Drugs in Sport

AEG 5138

Drugs and Sport Inquiry Based Unit

Unit: Drugs and Sport
Year level: 10
Learning Areas: Physical Education/Health, Science & Humanities
Capability Areas: ICT & Ethics
Learning Focus:
The Drugs in Sport Unit aims at developing critical inquiry processes that assist students to
research, analyse, apply and appraise knowledge in health and movement fields. In doing so,
students will critically analyse and critically evaluate contextual factors that influence decision
making, behaviours and actions, and explore inclusiveness, power inequalities,
taken-for-granted assumptions, diversity and social justice.
The Health and Physical Education curriculum recognises that values, behaviours, priorities and
actions related to health and physical activity reflect varying contextual factors which influence
the ways people live. The curriculum develops an understanding that the meanings and
interests individuals and social groups have in relation to health practices and physical activity
participation are diverse and therefore require different approaches

and strategies (VCAA, n.d)

Level Description:
The Level 9 and 10 curriculum supports students to refine and apply strategies for maintaining
a positive outlook and evaluating behavioural expectations in different leisure, social, movement
and online situations. Students learn to apply health and physical activity information to devise
and implement personalised plans for maintaining healthy and active habits. They also
experience different roles that contribute to successful participation in physical activity, and
propose strategies to support the development of preventive health practices that build and
optimise community health and wellbeing.
In Level 9 and 10, students learn to apply more specialised movement skills and complex
movement strategies and concepts in different movement environments. They also explore
movement concepts and strategies to evaluate and refine their own and others movement
performances. Students analyse how participation in physical activity and sport influence an
individuals identities, and explore the role participation plays in shaping cultures. The
curriculum also provides opportunities for students to refine and consolidate personal and social
skills in demonstrating leadership, teamwork and collaboration in a range of physical activities.
(VCAA, n.d)

Drugs in Sport

AEG 5138

Standard Outcomes:
1. Identify and critique the accessibility and effectiveness of support services based in the
community that impact on the ability to make healthy and safe choices in relation to drugs in
sport
2. Evaluate situations and propose appropriate emotional responses and then reflect on
possible outcomes of different responses to health and wellbeing
3. Plan, implement and critique strategies to enhance the health, safety and wellbeing of their
communities with reference to drugs in sport.

Achievement Standard:
By the end of Level 10, students critically analyse contextual factors that influence their
identities, relationships, decisions and behaviours. They analyse the impact of attitudes and
beliefs about diversity on community connection and wellbeing. They evaluate the outcomes of
emotional responses to different situations. Students access, synthesise and apply health
information from credible sources to propose and justify responses to situations in the home, in
the school and the community. Students propose and evaluate interventions to improve fitness
and physical activity levels in their communities. They examine the role physical activity has
played historically in defining cultures and cultural identities.
Students identify and analyse factors that contribute to respectful relationships. They explain the
importance of cooperation, leadership and fair play across a range of health and movement
contexts. They compare and contrast a range of actions that could be undertaken to enhance
their own and others health, safety and wellbeing. They apply and transfer movement concepts
and strategies to new and challenging movement situations. They apply criteria to make
judgments about and refine their own and others specialised movement skills and movement
performances. They work collaboratively to design and apply solutions to movement
challenges. (VCAA, n.d)
Synopsis:
The Drugs and Sport Unit is a unique Unit incorporating aspects of three learning domains,
Physical Education/Health, Science and Humanities. The Unit emphasises on an inquiry
approach and introduces students to issues present in todays modern sport meeting a further
capability of Ethics . Students will be asked to think logically as well as unconventionally to
decipher why sportsmen or athletes choose to take drugs, where these drugs originate from and
what these drugs do in regards to the human body. Students will focus on the WADA banned
list of drugs for sports and sporting athletes to develop a sense of higher order thinking and
independent thinking. Other resources students will use to develop these ideas is accessing the
Department of Health to highlight effects of drug taking. Ultimately students will develop a
greater sense of practical thinking and ideas as to how minimise the rise in drug taking, not only
among athletes, but the general public. Students will have a number of assessment tasks which
will give them the opportunity to research a topic of their interest in relation to the general topic
of Drugs in Sport.
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Drugs in Sport

AEG 5138

Inquiry based problem:

Drugs in Sport- is there such thing as a level playing field/is it cheating if you dont get caught?
Possible student based problem questions:

What is a drug?

