Appendix - Grammar

GRAMMAR

Present Tenses

The Present Simple – present form of the verb 

It is used to describe habitual actions and universal truths. It is used in scientific texts to present research facts and information, figures and tables.

 e.g.: Around the ages 15-19, kids develop adult bodies, training becomes more serious and the development of team skills, individual skills, and conditioning, all become essential for success in competitive sports. Figure 3 shows the acquired results.

The Present Continuous – be + verb + ing

It is used for things that we see as temporary, for the present moment, or for planned future actions. It is rarely used in academic writing.

e.g.: The rapid advancements in technology are reshaping traditional healthcare practices, and physical therapy is no exception.

The Present Perfect – have/has + past participle of the verb

It is used for actions which happened or started in the past, but are linked to the present. In academic writing it is used to describe earlier research work and its present outcomes.

e.g.: By the age of 11-12, kids who have developed general athleticism through participation in multiple sports will begin to outshine kids who have devoted all their time to skills in one particular sport.

Past Tenses

The Past Simple – past form of the verb

It describes completed actions in the past. In research papers it is used to relate past experience on the topic, literary reviews, methods used in the research, etc.

e.g.: The aim of the current study was to systematically review the available literature which examined mental toughness in relation to success in sport. Most researchers recognized the importance of mental toughness for sports achievements.

The Past Perfect – had + past participle of the verb

It is rarely used in academic writing, mainly to refer to past actions and the acquired results at a later time.

e.g.: The experiment had started when the researchers faced unexpected complications.

Modal Verbs – can, may, should, must/have to + verb infinitive

Modal verbs can sometimes be used in research work to refer to specific aspects of the study.

Should – to recommend actions or steps.

Lightweight and bodyweight exercises should be the focus as athletes work to acquire the balance, coordination, and mobility required.

Can and May – to express possibility or probability.

Must/ Have to - to express obligation.

e.g.: Coaches can begin using short structured warm-ups with the age group 6-7, including dynamic movements - pendulum kicks, lateral hops, etc.

Conditioning must focus on developing explosive strength while avoiding overuse injuries associated with repetitive jumping.

Leaders in sports organizations may have to navigate complex challenges such as financial instability, team performance issues, and organizational restructuring.

Future Simple – will/shall + verb infinitive

It can be used to refer to future actions, or to express predictions of possible outcomes.

e.g.: These accomplishments will set the foundation for future success in sports as well as health and wellness into adulthood.

A variety of activities at an early stage will enhance brain function, creativity, social skills, and confidence.

Passive Voice -  be + past participle of the verb/s

It is often used in scientific studies to focus on important facts without specifying the person performing the activity.  

e.g.: Mental toughness is considered as one of the most important factors for the success of athletes.

Rearch work using a specified key term was performed in 10 databases during August 2016. The acquired results were analyzed by the researchers.

These factors will be taken into account in future training programs.

Use of gerunds and infinitives- basic rules:

Gerunds are used:

• • after certain verbs to clarify their meaning (avoid, involve, like, suggest, consider, etc.);

e.g.: Child-driven free play involves running, jumping, throwing, changing direction and many more useful activities for the development of motor skills.

• •  after verbs or phrases with prepositions:

e.g.: Before the age of 7 is a critical time for developing basic movement skills, coordination, balance, and strong bones and muscles.

• • as the subject or object in a sentence:

e.g.: Nurturing a variety of activities early will also enhance brain function, creativity, social skills, and confidence

Infinitives are used:

• • after certain verbs to clarify their meaning (aim, learn, manage, need, offer, propose, etc.);

e.g.: It will take time and hard work, before they learn to do the exercises properly.

• •  infinitive of purpose – to explain why something is done:

e.g.: The ultimate goal of sport training is to cultivate strong, successful athletes.

• • after adjectives:

e.g.: While some young athletes may begin to narrow their sports selection during this phase, it is not necessary to give up sports that they love to focus on a single sport.

EXERCISES

Put the verbs in the most suitable tense – the Present Simple or the Present Continuous:

1.After orthopedic surgeries, patients .....................(require) gradual mobilization and muscle strengthening.

2.Although research on the role of virtual reality in rehabilitation .................... (currently grow) , it remains a relatively new area.

3.This article ........................ (explore) the specific conditioning methods for each sport, highlighting their similarities and differences.

4.Coaches often work with gymnasts on choreography which ....................... (complement) their strengths while adhering to competition standards.

5.Modern coaching increasingly ...................... (rely) on technology for performance analysis.

Put the verbs in the most suitable tense –  the Past Simple or the Present Perfect:

1.Recent studies ........................... (show) that athletes who possess high levels of mental toughness tend to perform better under pressure.

2.After 12 weeks, the patient ................ (show) significant improvement in range of motion (120° knee flexion) and reduced swelling. Muscle strength ................. (improve) by 30% compared to pre-therapy levels.

3.The focus of the previous research................ (be) on the key factors of anxiety in sport.

 4.By the age 11-15, the kids who ....................... (develop) general athleticism through participation in multiple sports will begin to outshine kids who ...................... (devote) all their time to skill proficiency in one particular sport.

5. In his research, David Kolb ................. (emphasize) the role of experience in shaping understanding.

Use the most suitable modal verb to complete the sentences: can, may, should, must

1.Specialized athletes .................. spend four to six weeks after each season to participate in activities other than their primary sport.

2.Coaches .............. work closely with an experienced Functional Strength Specialist.

3.Functional core and strength exercises .................. also be incorporated into practices.

4.After a training session, athletes .......... discuss or reflect on what went well and what didn’t, formulate new techniques or strategies and apply them in subsequent practice.

5.Virtual reality platforms ............ track body movements and provide real-time feedback, which helps in adapting therapeutic exercises to individual needs.

Complete the sentence in a suitable tense form using the Passive Voice:

1.Once a strategy is formulated, it ...............(must implement) through careful planning and resource allocation.

2.Mental toughness ................... (often refer) to as one of the most important psychological attributes underpinning the success of athletes.

3.Safe and efficient techniques for jumping, landing, accelerating, and decelerating .................. (should teach) during this phase.

4. Practical application of the theories in coaching often involves creating situations where athletes .................... (encourage) to actively reflect and learn from their performances.

5. Virtual reality applications in rehabilitation ...............(can tailor) to fit the specific needs and limitations of each patient.

Gerunds and infinitives. Complete the gaps using the correct form:

1. Lightweight and bodyweight exercises should be the focus as athletes work ............. (acquire) the balance, coordination, and mobility required.

2. Safe and efficient technique for ........(jump, land, accelerate, and decelerate) should also be taught and emphasized during this phase.

3. Understanding the nature of this anxiety is crucial for ......... (implement) targeted strategies ......... (mitigate) its effects and ............(foster) mental resilience in the face of competitive challenges.

4. These professionals offer valuable insights ........... (navigate) the psychological aspects of competition effectively.

5. Cognitive restructuring involves ............(identify) and ............. (challenge) negative thoughts.

6. Athletes learn .......... (replace) self-doubt with positive affirmations, fostering a more optimistic and resilient mental outlook.

7. This proactive approach helps in .........(build) confidence and ........ (reduce) the fear of failure.