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Causes and types of sports injuries

This lesson will focus on the development of speaking, listening and reading skills.

05.11.2016

Содержимое разработки

The theme: Causes and types of sports injuries (2 lessons)

Name:

Grade:

Learning objective

Task

9. L2. understand most specific information in unsupported extended talk on a wide range of general and curricular topics

Listen to the recording about “Heading a Soccer Ball Can Injure Brain” and find correct answers.


Skills


Success criteria

You have met this learning objective if you can

A

WT

Listening

define correct answers (10 correct answers from 12)




New research suggests that soccer players are (1) ____ risk of brain injury, especially those who head the ball a lot. Researchers in America carried (2) ____ tests on 38 amateur football players over the age of 30 who had played the sport since childhood. Doctors gave them MRI brain scans and tests to (3) ____ their brain function. The players were asked to estimate the number of times they had headed a ball in the past year. The research (4) ____ indicate a degree of brain injury not usually present in people who do not play soccer. Doctors reported the condition to be a form of concussion known as (5) ____ traumatic brain injury (TBI). This can easily occur in soccer due to the frequent impact of the head with a ball can travel at speeds (6) ____ to 100 kph.

Lead author Doctor Michael Lipton explained the (7) ____ heading a ball can have on the brain: “Heading a soccer ball is not an impact of a magnitude that will [cut] nerve fibers in the brain, but repetitive heading may (8) ____ off a cascade of responses that can lead to a degeneration of brain cells." He added: “Brain injury and cognitive impairment can (9) ____ from heading a soccer ball with high frequency….These are findings that should be taken (10) ____ consideration in planning future research to develop approaches to protect soccer players." Doctor Lipton concluded it would be difficult to (11) ____ brain injury in children as it takes years of heading a ball for the damage to show (12) ____ in brain scans.

Put the correct words from the table below in the above article.

1.

(a)

as

(b)

by

(c)

of

(d)

at

2.

(a)

out

(b)

up

(c)

over

(d)

away

3.

(a)

recess

(b)

compress

(c)

assess

(d)

regress

4.

(a)

finders

(b)

findings

(c)

find

(d)

founders

5.

(a)

spicy

(b)

mild

(c)

soft

(d)

gentle

6.

(a)

nearby

(b)

between

(c)

close

(d)

opposite

7.

(a)

effect

(b)

effective

(c)

effectively

(d)

effectiveness

8.

(a)

get

(b)

met

(c)

wet

(d)

set

9.

(a)

answer

(b)

grade

(c)

question

(d)

result

10.

(a)

up

(b)

into

(c)

of

(d)

by

11.

(a)

detect

(b)

digest

(c)

defect

(d)

dialect

12.

(a)

all

(b)

via

(c)

up

(d)

down



The theme: Causes and types of sports injuries (2 lessons)

Name:

Grade:

Learning objective

Task

9. L2. understand most specific information in unsupported extended talk on a wide range of general and curricular topics

Listen to the recording about “Heading a Soccer Ball Can Injure Brain” and fill in the gaps.



Skills


Success criteria

You have met this learning objective if you can

A

WT

Listening

fill in the gaps correctly (13 correct answers from 16)





New research suggests that soccer players _____________________ injury, especially those who head the ball a lot. Researchers in America carried out _____________________ football players over the age of 30 who had played the sport since childhood. Doctors gave them MRI brain scans and _____________________ brain function. The players were asked to estimate the number of times they had headed a ball in the past year. The research findings _____________________ brain injury not usually present in people who do not play soccer. Doctors reported the condition to be a _____________________ known as mild traumatic brain injury (TBI). This can easily occur in soccer due to the frequent _____________________ with a ball can travel at speeds close to 100 kph.

Lead author Doctor Michael Lipton _____________________ heading a ball can have on the brain: “Heading a soccer ball is not an impact of a _____________________ [cut] nerve fibers in the brain, but repetitive heading may set off a cascade of responses _____________________ degeneration of brain cells." He added: “Brain injury and cognitive impairment can _____________________ a soccer ball with high frequency….These are findings that should be taken into consideration in planning future _____________________ approaches to protect soccer players." Doctor Lipton concluded it would be difficult to detect brain injury in children as it takes years of heading a ball for the _____________________ in brain scans.













