set ting. In the fourth the author says that especially important for the use of language in sport has been the development of advertising and sponsorship. In conclusion the author gives us such example: Nike’s appeal for us all to ‘just do it’, encouraged us to embrace sport and competitiveness, become a winner, and most importantly, to wear the correct footwear.
I found the article interesting for theorist of language and for students who study on specialties connecting with word, sentence and communications.
Key Words: language, terminology, watcher, listener, advertising.
The article is headlined «Wellness». In this article the author's name is not mentioned. The article is about the impact of adverse weather on the participants and the consequences after the competition in foul weather. Firstly, the author writes that the impact of adverse weather can result in bruises, career disruption, and sometimes death. Secondly the author says that for spectators, inclement weather may result in increased risk to health, or simply non-attendance, with the consequent loss of revenue to sport. Thirdly, author reports that the promoters have plans how to cope with bad weather until 1970. In conclusion, the author says that some of the caprices of nature were changed and the competition rules, the other has attempted to combat weather conditions by better stadium design, drainage improvements, and the use of all-weather surfaces. Some sports have used the same climatic conditions as the basis of its existence. In my opinion the article is very interesting, it is said about the different sports, and how people are struggling to weather conditions. This article is interesting not only for athletes but also for people who love to watch sports life.
Key Words: adverse weather, the participants, increased risk to health, stadium design.
ГЛАВА III. ПРАКТИЧЕСКАЯ ЧАСТЬ: ТЕКСТЫ ДЛЯ АННОТИРОВАНИЯ И РЕФЕРИРОВАНИЯ
Sportswear. By Dylan Thomas.
An interesting commercial phenomenon of recent years is the way in which clothing apparel has copied sportswear. Hitherto, the wearing of tracksuits or jogging suits was confined to those practising sports. However partly because of the higher profile accorded to athletes and sports people via television, consumers began themselves to buy sports clothes for leisure wear. Research and investment by shoe companies, particularly Nike and Adidas, undoubtedly improved the quality of athletes’ footwear and introduced the running shoe or ‘trainer’. The companies used various new materials.
They also pruned their production costs by building factories in Asia and spent fortunes on sponsorship and advertising. As these shoes were both lightweight and comfortable, they became popular with consumers in general. This has meant that the sale of conventional leather shoes has declined, as that of sports shoes has risen. Sports clothing tends to be bought more by young males (47.8 percent); however, 27.9 percent of all adults bought trainers and 17.7 percent bought track suits in 1994. Even in the age group 55–64, 14.1 percent bought tracksuits (cloned briefly as ‘shell suits’). A feature of Britain’s supermarkets is the number of overweight people in trainers and jogging suits pushing shopping trolleys around the store as quickly as they can so they can get outside for a cigarette.
Formerly British clothes were discreet in terms of colours and attribution (a small label inside the collar at the rear). Clothes with logos displayed on the breast pocket of, shirts and pullovers then became popular. These included those of Fred Perry (tennis), Pringle (golf ), Ron Hill (running). A striking feature of the high street now is that much of the clothing that people wear is bright and has got large writing on it. That applies to general designer-wear such as Tommy Hilfiger or Helly Hansen, but this trend has come from sportswear where purchasers are practically walking advertising hoardings for: Nike, Umbro, Adidas, Asics, Fila and so on. The baseball cap is also becoming as universal in Britain as it is in the USA, though the influence here is partly sport, partly homage to America.
Coaching Principles. Is Coaching an Art or a Science? Science. By James Joyce.
To support the coach there is a wealth of scientific information based on research conducted with athletes. Information is available to support the coach and athlete in all areas of training and development including nutrition, biomechanics, psychology, physiology & medicine. There are a number of scientific methods to measure and analyze the athlete's performance e.g. computer aided analysis of VO2 max, lactate levels, running technique etc.
Art. The art of coaching comes when the coach has to analyse the scientific data and convert it into coaching and training programs to help develop the athlete. This analysis process relies heavily on the coach's experience and knowledge of the event/sport and the athlete concerned.
By understanding the science, which is the foundation of training, a well designed training program can be developed that will help an athlete reach their full potential.
So is coaching the art of understanding the science and then applying it?
Coaching Process. The coaching process comprises of three elements:
• Planning – developing short and long term training programs to help your athlete achieve their goals.
• Conducting – delivery of training programs.
• Evaluating – evaluation of the programs, athlete development and your coaching. This element may result in adjustment of your athlete's training program and your coaching.
• To support this process you will need to develop your knowledge and practical coaching skills. These include, but not limited to:
• your coaching philosophy;
• coaching styles;
• teaching methods;
• the learning process and training principles;
• the code of ethics and conduct for sports coaches;
• the sports coach's legal responsibilities;
• how to apply an athlete centred approach to your coaching;
• prepare training programs to meet the needs of each athlete;
• Long Term Athlete Development (LTAD);
• capabilities of growing children;
• the rules for your sport/event;
• how to assess your coaching performance;
• how to communicate effectively with your athletes;
• advise athletes on issues of safety applicable to their sport/event;
• the causes and symptoms of over-training;
• how to reduce the risk of injury to your athletes;
• assist athletes to develop new skills;
• the biomechanical principles that underpin efficient action;
• use evaluation tests to monitor training progress and predict performance;
• advise athletes on their nutritional needs;
• advise athletes on legal supplements;
• how to develop the athlete's energy systems;
• how to develop the components of fitness as appropriate for your athlete and event;
• advise athletes on relaxation, visualisation and mental imagery skills;
• advise athletes how to prepare for competition;
• evaluate an athlete's competition performance;
• evaluate athlete/training and athlete/coach performance;
• provide clear and effective instructions, explanations and demonstrations;
• conduct effective observation and analysis;
• provide clear and effective feedback;
• use effective questioning to determine what an athlete knows or can do, their understanding and to develop their self awareness.
Sport