper and lower parts of the body, especially
the lower body. It also improves cardiovascular fitness. One's speed and agility also is
increased from the playing of softball. Overall, softball is a good way to stay fit and maintain a
healthy lifestyle.
Text B:
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
The first step in the manufacturing process is the rubber and petroleum mixture being melted
and molded to form the shape of a semi hollow sphere and then the semi spheres are joined
together in a sheet by a flash and the sheet is then removed by a hydraulic press creating a
hollow sphere, which will act as the core of the ball. The fuzz which is composed of wool or
synthetic felt and the fourteen other synthetic materials is then steamed which makes it expand
and it is then distributed around the rubber core of the tennis ball. The fuzz is attached to the
rubber hollow sphere by a rubbery glue-like substance. Afterwards, the wind resistance and air
pressure of each tennis ball is tested by the tennis ball engineers at the factory before shipment.
Text C:
Muscles have a specialized ability to contract. These contractions pull on the bones of the
skeleton to cause movement. Movement can be very basic, such as moving an arm, or leg, or
breathing; or they can create highly coordinated skills, such as swimming or throwing a ball.
Muscles maintain posture and body position. They are active just for standing, as well as to help
stabilize your spine when lifting heavy weights overhead.
Muscles also maintain body temperature. When muscles contract they produce energy, some
of which is converted into heat. Heat keeps the body temperature within the range for normal
functioning.
2. Elabore una hipótesis de contenido de cada texto, a partir de los títulos y las imágenes.
Texto A: ……………………………………………………………………………………………………………………….
Texto B: ……………………………………………………………………………………………………………………….
Texto C: ……………………………………………………………………………………………………………………….
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
3. ¿Qué funciones retóricas predominan en cada uno? Justifique su respuesta a partir del
texto.
Texto A: ……………………………………………………………………………………………………………………….
Texto B: ……………………………………………………………………………………………………………………….
Texto C: ……………………………………………………………………………………………………………………….
4. Ahora, lea los tres textos en detalle. Subraye con color rojo una definición y con color
verde una descripción en cada uno de los textos; establezca qué tipo de definición y qué
tipo de descripción son. Traslade ambas oraciones al castellano.
Texto A:
a) definición: …………………………………………………………………………………………………………………
b) descripción: ……………………………………………………………………………………………………………...
Texto B:
a) definición: ………………………………………………………………………………………………………………..
b) descripción: ……………………………………………………………………………………………………………..
Texto C:
a) definición: ……………………………………………………………………………………………………………….
b) descripción: …………………………………………………………………………………………………………….
5. Subraye los verbos principales conjugados en cada oración. ¿Qué tiempo verbal
predomina en los tres textos? ¿Por qué?
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
Préstamos
lingüísticos
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
Palabras repetidas
conceptuales
LA COMPARACIÓN
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
d) This Barcelona’s rival is more dangerous than the last team they played with; I hope
they win.
f) The Azteca stadium is farther from our house than the Blue stadium.
g) Extreme sports are becoming more and more popular.
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
C. La doble comparación:
Actividades:
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
g) The higher the degree of injury, the greater the signs and symptoms of
inflammation will be.
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
h) Not taking part in enough physical activity is one of the biggest risk factors for
death around the world.
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
.
i) Physical activity is hugely important for everyone, and children with physical
disabilities are no exception. Unfortunately, children with disabilities are less
active than their able-bodied peers and therefore encouraging their
participation in sporting and recreational activities is vital.
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
j) Like riding a bike and learning to walk, swimming is an ability that will stay with a
child forever.
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
LA CLASIFICACIÓN.
La clasificación se utiliza frecuentemente como primer paso en una definición. Estas dos
funciones retóricas están íntimamente relacionadas ya que para clasificar es necesario hallar
algún tipo de definición de los elementos en cuestión. Cuando un autor da una clasificación,
puede ser para ayudar a sus lectores a entender mejor un concepto global mediante su
desglose o bien para ofrecer información acerca de los miembros de un grupo determinado.