Answers:

GAP FILL:

New research suggests that soccer players are at risk of brain injury, especially those who head the ball a lot. Researchers in America carried out tests on 38 amateur football players over the age of 30 who had played the sport since childhood. Doctors gave them MRI brain scans and tests to assess their brain function. The players were asked to estimate the number of times they had headed a ball in the past year. The research findings indicate a degree of brain injury not usually present in people who do not play soccer. Doctors reported the condition to be a form of concussion known as mild traumatic brain injury (TBI). This can easily occur in soccer due to the frequent impact of the head with a ball can travel at speeds close to 100 kph.

Lead author Doctor Michael Lipton explained the effect heading a ball can have on the brain: “Heading a soccer ball is not an impact of a magnitude that will [cut] nerve fibers in the brain, but repetitive heading may set off a cascade of responses that can lead to a degeneration of brain cells." He added: “Brain injury and cognitive impairment can result from heading a soccer ball with high frequency….These are findings that should be taken into consideration in planning future research to develop approaches to protect soccer players." Doctor Lipton concluded it would be difficult to detect brain injury in children as it takes years of heading a ball for the damage to show up in brain scans.


Multiple choice

1 - d

2 - a

3 - c

4 - b

5 - b

6 - c

7 - a

8 - d

9 -d

10 - b

11 - a

12 - c




Содержимое разработки



SYNONYM MATCH: Match the following synonyms from the article.

1.

suggests

a.

damage

2

especially

b.

shape

3.

assess

c.

effect

4.

form

d.

particularly

5.

mild

e.

methods

6.

impact

f.

indicates

7.

magnitude

g.

find

8.

impairment

h.

evaluate

9.

approaches

i.

size

10.

detect

j.

Light














PHRASE MATCH:  (Sometimes more than one choice is possible.)

1.

soccer players are at risk

a.

into consideration

2

Researchers in America carried

b.

the head with a ball

3.

tests to assess

c.

impairment

4.

a form of

d.

out tests

5.

the frequent impact of

e.

of responses

6.

set off a cascade

f.

of brain injury

7.

cognitive

g.

their brain function

8.

findings that should be taken

h.

up in brain scans

9.

it would be difficult to detect

i.

concussion

10.

damage to show

j.

brain injury






Answers:

SYNONYM MATCH:

1.

suggests

a.

indicates

2

especially

b.

particularly

3.

assess

c.

evaluate

4.

form

d.

shape

5.

mild

e.

light

6.

impact

f.

effect

7.

magnitude

g.

size

8.

impairment

h.

damage

9.

approaches

i.

methods

10.

detect

j.

find

PHRASE MATCH:

1.

soccer players are at risk

a.

of brain injury

2

Researchers in America carried

b.

out tests

3.

tests to assess

c.

their brain function

4.

a form of

d.

concussion

5.

the frequent impact of

e.

the head with a ball

6.

set off a cascade

f.

of responses

7.

cognitive

g.

impairment

8.

findings that should be taken

h.

into consideration

9.

it would be difficult to detect

i.

brain injury

10.

damage to show

j.

up in brain scans







Содержимое разработки

SPORTS INJURIES: What are they and how can players avoid them? Complete this table with your partner(s). Change partners and share what you wrote. Change and share again.

Sport

Injuries

How to avoid them

Soccer


 

 

Skiing


 

 

Swimming


 

 

Tennis


 

 

Sumo


 

 

Baseball







SPORTS INJURIES: What are they and how can players avoid them? Complete this table with your partner(s). Change partners and share what you wrote. Change and share again.

Sport

Injuries

How to avoid them

Soccer


 

 

Skiing


 

 

Swimming


 

 

Tennis


 

 

Sumo


 

 

Baseball










Содержимое разработки

Match the words with their definitions

For less able learners

Joint injuries

Dislocation

When ligaments are overstretched or torn around a joint, eg twisted or sprained ankle.

Tennis and golf elbow

Caused when blood vessels burst under the skin following impact.

Cartilage

When the bones of a joint are wrenched apart.

Sprains

when a muscle or tendon is overstretched or torn, eg. pulled muscle

Strains

which tears in the knee and can 'lock' the joint

Bruises

Damage to tendons caused by overuse.




