Lesson Plan | Active Learning | Doping in Sports

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The objectives stage is crucial for directing the focus of students and the teacher to the essential aspects of the topic at hand. By clearly establishing what is expected to be achieved, students can align their prior studies with proposed classroom activities, maximizing the efficiency of discussions and practical application. This section also serves as motivation, showing the relevance of studying doping in the sports context and for the health of athletes.

Main Objectives:

1. Empower students to understand what doping is, identifying its consequences for athletes and why certain substances are prohibited.

2. Familiarize students with control and prevention measures against doping, as well as detailing the main prohibited substances in sports.

Side Objectives:

1. Encourage students' critical thinking by discussing real doping cases and their implications in sports and society.
2. Develop research and argumentation skills through the analysis of different viewpoints on the subject.

Introduction

Duration: (15 - 20 minutes)

The introduction serves to awaken students' interest and engage them with the topic, using problem situations they may have studied previously to consolidate knowledge. Furthermore, by contextualizing the problem of doping with real and relevant examples, the idea is for students to perceive the applicability and seriousness of the subject in real life, stimulating critical reflection on the ethical and practical implications of using prohibited substances in sports.

Problem-Based Situations

1. Imagine that an athlete has just been caught in a doping test during an international competition. What would be the immediate consequences for the athlete, their team, and the country's reputation? Discuss how doping affects not only sports but also ethical and legal issues.

2. A high school student starts using prohibited substances to improve their academic performance in sports tests. As a physical education teacher, how would you address this issue with the student, considering the parallels between doping in sports and substance use in the school environment?

Contextualization

Doping is a practice that does not limit itself to elite athletes; it extends to amateur competitions and even the school level. Using real examples of famous athletes who have been caught in doping tests, such as cyclist Lance Armstrong, or emblematic cases like that of football player Diego Maradona, who was suspended for using prohibited substances during the 1994 World Cup, can help contextualize the importance of the topic. Additionally, highlighting the impact of doping on athletes' health and the integrity of competitions can sensitize students to the real consequences of these practices.

Development

Duration: (70 - 75 minutes)

The development section aims to allow students to practically and interactively apply the knowledge acquired about doping in sports. Through playful and investigative activities, students can explore various scenarios and deepen their understanding of the consequences of doping, the prohibited substances, and control measures. This approach not only reinforces learning but also stimulates teamwork skills, critical thinking, and argumentation.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - The Doping Game

> Duration: (60 - 70 minutes)

- Objective: Understand the consequences of doping in sports through a playful method that stimulates prior knowledge and research.

- Description: In this activity, students will be divided into groups of up to 5 people to participate in an interactive board game that simulates doping situations in different sports. Each group will receive a board, cards of prohibited substances, consequence cards, and a die. The game consists of moving along the squares of the board by answering questions about the effects of substances on the body and the punishments for athletes caught in tests. The objective is to reach the end of the board without 'doping' their athlete.

- Instructions:

• Divide the class into groups of up to 5 students.

• Give each group a board, cards of prohibited substances, consequence cards, and a die.

• Explain the basic rules of the game, including how to advance on the board and the consequences of card choices.

• Ask each group to choose a representative to roll the die and move the marker on the board.

• The other group members will help answer the board's questions, which may involve knowledge about doping substances and their consequences.

• Each time a group lands on a 'doping test' square, they must answer a question to avoid the penalty of going back in the game.

Activity 2 - Doping Detectives

> Duration: (60 - 70 minutes)

- Objective: Develop critical analysis and argumentation skills, applying knowledge about doping and its effects.

- Description: Students will transform into investigators who need to discover which athlete in a fictional competition is using prohibited substances. Each group will receive a 'dossier' with athlete profiles, including their physical conditions and competition histories. Students should analyze the data and choose whom they suspect of doping. After choosing, they will present their justifications in a mini-presentation.

- Instructions:

• Organize the class into groups of up to 5 students.

• Distribute the 'dossiers' with athlete profiles to each group.

• Explain that they should analyze the data and decide which athlete they suspect of doping.

• Each group prepares a small presentation explaining their choices and the reasons that led them to suspect the selected athlete.

• Conclude with a class discussion about the different choices and evidence presented by the groups.

Activity 3 - Cinema Debate: Doping in Film

> Duration: (60 - 70 minutes)

- Objective: Analyze the theme of doping from different perspectives, including cultural representations in cinema.

- Description: Students will watch excerpts from movies or documentaries that address the theme of doping in sports. After the viewing, they will discuss in groups the main issues raised by the film, such as the pressure from coaches, the pursuit of results, and the consequences of doping. Each group will prepare a small report to share with the class.

- Instructions:

• Prepare excerpts from films or documentaries that address the theme of doping in sports in advance.

• Divide the class into groups and show an excerpt to each group.

• Allow each group to discuss the issues raised and prepare a report.

• Each group presents its report to the class.

• Conclude with a general discussion about the different perspectives presented in the films and documentaries.

Feedback

Duration: (15 - 20 minutes)

The purpose of this stage of the lesson plan is to consolidate the knowledge acquired by students, allowing them to articulate what they learned and hear their peers' perspectives. This discussion helps reinforce understanding of the topic, highlighting key points and clarifying possible doubts. Additionally, by sharing their experiences, students can develop a more critical and informed view of the impact of doping in sports and society.

Group Discussion

At the end of the activities, promote a group discussion with all students. Start the discussion with a brief introduction, explaining that the goal is to share insights and learnings gained during the activities. Suggest that each group starts by presenting a summary of what they discussed and the conclusions they reached. Encourage all students to participate by asking open-ended questions to stimulate dialogue and exchange of ideas.

Key Questions

1. What were the biggest surprises or discoveries you made during the activities?

2. How can knowledge about doping be applied in the daily lives of amateur and professional athletes?

3. In what ways did the activities change or reinforce your perception of ethics in sports?

Conclusion

Duration: (5 - 10 minutes)

The purpose of this stage of the lesson plan is to ensure that students have a clear and consolidated understanding of the topics discussed, as well as recognizing the applicability of the knowledge acquired. Recapping the main points and explaining how the lesson connected theory with practice helps reinforce learning and prepare students to apply these concepts in real contexts. Additionally, it is an opportunity to reinforce the importance and implications of studying doping, encouraging continuous reflection on ethics in sports and everyday life.

Summary

To conclude, the teacher should recap the main points addressed about doping in sports, highlighting what is considered doping, the consequences for athletes, why certain substances are prohibited and what they are, as well as the control measures against doping.

Theory Connection

The teacher should explain how today’s lesson connected theory with practice through interactive activities that allowed students to apply theoretical knowledge in practical situations and games, reinforcing learning and understanding of the topic in a dynamic and engaging way.

Closing

Finally, the teacher should emphasize the importance of studying doping in sports, not only for professional athletes but also for amateurs and students, and how this knowledge can influence ethical and health choices in daily life. This connection between theory, practice, and real life helps solidify the relevance of the topic.