También es importante la presencia de la base de la clasificación, es decir, el criterio con el
cual se realizó la clasificación. En este caso, encontraremos expresiones tales como “on the
basis of”, “according to”, “as regards”, “whether... or not”, “including”, etc.
Una clasificación se considera completa cuando provee la siguiente información:
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
Una clasificación es parcial cuando no presenta los tres tipos de información (miembros, clase,
criterio). Puede suceder que no se explicita la base de clasificación.
Lee los siguientes textos cuya función predominante es la clasificación en cada caso. En
cada texto:
A) Sports can be classified according to the type and intensity of exercise performed and
also with regard to the danger of bodily injury from collision, as well as the
consequences of syncope. Exercise can be divided into two broad types: dynamic
(isotonic) and static (isometric).
B) Sports injuries may be classified in relation to the type of tissues injured, e.g. soft tissues
(muscle, skin) or hard tissues (bone). More often, sports injuries are classified in relation
to their cause. The main types are primary, secondary, direct, indirect and chronic injury.
C) Artistic Gymnastics is usually divided into Men's and Women's Gymnastics. Men
compete on six events: Floor Exercise, Pommel Horse, Still Rings, Vault, Parallel Bars,
and Horizontal Bar, while women compete on four: Vault, Uneven Bars, Balance Beam,
and Floor Exercise.
D) There are three distinct types of muscles: skeletal muscles, cardiac or heart muscles,
and smooth (non-striated) muscles. Muscles provide strength, balance, posture,
movement and heat for the body to keep warm.
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
Texto Nº 5:
Organized sport can be broadly classed into two categories – individual sport versus
team sport. Both types of sport have their advantages and disadvantages and there are
plenty of reasons for taking up a sport in either class. However, most people find that
from an early age, they tend to be drawn towards one or the other. That is not to say that
someone who enjoys playing football cannot enjoy running, but it does mean that most
people have skills which translate more towards working alone or in a team.
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
The other big advantage of individual sport which draws people in is that in competition,
there is no one to blame but yourself. This particular aspect appeals to people who work
better alone because they know that success is entirely dependent on themselves and
there are no teammates to hold responsible if things do not go according to plan.
Another advantage is the community aspect of team sport. This means that you have
people to train with and measure yourself against. This can help you to push yourself
further as you have a measure of what other people are achieving. This community
aspect helps to spur people on, as within a team there is always a sense of camaraderie
and teammates tend to encourage one another to achieve their absolute best.
2. Lea el título, los subtítulos y observe el paratexto para resolver los siguientes ejercicios:
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
Texto N° 6:
1) Pre-visualice el texto que sigue. Luego, resuelva los ítems a continuación.
Eating disorders are a group of abnormal and harmful eating patterns. They are typically used
in a misguided attempt to lose weight or maintain a lower than normal body weight. The most
common eating disorders are anorexia nervosa, bulimia nervosa, and binge eating.
ANOREXIA NERVOSA
Anorexia is severe weight loss and refusal to maintain body weight. It often includes an intense
fear of gaining weight even if the person is under weight. Coupled with this is a negative self-
image due to body shape or appearance, known as “body image disturbance.” Most females will
also stop menstruating.
Outwardly, an athlete suffering from anorexia may avoid eating in public and wear baggy
clothing to disguise their body. Inwardly, people diagnosed with anorexia are often in denial,
depressed, withdrawn, irritable, and have difficulty sleeping. In addition, they can also
experience fatigue, low blood sugar, thinning hair, and a slowed heart rate.
BULIMIA NERVOSA
Bulimia, defined as binge eating followed by self-induced vomiting and laxative use, includes a
feeling of being out of control. Dehydration, vitamin and mineral deficiencies, damage to vital
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
Binge eating is the most common eating disorder in the United States. It is similar to bulimia in
that it involves recurring episodes of eating significantly more food in a short period of time than
most people would under similar circumstances. However, people with binge eating disorder do
not typically purge after an episode. Like bulimia, sufferers will say that they feel out of control.