What drugs are banned?

Have drugs enhanced sporting performances?

How many athletes are taking legal drugs for competition?

What are the reasons for athlete drug taking?

Do athletes always get tested?

What harm do drugs have on the human body?

If everyones taking drugs for sporting performance, why are they not allowed to?

Why are some drugs allowed and others banned?

Have drugs enhanced evolution?

Where do these drugs come from?

How much do these drugs cost?

Do athletes buy these performance drugs themselves?

How long have drugs been used in sports?

Why are sports drinks considered a drug?

Should all athletes have the same rights?

Why do athletes cheat?

Why is advertising for sport mostly about alcohol?

How do athletes hide their positive samples?

Activities:
1.
What is a drug: Students research a drug of their choice.
Students need to summarise their drug and give detailed knowledge.
For example;

Where is it found?

Is it natural or manufactured?

What is it used for?

Effects on the human body- negative and positive

What is its use in a sporting sense?

Usage rates

Danger of the drug- addiction

Possible long term effects

Students can use Department of Health website for a detailed account of long term effects of
drug use on the human body.
(http://www.drugs.health.gov.au/internet/drugs/publishing.nsf/content/youth4)

Drugs in Sport

2.

AEG 5138

Sports and Drugs: S

tudents select a known sporting athlete or team who has used
drugs.
Students are research online papers and find articles in relation to these. Eg. Essendon

34

Questions to consider and answer include;

Summary of issue
Athlete/ Sports team overview
Reasons for taking drugs
Where did/would the drugs have come from?
Opinion on the issue
What was the outcome? Were they caught?
What was the punishment handed out if there was one?

3.
Effect of Drugs on Human body: Practical demonstration; in groups of three 1 student
at a time will take turns throwing a bean bag into a designated hula hoop. spinning. This is to
simulate someone drunk from excessive alcohol consumption. After spinning the student will be
given a bean bag and asked to try and throw the bean bag into the designated hula hoop
4.

Origins of drugs: Where do all these drugs come from?

How long have these drugs been around?
What events in history created a drug culture in sport?

5.
What is a sports drink: Students will research sports drink and find out ingredients in
popular sports drinks, when they were created and whether Gatorade made at the University of
Florida really was the creator of modern day sports drinks. Students will also determine whether
water is a more ideal fluid to take during exercise as opposed to sports drink. Other avenues
include types of sports drinks such as hypotonic, hypertonic and isotonic and whether athletes
receive an advantage from the intake of these products.
6.
Olympic Drug cheats https://www.youtube.com/watch?v=Ch44xW7-hNM (2:01)students are asked what the
7.
30 for 30: 9.79* https://vimeo.com/53913923 (120.47min)- students are given an
answer
sheet
8.
9.
10.
11.
12.
13.
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Drugs in Sport

AEG 5138

Unit Structure:
This Unit requires 4 weeks of teaching with three 50 minute lessons each week (450 minutes
total). During the last lesson of each week students will require that class time to work on their
final unit assessment task (group work) which will be presented to the class in week 4 (total
class time to work on assignment = 150 minutes). Students will also receive some time to
prepare their presentations during the first lesson in week 4.
Lessons Plans:
Week 1 (lesson 1, 2 & 3)- Introduction to Unit/Topic (25min), Gather prior knowledge (Kahoots,
general test) (15min), Brainstorm of what is a drug (20 min), Origins of drugs and impact of
drugs on society with student research (50 min), Introduce assessment task (50 min)
Week 2 (lesson 4,5 & 6)- 30 for 30: 9.79 (60 min) class discussion of Olympic Games and why
athletes take drugs and answer sheet (40 min), work on assessment task (50 min)
Week 3 (lesson 7,8 & 9)- Who monitors Athletes taking drugs- WADA anti-doping code, why
was it established (50 min), Practical Research Task (50 min), Research on Sport and Drugs
assignment (50 min)
Week 4 (lesson 10, 11 & 12), Student research assignment (40 min), Student presentations of
selected athlete (60 min), Group discussions on their views on cheating, WADA, drugs & sport
(35 min), re-do prior Knowledge test (15 min)

Drugs in Sport

AEG 5138

Lesson Plan 1 (Lesson 2 & 3)

School: ______________

Year Group: 10

Date:__________________

Focus Area:
Drugs in Sport

Learning Intention:
Origins of Drugs and the Impact
on Society

AusVELS:
Humanities/Health/P.E

Location:
Classroom/Library

Organisation:
2x 50 minutes
Whole Group with Individual
work

Special Considerations:
Computers for student research

Key Vocabulary:
Origin
Addiction
Manufactured
Illicit

Focus Questions:

Resources:

What are some drugs we

know?
What other questions do
drugs present?
What is the impact of
drugs on society?
Where do drugs come
from?
Why are some drugs legal
and illegal?
How long have drugs been
around?
When did drugs become a
major presence in sport?
Do athletes taking drugs
negatively impact the
minds of the general
public?