For more able learners


Closed

Caused by excessive cold. The internal body temperature drops leading to shivering, cold pale skin, shallow breathing, confusion and tiredness.

Open

Caused by heat and a lack of water. Leads to headache, lightheadedness, pale clammy skin and muscle cramps.

Cuts

Caused by impact to the head, often knocking the person unconscious

Grazes and blisters

Caused by impact with a sharp object.

Concussion


Caused by friction or rubbing.

Dehydration

When the bone breaks and comes out through the skin.

Hypothermia

When the bone breaks but stays inside the skin.














Answers

For less able learners

Joint injuries

Dislocation

When the bones of a joint are wrenched apart.

Tennis and golf elbow

Damage to tendons caused by overuse.

Cartilage

which tears in the knee and can 'lock' the joint

Sprains

When ligaments are overstretched or torn around a joint, eg twisted or sprained ankle.

Strains

when a muscle or tendon is overstretched or torn, eg pulled muscle

Bruises

Caused when blood vessels burst under the skin following impact.




For more able learners


Closed

When the bone breaks but stays inside the skin.

Open

When the bone breaks and comes out through the skin.

Cuts

Caused by impact with a sharp object.

Grazes and blisters

Caused by friction or rubbing.

Concussion


Caused by impact to the head, often knocking the person unconscious.


Dehydration

- caused by heat and a lack of water. Leads to headache, lightheadedness, pale clammy skin and muscle cramps.

Hypothermia

caused by excessive cold. The internal body temperature drops leading to shivering, cold pale skin, shallow breathing, confusion and tiredness.



Содержимое разработки

Unit 9.1B Exercise and Sport (Content with language)

School: NIS of Chemistry and Biology, Atyrau

Date:

Teacher’s name: Bissengaliyeva A.M

Grade: 9

Number present:

absent:

Theme of the lesson: Causes and types of sport injuries (2 lessons)

Learning objectives(s) that this lesson is contributing to

9.S7 use appropriate subject-specific vocabulary and syntax to talk about an increased range of general topics, and some curricular topics;

9.S3.explain and justify their own point of view on a range of general and curricular topics;

9. R5. deduce meaning from context in extended texts on a range of familiar general and curricular topics

9. L2. understand most specific information in unsupported extended talk on a wide range of general and curricular topics

9. R9. use a range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding



Lesson objectives

SWBAT

All\ Most: speak about t sport and common types of injury; (R9)search internet and find out more information about sport injuries;

(S3) Support their ideas with a strong evidence, evaluate others’ points of view by commenting and making conclusion;

(S7) Explain their ideas clearly using opinion expressions

(R5) clearly show understanding of the meaning of 4 words and support with 2 examples of evidence;

(L2) fill in the gaps correctly (13 correct answer from 16) \ define correct answers (10 correct answers from 12)

Some: speak fluently about sport, common types of sport, and explain how can prevent these injuries;

Language objectives

Focus on development of speaking and listening skills;

New words: Dislocation, Tennis and golf elbow, Cartilage, Sprains, Strains, Bruises

Value links

Respect the diversity of opinion (all lesson), academic honesty and transparency (listening activity)

Cross curricularl links

PE (all lesson)

ICT skills

Video, PPT are used for explanation

Previous learning

8.2B Sport, Health and Exercise (Content with language); 7.3C Healthy Habits (Content with language)

Kazakh culture

Kazakh sport games

Plan


Planned timings

Teacher activity

Learner activity

Differentiation

Resources

Introduction

Evocation

3’


Teacher greets students and introduces the lesson objectives.

Teacher asks the learners to find the words among the letters of English alphabet and define the theme of the lesson. (slide 3)






Students find the words among the letters (injury, knee, sport, risk, traumatic) and define the theme of the lesson.





PPT (slides 2-3-5)

Main part.

Speaking

5’









5’




10’










Vocabulary

7’




Revision of vocabulary

7’


10’




Pre-listening:


10’







Listening

10’






Research

10’

Teacher asks learners:

- What are sport injuries and how can players avoid them?

- Which of these things are worse for your health?







Teacher asks learners to spend one minute writing down all of the different words they associate with the word ‘risk’ and share their words with the class and talk about them.

Teacher asks students about types of sports injuries.