Symptoms include eating too quickly even when not hungry, feelings of guilt, embarrassment,
or disgust. Many people occasionally overeat, and may even have feelings of guilt or
embarrassment after. For this reason, it is important to note that to be considered an eating
disorder, the behavior has to occur at least once a week for three months.
Individuals suffering from all three eating disorders can be difficult to identify. This is because
they go to great lengths to eat alone and hide the behavior from others. With this in mind, it is
important for the athletic trainer to understand the signs and keep an eye on their athletes.
Studies show that female athletes are at the greatest risk. Perhaps this is because of the number
of sports for women that emphasize slim bodies such as gymnastics, swimming, and track and
field. Likewise, athletes that tend to be perfectionists, have obsessive-compulsive behavior,
social withdrawal, depression, and high-achievers are at a greater risk for developing eating
disorders.
Eating disorders in female athletes can lead to what is known as the “female athlete triad.” The
triad’s three elements are eating disorders, the absence of a menstrual cycle, and osteoporosis
or bone loss. Eating disorders can lead to chronic fatigue, dehydration, anemia, and decreased
bone density as mentioned above. When this happens, there is less iron in the blood. Lower iron
combined with less body fat can result in loss of menstrual cycles, or amenorrhea – defined as
the absence of three or more consecutive menstrual cycles. In an effort to maintain
menstruation, the body will begin to break down bone for nutrients. The result is osteoporosis
– premature bone loss. One sign of osteoporosis in a female athlete is repeated stress fractures
that don’t heal.
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
Once a young person starts an eating disorder it is very difficult for them to stop. This is because
they gain a false sense of control over situations that becomes addicting. Due to the severe
health risks and possibility of death, it is critical to seek treatment as soon as possible. Treatment
for eating disorders is different from person to person. The good news is that most eating
disorders are treatable. With the help of a qualified health care professional, many people are
able to recover and regain their health.
PREVENTION
Ultimately, prevention is best. With this in mind, athletic trainers can help by educating athletes
about nutrition and weight. Helping young athletes understand that being skinnier isn’t always
better for their performance can go a long way towards heading off an eating disorder.
Furthermore, teaching athletes the difference between body fat and body weight helps to create
a healthier self-image. Finally, coaches play a role as well, by taking the focus off body weight,
eliminating group weigh-ins, recognizing individual size and shape differences, and acting on
signs of eating disorders before they get worse.
Written by: Nicole Porter, MS, ATC, athletic trainer for The Center Foundation and Madras High School
in Madras, Oregon.
2) Elabore una hipótesis de contenido (NO RESUMEN) del texto a partir del título, los
subtítulos, el paratexto, las imágenes.
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
10) Enumere y explique por lo menos cuatro factores que contribuyen al desarrollo del
desorden alimenticio.
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………..
11) ¿Quiénes están más propensos a sufrir de algún trastorno alimenticio y por qué?
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
16) Identifique una descripción en el texto. Establezca qué tipo de descripción presenta y
luego, especifique qué se describe y cómo lo describe.
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
18) Identifique en el texto dos comparaciones por diferencia o contraste, una en su grado
comparativo y otra en su grado superlativo. ¿Qué se compara en cada una de ellas?
Traslade al castellano ambas oraciones en forma completa.
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
a) This : …………………………………
b) They: ……………………………….
c) This reason: …………………….
d) This: ……………………………….
Los objetivos de esta unidad son: a) explorar los conceptos de coherencia y cohesión en el
discurso técnico-científico, b) identificar los diferentes tipos de cohesión: gramatical, léxica y
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
Un texto no es una mera suma de oraciones. Para que un texto sea considerado tal, debe contar
con dos componentes esenciales, cohesión y coherencia, que, si bien se encuentran
estrechamente relacionados, son diferentes.
La coherencia puede ser pensada en términos de relación entre los significados y las secuencias
de ideas en un texto o en la organización correcta de la información de temas de un texto.
Ejemplos típicos serían: problema, solución; pregunta, respuesta.
