Objectives (5 - 7 minutes)

1. Understanding the History of Sports:

   • Objective: That students can understand the origin and evolution of sports, identifying the main historical events that contributed to the development of modern sports.
   • Goals: Students should be able to identify the most relevant historical periods for the development of sports and relate them to the sports practiced today.

2. Identification of Main Sports and their Histories:

   • Objective: That students can identify and know the history of the main sports currently practiced.
   • Goals: Students should be able to list and briefly describe the origin and evolution of at least five different sports.

3. Critical Analysis of the Influence of History on Modern Sports:

   • Objective: That students can critically analyze how history influenced modern sports, considering cultural, social, and political aspects.
   • Goals: Students should be able to discuss and present concrete examples of how history shaped the practice and culture of current sports.

Secondary Objectives:

• Stimulating Critical Thinking and Analysis:

  • Objective: Promote the development of students' critical thinking, encouraging them to analyze and question the information presented.

• Development of Research and Presentation Skills:

  • Objective: Provide students with the opportunity to develop their research and presentation skills, as they will have to search for information about the history of sports and present it to the class.

Introduction (10 - 12 minutes)

1. Recalling Related Content:

   • The teacher will start the lesson by reminding students of concepts and related content, such as the definition of sports, the importance of sports practice for health and well-being, and the influence of sports on society. This review is crucial for students to make connections with the new content that will be presented.

2. Presentation of Problem Situations:

   • The teacher can present two problem situations to instigate students' interest. The first one could be: 'How would sports practice be nowadays if Ancient Greece had not developed the Olympic Games?' The second: 'What were the main changes in sports over time and how did they affect athletes' performance?' These questions will serve as a starting point for the discussion and exploration of the content.

3. Contextualization of the Topic's Importance:

   • The teacher should then contextualize the importance of the topic, highlighting how understanding the history of sports can help better understand the sports practiced today. Additionally, it can be mentioned how sports, throughout history, have played a crucial role in shaping cultural identities, diplomacy, and international relations.

4. Introduction of the Topic with Curiosities and Stories:

   • To capture students' attention, the teacher can share some curiosities and stories about the history of sports. For example, it can be mentioned that American Football, one of the most popular sports in the United States, has its origins in Rugby, which in turn has its roots in English football. Another curiosity could be that modern sports were heavily influenced by militarism at the end of the 19th and early 20th centuries, which partly explains the emphasis on competition and performance in contemporary sports.

Development (20 - 25 minutes)

1. Role-Playing Activity: 'Creating Your Own Sport' (10 - 12 minutes):

   • In this activity, students will be divided into groups of 3 to 4 people. Each group will receive sheets of paper, colored pencils, and markers. The goal is to imagine and draw a new sport, taking into account the history of sports discussed in the Introduction. They should consider the following questions when creating the sport:
     • What would be the origin of this sport? What cultures or historical events could have influenced its creation?
     • How would the game itself be? What would be the basic rules?
     • How would this sport evolve over time? What changes could occur and why?
   • After 10 minutes of activity, each group will present their new sport to the class, explaining the history behind it. The teacher and other students will ask questions and make comments, promoting discussion and reflection.

2. Debate Activity: 'The Influence of History on Current Sports' (10 - 12 minutes):

   • After the role-playing activity, the teacher will conduct a debate on the influence of history on current sports. The teacher will divide the class into two groups and assign each group a position to defend: one group will defend the idea that history has a significant influence on current sports, while the other group will defend the opposite idea.
   • Each group will have 5 minutes to prepare their arguments. They can use the information they learned in the role-playing activity, as well as from their previous research, to support their positions.
   • After the preparation period, each group will have the opportunity to present their arguments. The teacher will act as a moderator, ensuring that the debate is respectful and productive. At the end of the debate, the teacher will summarize the main points discussed and offer their own reflections.

3. Research and Presentation Activity: 'The History of a Chosen Sport' (5 - 7 minutes):

   • In this activity, students will work individually. Each student will choose a sport of interest and research its history. They should look for information about the origin of the sport, how it evolved over time, and which historical events were important for its development.
   • After the research, each student will have the opportunity to share what they have learned with the class, in a one-minute presentation. The teacher should encourage students to be creative in their presentations, using visual resources, such as images and diagrams, to illustrate their research.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes):

   • The teacher should start a group discussion, where each group will share the conclusions or solutions they found during the role-playing activity and the debate.
   • The teacher should ask questions to stimulate reflection and deepen students' understanding. For example: 'What were the main challenges you encountered when creating the new sport?' or 'How did the history of the sport you created influence the rules and dynamics of the game?'

2. Connection with Theory (2 - 3 minutes):

   • The teacher should then help students make the connection between practical activities and the theory presented at the beginning of the lesson.
   • The teacher can ask: 'How did the activities we did today help us better understand the importance of history in sports?' or 'How did the theory we learned reflect in the practical activities we did?'

3. Individual Reflection (2 - 3 minutes):

   • The teacher should propose that students make an individual reflection on what they learned in the lesson.
   • To do this, the teacher can ask questions like: 'What was the most important concept you learned today?' or 'What questions have not been answered yet?'.
   • Students will have a minute to think about these questions. Then, the teacher can ask some students to share their reflections with the class.

4. Feedback and Closure (1 minute):

   • To finish the lesson, the teacher should ask for feedback from students about the lesson. The teacher can ask: 'What did you like most about today's lesson?' and 'What could be improved for the next lesson?'.
   • The teacher should thank the students for their participation and encourage them to continue exploring the topic of sports history at home or during their free time.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes):

   • The teacher should start the Conclusion by summarizing the main points discussed during the lesson. This includes the origin and evolution of sports, the history of the main sports, the influence of history on current sports, and the critical analysis of sports history.
   • The teacher can give a brief summary of each of these topics, ensuring that students have a clear understanding of what was learned.

2. Relating Theory to Practice (1 - 2 minutes):

   • Next, the teacher should explain how the lesson managed to connect theory, practice, and applications. It can be discussed how the role-playing activity allowed students to apply theoretical concepts in a practical and creative way, and how the debate and research activity helped deepen students' understanding of the influence of history on current sports.

3. Suggestion of Extra Materials (1 minute):

   • The teacher can suggest some extra materials for students who wish to deepen their knowledge on the subject. This may include books, documentaries, websites, or podcasts related to the history of sports.
   • For example, the teacher may recommend the book 'The History of Sports in the World - From the Beginning to the Present' by Orlando Duarte, or the documentary 'Olympic Games of Antiquity'.

4. Importance of the Subject (1 - 2 minutes):

   • Finally, the teacher should emphasize the importance of the subject for students' daily lives. It can be discussed how understanding the history of sports can enrich students' experience as spectators or sports practitioners, and how it can help them better understand the sports culture of their own country and other countries.
   • Additionally, it can be mentioned how the ability to critically analyze the influence of history on sports can be applied in other areas of knowledge, such as history, sociology, or anthropology.