Teacher presents video “5 common sport injuries”



Teacher asks learners about causes of injuries and then present information. (PPT,6-7 slides)


Teacher divides students into two groups and asks the learners to match the words with their definitions.




Teacher organizes work with the test about common types of injury.


Teacher asks learners to complete the table about sport injuries and how can we avoid them with their partner, share with other classmates (2-3 changes)

Teacher asks the learners to read the headline and guess these statements true or false.
Answers: a. F b. F c. T d. T e. F

f. F g. T h. T

Teacher presents next task and asks learners to match the words, synonyms.
(answers in the worksheet)

Teacher says that students know that Soccer is a dangerous sport and they are going to listen to the recording about it. (Worksheets with different tasks). Teacher monitors and observes. (answers in the worksheet)

Teacher asks learners to find more information about sport injuries, pay attention at Kazakh sport (choose just one) and how can prevent this sport injury. Then they will share what they discover in the next lesson.

(W)Students answer the following questions:

- What are sport injuries and how can players avoid them?

- Which of these things are worse for your health?

Heading a soccer ball, smoking, no exercise, and stress, watching TV, lack of sleep, no reading, and alcohol.

They rank these things; put the worst at the top.

(P, W, F, S7) Students in pairs write their associations with the word “risk” and share their ideas with the class.


(W) Students try to name types of sport injuries.

They watch the video “5 common sport injuries” and discuss about it.


(W) Students give ideas what can be causes of injuries. They listen to the teacher and talk about it.


(G, F, R5) Students in two groups match the words with their definitions (common types of injury).

Then they check their task with the teacher. (by using PPT 8-9 slides)


(W) Students one by one answer to the questions of the test. (10 questions)


(P, F, S3, S7) Students complete the tables about sport injuries and how can we avoid them with their partners. After they change their partners and share what they wrote.


(I) Students read the headlines and guess these statements true or false.




(G, F, R5) Students in two groups match the synonyms and phrases.


(I, F, L) Students listen to the recording about “Heading a Soccer Ball Can Injure Brain” and :

- fill in the gaps (more able learners)

- multiple choice (less able learners)



(P, R9) Students search internet and find out more about sport injuries. Then they will share what they discover with their classmates in the next lesson.
























By setting into groups and by task: for less able and more able learners.


















By setting into groups and by task: for less able and more able learners.


By task: for less able and more able learners.







By support: Provide less able Ss with new vocabulary

PPT (slide6)














https://www.youtube.com/watch?v=upxeWJs5Pio PPT

(slide 7)


PPT (8-9 slides)



Vocabulary worksheet

PPT (10-11 slides)



http://www.bbc.co.uk/education/guides/z6cdmp3/test



table worksheet




PPT (12 slide)




Matching worksheet


http://www.breakingnewsenglish.com/1111/111130-soccer_headers.html

FA listening worksheet

Conclusion:

3’

Teacher listen to the students and reminds learners about their homework.

Ss should tell what they have learnt on the lesson. Homework: continue their research work at home



Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able Ss?

Assessment – how are you planning to check learners’ learning?

Health and safety check

Differentiation is done by task:

-Provide less able Ss with new vocabulary

T monitors FA Listening, Speaking and Reading.

Exercises for eyes in the middle of the lesson.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all learners achieve the LO? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.


- Yes, they were. The lesson objectives focused on the core receptive and productive skills of listening and speaking.

- Yes, they did.


- Yes. Differentiation worked as identified in the Lesson objectives by recognizing criteria that All\ Most and some students would be able to achieve.


-Yes, timings were adhered to very well and the lesson and transitions were timed well.

- No changes.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1: Student co-operation and activities went very well. Teaching and learning process worked very well as it allowed for students to discover facts from their peers. Questioning students after each stage for follow up of information, which they heard, allowed reinforcing the learning.

What two things would have improved the lesson (consider both teaching and learning)?

This was a well thought lesson.

What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?

Students were able to present confidently information in English.


































Содержимое разработки

Causes and types of sports injuries  NIS of Chemistry and Biology, Atyrau, Bissengaliyeva A.M.

Causes and types of sports injuries

NIS of Chemistry and Biology, Atyrau, Bissengaliyeva A.M.