La cohesión consiste en las conexiones gramaticales y léxicas que conectan una parte de un
texto con otro para conformar un todo. Esto incluye el uso de sinónimos, pronombres, tiempos
verbales, referencias de tiempo, gramaticales, etc. Por ej.,”it” y “this” refieren a una idea
mencionada anteriormente. “First of all”, “then”y “after that” ayudan a indicar una secuencia
en un texto. “However”, “in addition” and “for instance” conectan ideas y argumentos en un
texto.
Halliday (1976) 5considera la cohesión como una relación semántica que se realiza a través de
distintos procedimientos:
gramaticales, como la referencia, la elipsis, la sustitución;
la cohesión léxica que implica la reiteración y la colocación;
los léxico-gramaticales, como los conectores.
a) COHESION GRAMATICAL:
La COHESIÓN GRAMATICAL une ideas del texto mediante la relación que se establece
entre elementos gramaticales y sus referentes, para lograr un texto con una progresión
temática constante. Uno de los mecanismos de cohesión está dada por la referencia.
5
Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. English Language Series, London: Longman.
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
Ejemplos:
1) Starting a fitness program may be one of the best things you can do for your health.
(Referencia exofórica).
2) Logan Cooper is a rugby player. He plays rugby for The Newcastle Rebels. (Referencia
anafórica).
3) “Although he loves all sorts of activities, football and tennis are Brian’s favorites.”
(Referencia catafórica)
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
Ejemplos:
1) Many languages have been developed for attaining diverse works; some (languages)
are fairly specialized, and others (languages) are quite general purpose.
2) In a basketball game when you make a basket it can be worth two points or three
(points) depending on where you shoot the ball from.
3) She didn´t win, but she could have (won).
b) COHESION LEXICAL:
c) COHESION LEXICO-GRAMATICAL:
CONECTORES LOGICOS: son nexos o frases oracionales que establecen relaciones entre
las ideas que éstos expresan. Hay distintos tipos de nexos. Los más comunes en el
discurso técnico-científico son los:
Observe el cuadro que sigue. Los conectores más frecuentes en el texto técnico han sido
agrupados según su función retórica:
Tipos y ejemplos de conectores
ADICIÓN (las ideas se suman o agregan una a la otra)
And (y)
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PROFESORADO UNIVERSITARIO EN EDUCACION FISICA
But (pero)
However, (sin embargo)
Nevertheless/nonetheless /notwithstanding (no obstante)
Yet (aún así)
Although (aunque)
While/whereas (mientras que )
Rather (más bien)
Even though (aun cuando)
On the one hand ......On the other hand .... (por un lado…, por otro lado. )
By contrast (a diferencia de/ en contraposición
On the contrary (por el contrario)
Instead (en cambio)
Unlike (a diferencia de)
CAUSA (la idea que sigue al conector expresa la causa de la anterior)
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If (si)
Even if (aún si)
Even though (aún cuando)
Unless ( a menos que)
PROPÓSITO (marcan el objetivo de una idea)
(Fuente textual: Pascual, Mariana- Guia de referencia lexico-gramatical para la lecto-comprensionde textos
cientificos en ingles / Mariana Pascual y Lidiadel Carmen Unger. - 1a ed. - San Luis: Nueva Editorial
Universitaria - U.N.S.L., 2014).
Actividades:
Establezca qué tipo de relación lógica establecen los conectores resaltados en negrita.
Luego, sintetiza las dos ideas que cada uno de ellos conecta (NO la traducción literal):
Ejemplo:
a) Adolescence is full of emotional changes, so it is important to carry out activities that
involve effort, commitment, socializing, and motivation.
b) Swimming is a brilliant way for children to stay fit and healthy, while learning to swim is
an essential skill for kids to acquire at an early age to ensure they are safe and
comfortable near water.
Conector: …………………………. Función: ………………………….
Idea 1: ………………………………………………………………………………………………………………….
Idea 2: ………………………………………………………………………………………………………………….
c) Sports are amazing because they bring people of all different backgrounds together to
work towards the same goal.
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d) Extension is the straightening of a limb at a joint. For example, in putting the shot the
elbow is straightened during release.
Conector: ………………………………Función: ………………………….
Ejemplo: …………………………………………………………………………………………………………..
