Objectives (5 - 7 minutes)

1. Understand the concept of doping and its origin: Students should be able to explain what doping in sports is and its historical origin. They should be able to identify the different types of doping and how they affect the athlete's body.

2. Recognize prohibited substances: Students should learn about the different categories of prohibited substances, such as stimulants, narcotics, anabolic steroids, diuretics, etc. They should understand why these substances are prohibited and how they can artificially enhance athletic performance.

3. Comprehend the consequences of doping: Students should be able to discuss the consequences of doping in sports, both for the athlete and for the integrity of the sport itself. They should be able to identify health risks and the legal and professional penalties associated with the use of prohibited substances.

   Secondary Objectives:

   • Develop critical thinking skills: Through the discussion of the topic, students should be able to develop critical thinking skills, questioning the reasons behind doping and the ethical and moral implications associated.

   • Promote a culture of clean sport: By learning about doping, students should be encouraged to value clean sport and understand the importance of playing fairly and honestly.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should start the lesson by recalling the concepts of ethics and integrity in sports, which are the basis for understanding doping. This can be done through a brief discussion or a quick quiz to assess students' prior knowledge. (3 - 5 minutes)

2. Problem situation: The teacher can propose two problem situations to instigate students' curiosity:

   • Situation 1: 'Imagine you are elite athletes competing in an Olympics. You know that some of your competitors are using performance-enhancing substances, doping. How would this affect your perception of the sport and your motivation to compete fairly?'
   • Situation 2: 'You are doctors of a sports team and one of your athletes tested positive for doping. How would you handle this situation? What would be the implications for the athlete's career and the team's image?' (5 - 7 minutes)

3. Topic contextualization: The teacher should explain the importance of the topic, highlighting that doping is not just a matter of sports rules, but a health and integrity issue. The impact of doping on the sport's image and on the motivation of athletes and young people aspiring to become athletes should be mentioned. Additionally, the topic can be contextualized with real examples of athletes who were caught doping and the consequences they faced. (2 - 3 minutes)

4. Engage students' attention: To introduce the topic in an interesting way, the teacher can share some curiosities or stories related to doping:

   • Curiosity 1: 'Did you know that doping is not a new phenomenon? In Ancient Greece, athletes consumed a drink called 'mumia', which was made from dead and burnt animal flesh, believing it would give them extra strength.'
   • Curiosity 2: 'Have you heard of cyclist Lance Armstrong? He won the Tour de France, the most prestigious cycling competition in the world, seven times in a row. However, he was later stripped of all his titles due to doping.' (5 - 7 minutes)

Development (20 - 25 minutes)

1. Definition and origin of doping (5 - 7 minutes): The teacher should start by explaining the concept of doping, which is the use of prohibited substances or methods not allowed to artificially enhance sports performance. The origin of the term 'doping' is in the word 'dope', which originally referred to a mixture of psychoactive substances administered to racehorses to improve their performance. The teacher should emphasize that doping is not only a problem in professional sports, but also in amateur sports, and can occur in any sport, from athletics to chess.

2. Types of doping (5 - 7 minutes): The teacher should explain the different types of doping. These may include blood doping, which involves modifying blood properties to improve oxygen transport; hormonal doping, which involves the use of hormones like anabolic steroids to increase muscle mass; and chemical doping, which involves the use of drugs like stimulants to improve concentration and endurance. The teacher should emphasize that all these methods are highly dangerous and can have serious consequences for the athlete's health.

3. Prohibited substances (5 - 7 minutes): The teacher should explain the different categories of prohibited substances, such as stimulants, narcotics, anabolic steroids, diuretics, etc. They should discuss why these substances are prohibited and how they can artificially enhance athletic performance. The teacher can use real examples of athletes who were caught using these substances and the consequences they faced.

4. Consequences of doping (5 - 7 minutes): The teacher should discuss the consequences of doping, both for the athlete and for the integrity of the sport itself. They should talk about health risks, such as heart problems, kidney damage, infertility, etc. Additionally, the teacher should discuss the legal and professional penalties associated with the use of prohibited substances, such as suspensions, disqualifications, loss of titles, etc. The teacher should emphasize that the fight against doping is a matter of justice and equality, as doping gives athletes who use it an unfair advantage over those who play clean.

5. Discussion and clarification of doubts (3 - 5 minutes): After explaining these topics, the teacher should open the class for questions and discussions. Students should be encouraged to share their opinions and ask questions to clarify their doubts. The teacher should moderate the discussion, ensuring that all viewpoints are respected and that the focus remains on the topic of doping and its implications. (5 - 7 minutes)

Return (5 - 7 minutes)

1. Connection with the real world (2 - 3 minutes): The teacher should ask students to reflect on what they have learned and how the day's topic applies to the real world. Some discussion points may include:

   • The connection between doping and performance pressure: Students can discuss how the pressure to perform well can lead some athletes to use doping, and how this can relate to other areas of life, such as school or work.
   • The importance of clean sport for health and justice: Students can discuss why it is important for all athletes to play clean, not only to ensure fairness in competitions, but also to protect athletes' health.
   • The role of spectators and the media in the fight against doping: Students can discuss how spectators and the media can help combat doping by reporting doping cases and promoting a culture of clean sport.

2. Individual reflection (2 - 3 minutes): The teacher should then ask students to silently think for a minute about the following questions:

   1. What was the most important concept you learned today?
   2. What questions do you still have about the topic?

   After a minute of reflection, students should be invited to share their answers with the class. This can be done voluntarily, to respect students' privacy, or the teacher can ask some students to share their answers to start the discussion.

3. Feedback and clarification of doubts (1 - 2 minutes): The teacher should then provide feedback to students based on their reflections. If most students express doubts about a particular concept, the teacher can briefly review that concept. Additionally, the teacher should clarify any misunderstandings or confusions that arose during the lesson.

4. Homework assignment (optional) (1 minute): If the teacher wishes, they can assign a homework task related to the topic. This may include researching an athlete who was caught doping and the consequences they faced, or writing a short essay on the importance of clean sport. If no homework assignment is given, the teacher can simply review what was learned in the class and anticipate what will be covered in the next class. (5 - 7 minutes)

Conclusion (3 - 5 minutes)

1. Summary of key points (1 - 2 minutes): The teacher should recap the key points of the lesson, reminding students of the different types of doping, prohibited substances, consequences of doping, and the importance of clean sport. This is the time to reinforce the most important concepts and ensure that students have understood the material.

2. Connection between theory and practice (1 - 2 minutes): The teacher should emphasize how the lesson connected the theory of doping with the reality of sports. This can be done by recalling discussions about performance pressure, athlete health, and the role of spectators and the media. The teacher should highlight that the knowledge gained in the lesson is not only theoretical but has practical applications in the real world.

3. Extra materials (1 minute): The teacher can suggest some extra materials for students who wish to deepen their knowledge about doping. This may include documentaries, news articles, books, anti-doping organization websites, etc. The teacher can provide a list of these materials on the school's online learning platform or send them via email to the students.

4. Importance of the topic (1 minute): Finally, the teacher should emphasize the importance of the topic for students' everyday lives. The teacher can stress that even if students do not become professional athletes, sports ethics and the fight against doping are issues that affect everyone. Additionally, the teacher can highlight that the knowledge gained in the lesson, such as the ability to think critically and make ethical decisions, is valuable in many other areas of life.