( S3) Support their ideas with a strong evidence, evaluate others’ points of view by commenting and making conclusion; (S7) Explain their ideas clearly using opinion expressions  (R5) clearly show understanding of the meaning of 4 words and support with 2 examples of evidence;  (L2) fill in the gaps correctly (13 correct answer from 16) \ define correct answers (10 correct answers from 12) NIS of Chemistry and Biology, Atyrau, Bissengaliyeva A.M.

( S3) Support their ideas with a strong evidence, evaluate others’ points of view by commenting and making conclusion;

(S7) Explain their ideas clearly using opinion expressions

(R5) clearly show understanding of the meaning of 4 words and support with 2 examples of evidence;

(L2) fill in the gaps correctly (13 correct answer from 16) \ define correct answers (10 correct answers from 12)

NIS of Chemistry and Biology, Atyrau, Bissengaliyeva A.M.

ABCDEFGHINJURYJKNEELMNOSPORTQRISKSTRAUMATICUVWXYZ NIS of Chemistry and Biology, Atyrau, Bissengaliyeva A.M.

ABCDEFGHINJURYJKNEELMNOSPORTQRISKSTRAUMATICUVWXYZ

NIS of Chemistry and Biology, Atyrau, Bissengaliyeva A.M.

ANSWERS: ABCDEFGH INJURY J KNEE LMNO SPORT Q RISK S TRAUMATIC UVWXYZ NIS of Chemistry and Biology, Atyrau, Bissengaliyeva A.M.

ANSWERS:

ABCDEFGH INJURY J KNEE LMNO SPORT Q RISK S TRAUMATIC UVWXYZ

NIS of Chemistry and Biology, Atyrau, Bissengaliyeva A.M.

The theme of the lesson: Causes and types of sports injuries NIS of Chemistry and Biology, Atyrau, Bissengaliyeva A.M.

The theme of the lesson:

Causes and types of sports injuries

NIS of Chemistry and Biology, Atyrau, Bissengaliyeva A.M.

- What are sport injuries and how can players avoid them? - Which of these things are worse for your health? smoking, heading a soccer ball, no exercise, and stress, watching TV, lack of sleep, no reading, and alcohol. NIS of Chemistry and Biology, Atyrau, Bissengaliyeva A.M.

- What are sport injuries and how can players avoid them?

- Which of these things are worse for your health?

smoking, heading a soccer ball, no exercise, and stress, watching TV, lack of sleep, no reading, and alcohol.

NIS of Chemistry and Biology, Atyrau, Bissengaliyeva A.M.

5 common sport injuries 1 Acl tear  2 Rotator cuff tear  3 Meniscus tear  4 Sprained ankle  5 Runner's knee   NIS of Chemistry and Biology, Atyrau, Bissengaliyeva A.M.

5 common sport injuries

1 Acl tear 2 Rotator cuff tear 3 Meniscus tear 4 Sprained ankle 5 Runner's knee

NIS of Chemistry and Biology, Atyrau, Bissengaliyeva A.M.

Injuries in sport happen as a result of external force  from outside your body or internal force from inside your body. External force There are two types: Impact  with someone (tackle, collision, punch, kick) or something (landing hard, running into a post). These cause bruises, sprains, fractures, dislocations or concussion. The environment – very hot or cold conditions. Heat causes dehydration. Cold causes hypothermia. Internal force Very sudden, powerful movements can tear or strain muscles and tendons. NIS of Chemistry and Biology, Atyrau, Bissengaliyeva A.M.

Injuries in sport happen as a result of external force from outside your body or internal force from inside your body.

External force

There are two types:

Impact with someone (tackle, collision, punch, kick) or something (landing hard, running into a post). These cause bruises, sprains, fractures, dislocations or concussion.

The environmentvery hot or cold conditions. Heat causes dehydration. Cold causes hypothermia.

Internal force

Very sudden, powerful movements can tear or strain muscles and tendons.

NIS of Chemistry and Biology, Atyrau, Bissengaliyeva A.M.

Overuse injuries  are caused by using a part of the body again and again and include golf elbow and tennis elbow . Chronic injuries  happen when injuries are not treated or given time to heal. These can lead to arthritis.  NIS of Chemistry and Biology, Atyrau, Bissengaliyeva A.M.

Overuse injuries are caused by using a part of the body again and again and include golf elbow and tennis elbow .