Ejemplifica: …………………………………………………………………………………...
ACTIVIDADES:
Texto N° 7:
1. Lea el siguiente texto, sin detenerse ante las palabras subrayadas y resaltadas en
negrita.
Regular physical exercise is an extremely important part of a healthy lifestyle for people
of all ages. For this reason, it is important for adolescents to develop habits that
incorporate regular physical activity into their daily lives so that these habits are carried
into adulthood. Unfortunately, it can be difficult for youth to get sufficient exercise due to
the increased popularity of sedentary entertainment (television, video games, etc.) and
a decrease in physical education opportunities at school. Even socializing has become
more sedentary with mobile phones, computers, and virtual social networking. However,
there are ways that youth and families can incorporate regular exercise into daily life
while having fun together.
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The benefits of exercise are many. Exercise increases muscle and bone strength, which
can reduce the risk of injury and can make a person feel more attractive. Exercise also
reduces the risk of obesity because exercise burns off calories consumed. Exercise also
increases a person's metabolism, so that even while sedentary an active person will burn
more calories than an inactive person would. Regular exercise can also reduce the risk
of diabetes and cardiovascular disease. In fact, exercise can increase people's HDL or
"good" cholesterol levels, and higher HDL cholesterol levels can reduce risk for plaque
to form in the arteries and veins and reduces the risk of heart disease. Physical activity
also helps cancel out the negative effects of stress on the body. Exercise is a healthy
way for people to cope with their frustrations and worries, and it naturally causes the
brain to release "feel-good" chemicals into the blood stream. Therefore, regular exercise
not only promotes physical health, but psychological health as well.
However, some types of physical activities can become dangerous when safety
equipment is not properly utilized, or when certain movements are performed incorrectly.
Thus, although competitive athletics provide the benefits of regular exercise, parents will
need to work closely with the youths' coaches and doctors to ensure their young athletes
are taking appropriate precautions to prevent, or at least minimize, the potential for
sports-related injuries.
While many youths enjoy participating in formal sports and athletic activities, other youth
may not have the skills or interests to participate in these sorts of activities. However,
these youths can still receive the benefits of exercise by participating in regular physical
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10. ¿A qué se refieren las palabras resaltadas en negrita en el texto? ¿Cuál es el referente
de cada una? -En castellano.
This: …………………………………………………………………
Their: ……………………………………………………………….
2. Exercise increases muscle and bone strength, which can reduce the risk of injury
and can make a person feel more attractive.
Which: ……………………………………………………………….
3. Exercise is a healthy way for people to cope with their frustrations and worries, and
it naturally causes the brain to release "feel-good" chemicals into the blood stream.
Their: ………………………………………………………………….
It: ……………………………………………………………………….
5. Youth may also enjoy more creative and expressive athletic pursuits such dance, or
figure skating. These activities also require regular practice and build youths'
strength and stamina.
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6. While many youths enjoy participating in formal sports and athletic activities, other
youth may not have the skills or interests to participate in these sorts of activities.
These: …………………………………………………………………………….
7. The key is to ensure regular participation in any enjoyable physical activity nearly
every day. This might include gardening, shooting hoops in the driveway, dancing in
their bedroom with their friends, riding bicycles around the neighborhood,
skateboarding at the skate park, walking the dog after dinner, etc.
This. …………………………………………………………………………………………………
11. Preste 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 (NO la traducción literal de las ideas):
Propósito: ………………………………………………………………………………………….
De qué: ……………………………………………………………………………………………..
Idea 2: ………………………………………………
Causa: …………………………………………………….
Resultado: ………………………………………………
Causa: …………………………………………………………
Causa: ………………………………………………………….
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Idea 2: ………………………………………………………….
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MODELO PARCIAL 1.
Janet Piddock explains why female athletes who are obsessed by food and body weight can develop anorexia
athletica.
