Objectives (5 - 7 minutes)

1. Understand the concept of doping: The teacher should explain to the students what doping is, its ethical and legal implications, and why it is considered an unfair practice in sports.

2. Discuss corruption related to doping: Students should understand how corruption can be involved in doping, whether through bribing officials, manipulating tests, or covering up cases.

3. Analyze the use of medications in sports: The goal is for students to understand the difference between legitimate and illegitimate use of medications in sports, and what the consequences of this misuse are.

Secondary objectives:

• Promote critical discussion: Students should be encouraged to express their opinions and questions on the topic, promoting critical thinking and reflection.

• Develop research skills: Students will be guided to research more about real cases of doping and corruption in sports to enrich the classroom discussion.

Introduction (10 - 15 minutes)

1. Review of Related Previous Content: The teacher should start the lesson by recalling basic concepts of ethics in sports and the importance of fair competitions. Additionally, it may be useful to review the functioning of the endocrine system and how it can be affected by medications. (3 - 5 minutes)

2. Problem Situations:

   a) The teacher can propose the following situation: 'Imagine you are a professional athlete competing in an important tournament. Your coach suggests using a medication that, although not considered doping, can significantly improve your performance. What would be your concerns? Would you agree to use the medication? Why?'

   b) Another possible situation: 'You are an Olympic-level athlete and have been caught in a doping test. However, you claim that the medication was prescribed by a doctor to treat a health condition, and you were unaware that it was prohibited. How do you believe this situation should be resolved?' (5 - 7 minutes)

3. Contextualization: The teacher should emphasize that doping and corruption in sports are real problems and have a significant impact on the integrity of competitions. Additionally, it may be useful to mention famous cases of doping and corruption in sports to illustrate the relevance of the topic. (2 - 3 minutes)

4. Engage Students' Attention:

   a) The teacher can share the following curiosity: 'Did you know that the term 'doping' originates from the 19th century, when racehorses were 'doped' with alcohol or cocaine to enhance their performance? The use of substances to improve performance became so common that in 1928, the International Association of Athletics Federations was the first to ban doping in sports.'

   b) Another interesting curiosity: 'Have you heard of 'Operation Puerto'? It was a Spanish police investigation in 2006 that revealed a major doping scheme in cycling, involving over 200 athletes from different sports, including cycling, football, and athletics.' (3 - 5 minutes)

Development (20 - 25 minutes)

1. Theory - What is Doping? (5 - 7 minutes)

   a) The teacher should start by explaining the concept of doping, which refers to the use of prohibited substances or unauthorized methods to enhance performance in sports. It should be emphasized that doping is not only a health issue but also an ethical and justice matter in sports.

   b) Next, the teacher should discuss the different categories of prohibited substances, such as stimulants, narcotics, anabolic steroids, diuretics, among others. It should be emphasized that these substances are prohibited because they offer an unfair advantage over competitors who do not use them and can pose significant health risks.

2. Theory - Corruption and Doping in Sports (5 - 7 minutes)

   a) The teacher should explain how corruption can be related to doping in sports. This may include bribery of officials, test manipulation, case cover-ups, among others. It should be highlighted that corruption in sports not only allows doping but also undermines the integrity of competitions.

   b) Next, the teacher should discuss some real examples of corruption related to doping, such as the case of Russia in the 2014 and 2018 Winter Olympics, where a state-sponsored doping scheme was revealed.

3. Theory - Use of Medications in Sports (5 - 7 minutes)

   a) The teacher should explain the difference between legitimate and illegitimate use of medications in sports. It should be highlighted that while many medications are allowed, some may be considered doping depending on the dose and timing of use.

   b) Next, the teacher should talk about the importance of medication control in sports and how this is done. The role of anti-doping agencies, sports doctors, and athletes themselves should be addressed.

4. Discussion - Reflections on Doping, Corruption, and Medications in Sports (5 - 7 minutes)

   a) The teacher should lead a classroom discussion, encouraging students to express their opinions and questions on the topic. It may be useful to ask students how they believe doping and corruption can be combated in sports.

   b) Additionally, the teacher should encourage students to reflect on the impact of doping and corruption in sports, not only for athletes but also for spectators and society in general.

   c) Finally, the teacher should guide students to think about how they, as future physical education professionals or athletes, can contribute to promoting a more ethical and fair sport.

Return (8 - 10 minutes)

1. Connection to the Real World:

   a) The teacher can suggest that students research recent cases of doping and corruption in sports and share their findings with the class. This can help reinforce the relevance of the topic, showing that doping and corruption are not just theoretical concepts but real and current issues in the world of sports. (3 - 4 minutes)

   b) Another suggested activity is for students to research the real consequences of doping and corruption in sports. For example, how doping can affect athletes' health in the long term, or how corruption can undermine the credibility of a competition or even an entire sport. (3 - 4 minutes)

2. Final Reflection:

   a) The teacher should propose that students individually reflect on what was learned in the lesson. They can write their answers to the following questions:

   1. 'What was the most important concept you learned today?'
   
   2. 'What questions do you still have about doping, corruption, and the use of medications in sports?'
   

   b) After individual reflection, the teacher can ask some students to share their answers with the class. This can help identify which concepts were well understood and which still need reinforcement. (2 - 3 minutes)

3. Teacher's Feedback:

   a) Based on the students' answers and the classroom discussions, the teacher can provide feedback on what was well understood and what needs to be reviewed. This may include explaining more complex concepts, discussing additional examples, or suggesting complementary reading materials. (1 - 2 minutes)

Conclusion (5 - 7 minutes)

1. Summary and Recap:

   a) The teacher should start the Conclusion by summarizing the main points discussed in the lesson. This includes the concept of doping, corruption related to doping, and the use of medications in sports.

   b) The real examples of doping and corruption in sports that were discussed should be recalled, highlighting the ethical and legal implications of these practices.

   c) The teacher should also reiterate the importance of fair and ethical sports, and how doping and corruption threaten these principles.

2. Connection between Theory and Practice:

   a) The teacher should emphasize how the lesson connected theory, practice, and reality. For example, discussing how the concepts of doping and corruption apply to real situations in the world of sports, and how athletes, coaches, and physical education professionals can contribute to preventing and combating these practices.

   b) Additionally, the teacher should recall the practical activities carried out during the lesson, such as problem situations and classroom discussions, and how these activities helped deepen students' understanding of the topic.

3. Extra Materials:

   a) The teacher should suggest some additional reading or viewing materials for students who wish to deepen their knowledge on the topic. This may include documentaries on doping and corruption in sports, magazine or newspaper articles, or websites of anti-doping organizations.

   b) Additionally, the teacher can suggest that students research the anti-doping rules of their respective sports federations to understand how these rules apply to the sport they practice or intend to practice.

4. Importance of the Subject:

   a) Finally, the teacher should emphasize the importance of the topic for students' daily lives. This may include promoting a fairer and healthier sport, raising awareness about the health risks of using prohibited substances, and understanding the importance of ethics and honesty in sports.

   b) The teacher should encourage students to apply what they learned in the lesson to their personal and sports lives, and to be advocates for a sport free of doping and corruption.