Chronic injuries happen when injuries are not treated or given time to heal. These can lead to arthritis.

NIS of Chemistry and Biology, Atyrau, Bissengaliyeva A.M.

Common types of injury Fractures Closed - when the bone breaks but stays inside the skin. Open  - when the bone breaks and comes out through the skin. Skin damage Cuts - caused by impact with a sharp object. Grazes and blisters  - caused by friction or rubbing. Concussion Caused by impact to the head, often knocking the person unconscious. Joint injuries Dislocation  - when the bones of a joint are wrenched apart. Tennis and golf elbow  - damage to tendons caused by overuse. Cartilage  - which tears in the knee and can 'lock' the joint. Soft tissue injuries Sprains - when ligaments are overstretched or torn around a joint, eg twisted or sprained ankle. Strains - when a muscle or tendon is overstretched or torn, eg pulled muscle. Bruises - caused when blood vessels burst under the skin following impact. NIS of Chemistry and Biology, Atyrau, Bissengaliyeva A.M.

Common types of injury

Fractures

  • Closed - when the bone breaks but stays inside the skin.
  • Open - when the bone breaks and comes out through the skin.

Skin damage

  • Cuts - caused by impact with a sharp object.
  • Grazes and blisters - caused by friction or rubbing.

Concussion

  • Caused by impact to the head, often knocking the person unconscious.

Joint injuries

  • Dislocation - when the bones of a joint are wrenched apart.
  • Tennis and golf elbow - damage to tendons caused by overuse.
  • Cartilage - which tears in the knee and can 'lock' the joint.

Soft tissue injuries

  • Sprains - when ligaments are overstretched or torn around a joint, eg twisted or sprained ankle.
  • Strains - when a muscle or tendon is overstretched or torn, eg pulled muscle.
  • Bruises - caused when blood vessels burst under the skin following impact.

NIS of Chemistry and Biology, Atyrau, Bissengaliyeva A.M.

Environmental injuries  Environmental injuries occur when athletes are working for a long time in very hot or very cold conditions. Dehydration  - caused by heat and a lack of water. Leads to headache, lightheadedness, pale clammy skin and muscle cramps. Hypothermia - caused by excessive cold. The internal body temperature drops leading to shivering, cold pale skin, shallow breathing, confusion and tiredness. NIS of Chemistry and Biology, Atyrau, Bissengaliyeva A.M.

Environmental injuries

Environmental injuries occur when athletes are working for a long time in very hot or very cold conditions.

Dehydration - caused by heat and a lack of water. Leads to headache, lightheadedness, pale clammy skin and muscle cramps.

Hypothermia - caused by excessive cold. The internal body temperature drops leading to shivering, cold pale skin, shallow breathing, confusion and tiredness.

NIS of Chemistry and Biology, Atyrau, Bissengaliyeva A.M.

TRUE / FALSE: Read the headlines. Guess if  a-h  below are  true (T) or false (F).  a. A report says soccer players are athletes most at risk of brain damage.  b. T / F The study looked at brain scans of players in their twenties.  c. Heading a soccer ball can lead to a condition similar to concussion  d. T / F  e. T / F A soccer ball can reach speeds of 100 kph. The report’s main writer headed a ball to show the effects on the brain. T / F  f. T / F Heading a ball cuts the nerve fibers in the brain.  g. A doctor said the study should be used to protect players in the future. T / F  h. T / F It is difficult to detect heading-related brain damage in children. T / F  NIS of Chemistry and Biology, Atyrau, Bissengaliyeva A.M.

TRUE / FALSE: Read the headlines. Guess if  a-h  below are

true (T) or false (F).

a.

A report says soccer players are athletes most at risk of brain damage.

b.

T / F

The study looked at brain scans of players in their twenties.

c.

Heading a soccer ball can lead to a condition similar to concussion

d.

T / F

e.

T / F

A soccer ball can reach speeds of 100 kph.

The report’s main writer headed a ball to show the effects on the brain.

T / F

f.

T / F

Heading a ball cuts the nerve fibers in the brain.

g.

A doctor said the study should be used to protect players in the future.

T / F

h.

T / F

It is difficult to detect heading-related brain damage in children.

T / F

NIS of Chemistry and Biology, Atyrau, Bissengaliyeva A.M.

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