If you’re an athlete aiming to optimize performance in your sport, you can obviously reap
benefits from paying attention to what you eat. However, for some people this interest develops
into an unhealthy obsession with food, calories and body weight. They worry continuously about
what they are going to eat, when and where they’re going to eat, how much weight they’ll put
on if they go out for a meal with friends, how many hours they’ll have to exercise to burn off
those calories, how they can avoid eating ‘banned’ foods, and so on. Such an obsession with
food and body weight is termed an eating disorder. Eating disorders appear to be on the increase
in the population as a whole. For example, the number of people seeking treatment for anorexia
and bulimia in one London hospital has increased by 360 per cent over nine years. Experts have
argued that one factor is a fashion ideal of the perfect body which has become progressively
thinner over the last 40 years. Such media-based pressure used to apply predominantly to
women, but in recent years use of the male ‘body beautiful’ in advertising has increased, leading
to growing concern among men about whether their body conforms to the ideal. Increased
awareness and diagnosis may have also made an impact on the statistics.
Research has identified a number of other factors thought to contribute to the development of
eating disorders. Studies of twins indicate that genetic factors may play a part. Biological factors
such as imbalances in neurotransmitters in the brain may be involved. Various psychological
factors have also been proposed. Here, the eating disorder is seen as a reaction to one or more
of the following: being brought up in a family which has difficulty in resolving conflict and
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Studies have shown that athletes are far more prone to developing eating disorders than non-
athletes. In addition to all the factors outlined above, athletes face additional pressures related
to performance and, for some, aesthetic demands. For some athletes, such as distance runners,
sprinters and swimmers, low body weight is thought to confer a competitive advantage. On the
other hand, competitors in sports where a subjective judging element is involved, such as
gymnastics, diving, skating and dancing may feel that their body size will influence their score.
And certain sports where weight categories are involved, such as wrestling and rowing, can lead
to cycles of weight gain followed by sudden weight loss.
Athletes, too, often have heightened body awareness, making them more prone to body image
concerns. Finally, perfectionism, compulsiveness and high achievement expectations are
personality traits thought to be advantageous for the competitive athlete; however, these very
traits are commonly associated with the development of an eating disorder.
Thus, as might be expected, the highest prevalence of eating disorders is in female athletes
competing in sports where leanness and/or a specific weight are considered important for either
performance or appearance. Males also suffer from eating disorders, but at a lesser rate – the
estimated proportion is one male for every 10 females.
The eating disorders, anorexia nervosa and bulimia nervosa, are recognized as types of
psychiatric illness, and are clinically defined by a set of diagnostic criteria. These go beyond a
concern with weight and body image, and also include serious psychological problems. A
number of studies have identified a significant proportion of athletes who suffer from one of
these disorders.
The concept of subclinical anorexia was first examined by researchers in the 1970s. It was later
identified in adolescents exhibiting a pattern of growth failure and/or delayed puberty, due to
self-imposed calorie restriction arising from a fear of becoming obese.
The ‘subclinical anorexic’ was described as a young male athlete strongly committed to his sport,
who underwent extreme weight loss as a means of improving his chances of success.
Several risk factors were identified. Dieting at an early age appeared to be associated with the
onset of an eating disorder. A significant number of athletes who began dieting to improve
performance reported that their coach recommended they lose weight. For young and
impressionable athletes, such a recommendation may be perceived as a requirement for
improved performance.
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The results of the Norwegian study also suggested that the risk for eating disorders is increased
if dieting is unsupervised. Athletes with eating disorders may not seek supervision for fear their
disorder will be discovered. In addition, many athletes have little knowledge about proper
weight loss methods and receive their information in haphazard ways, from friends, magazine
crash diets, and so on. Unsuitable crash diets may appeal to athletes if they feel that rapid weight
loss is necessary to make the team or to remain competitive. Finally, the restrictive diets and
fluctuations in body weight that accompany these efforts may also increase risk for eating
disorders.
Early start of sport-specific training was also associated with disordered eating. A higher
percentage of athletic controls than of eating-disorder athletes participated in other sports
before choosing their preferred sport. An individual’ s natural body type usually steers the
athlete to specific sports, and body type dictates in part whether the athlete will be successful.
Beginning training for a specific sport before the body matures might have hindered these
athletes from choosing a suitable sport for their adult body type. This could provoke a conflict
in which the athlete struggles to prevent or counter the natural physical changes precipitated
by growth and maturity.
Extreme exercise in itself has previously been cited as a potential causal factor in anorexia
nervosa. Athletes who increase their training volume may experience relative calorie
deprivation, possibly because of not realizing that they need to eat more to meet the increased
energy demand, or perhaps due to reduced appetite produced by changes in endorphins. This
calorie deprivation may create a biological or psychological climate in which eating disorders are
more likely to develop. It has been observed previously that starvation itself can bring about
symptoms of eating disorders – e.g., obsession with food and hyperactivity.
Finally, the loss of a coach occurred in some athletes with eating disorders. These athletes
described their coaches as vital to their athletic careers. Other athletes reported that they
developed eating disorders at the time of injury or illness, which left them unable to train at high
levels. Thus, the loss of a coach, injury, or illness must be seen as traumatic events that become
trigger events for the onset of eating disorders.
DIMENSION DISCURSIVA:
1) Identifique los elementos paratextuales: (___/10p)
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g) the restrictive diets and fluctuations in body weight that accompany these efforts:
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MODELO PARCIAL 2
1) Pre-visualice el artículo que sigue sin detenerse ante las palabras subrayadas y
resaltadas en negrita. Luego, resuelva los ítems a continuación, en castellano.
Abstract
Psychology of the sportsperson is very important for achieving the heights in sports.
It includes various components physical, mental, spiritual and good emotional health of the
sportsperson. Psychology includes the various components like personality; attitudes,
anxiety, aggression and stress also play an important role in sports. This paper identifies all
these factors and their importance for the sportsperson to become the elite and successful
sportspersons in their life.
1. Introduction:
Sport psychology is the understanding of how the mind influences an athlete’s
performance in their chosen sport. Within the principles of sport psychology are various
concepts such as how do athletes prefer to learn, what is their personality, how can they
attain states of relaxation and concentration (narrow and broad focus), how does an athlete
learn to visualize a successful performance, do they understand and overcome their limiting
beliefs and how does an athlete develop high levels of self-awareness. The importance of a
sports psychologist as an integral member of the coaching and health care teams is widely
recognized. In the past, it was assumed that these skills were genetically based, or acquired
early in life. Now, it is commonly accepted that athletes and coaches are capable of learning
a broad range of psychological skills that can play a critical role in learning and in
performance.
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3.2Personality:
The human personality is a marvelously intricate structure, delicately woven of
motives, emotions, habits and thoughts, into a pattern that balances the pulls and pushes of
the outside world. It is the totality of his being, that includes his physical, mental, emotional,
and temperamental makeup. His experience, perception, memory, imagination, instincts,
habits, thoughts, and sentiments constitute his personality. Therefore, personality
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Dimensión discursiva:
k. Fecha: …………………………………………………………
l. Autor: …………………………………………………………
m. Titulo: …………………………………………………………
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6) Identifique y transcriba una definición del texto. ¿Qué tipo de definición es? Justifique.
Luego trasládela al castellano. (___/2p)
b. a broad range of psychological skills that can play a critical role in learning and in
performance:
¿Qué tipo de relación lógica establecen los siguientes conectores recuadrados en el texto?
Sintetice las dos ideas que cada uno de ellos conecta.
1. HOWEVER: …………………
Idea 1: ……………………………………..
Idea 2: ………………………………………
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4. THEREFORE: ……
Consecuencia: ……………………..
Causa: ………………………………
d) Comparación. (___/2p)
Subraye o resalte en el texto una oración que contengan elementos comparados. Trasládela al
castellano e indique qué tipo de comparación se presenta.
a) …………………………………………………………………………………….
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Referencias bibliográficas.
Abad, F. (1). Van Dijk, Teun A., La ciencia del texto. Revista Española De
Lingüística, 14(2). Recuperado a partir de
http://revista.sel.edu.es/index.php/revista/article/view/1048
Halliday, M. A. K., & Hasan, R. (1976). “Cohesion in English”. English Language Series,
London: Longman.
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