Is it cheating if you dont get

caught?

Department of Health
http://www.drugs.health.
gov.au/internet/drugs/pu
blishing.nsf/content/yout
h4
Drug & Alcohol Recovery
and Education Centre
http://watershed.org.au/d
rug-information.html
History of Drug Abuse
http://drugabuse.com/libr
ary/history-of-drug-abus
e/
History of Drugs in Sport
http://www.teachpe.com/
drugs/drugs.php
Understanding Drug Use
and Addiction
https://www.drugabuse.g
ov/publications/drugfact
s/understanding-drug-us
e-addiction

Introduction to Lesson:

Main Body of Lesson:

Conclusion of Lesson:

Introduce the lessons Learning

Intention: Origins of Drugs and
the Impact on Society

Inquiry Research Activity: Students

will individually research a drug of
their choice, chosen from the board
during the brainstorm activity

Presentation: Students will present

a quick 2 minute talk on their drug
and what they found in relation to it.

Brainstorm Activity: What is a

drug and why use them in
sport? Gather students
knowledge on what a drug is and
have students come up with
questions in regards to furthering
their knowledge. Eg. When did

Students will need to summarize

their drug and give detailed
knowledge on their chosen drug.
For example;
Where is it found?
Is it natural or
manufactured?

*Presentations will allow for

formative assessment to be
addressed while also rectifying
research skills prior to the major
assessment task.
Assessment Task: Students will
begin research on their major
assessment task, Sport and Drugs.

Drugs in Sport

drugs become a major presence

in sport?
Write these questions up on the
board or project them so
students can copy them down.

AEG 5138

What is it used for?

Effects on the human
body- both negative and
positive
What is its use in a
sporting sense?
Usage rates and whether
they are increasing or
decreasing (Australia and
the World)
Danger of the drug- how
addictive is the drug
Possible long term effects
from use
Ethical implications of drug
use? Student opinion and
reasonings

Resources: Students will use the

following websites to gather
necessary information:

Department of Health
http://www.drugs.health.go
v.au/internet/drugs/publishi
ng.nsf/content/youth4
Drug & Alcohol Recovery
and Education Centre
http://watershed.org.au/dru
g-information.html
History of Drug Abuse
http://drugabuse.com/librar
y/history-of-drug-abuse/
History of Drugs in Sport
http://www.teachpe.com/dr
ugs/drugs.php
Understanding Drug Use
and Addiction
https://www.drugabuse.gov
/publications/drugfacts/und
erstanding-drug-use-addict
ion

This assessment task encompasses

that students;
Select a known sporting
athlete or team who has
used Drugs
Students are to research
online papers and find
articles in relation to these.
Eg. Essendon 34
Questions to consider and answer
include;
Summary of issue
Athlete/ Sports team
overview
Reasons for taking drugs
Where did/would the drugs
have come from?
What was the outcome?
Were they caught?
What was the punishment
handed out if there was
one?
Possible long term/short
term implications of used
drug
WADA code violation
references
Personal Opinion on
incident
Interesting facts or other
relevant information

Drugs in Sport

AEG 5138

Lesson Plan 2 (Lesson 8)

School: ______________

Year Group: 10

Date:__________________

Focus Area: Drugs in Sport

Learning Intention:
Effect of Drugs on Human body

AusVELS:
Humanities/Health/P.E

Location: Gym

Organisation:
50 minutes
Whole Group with Individual work

Special Considerations:

Key Vocabulary:

Focus Questions:

Resources:

Enhanced
Advantageous

Is it cheating to drink
alcohol?
Why would athletes want
to enhance sporting
performance?
Who is responsible for the
presence of drugs?
What is advertised during
professional sporting
events?

9x Hula Hoops
9x Bean Bags
Test Sheet

Introduction to Lesson:

Main Body of Lesson:

Conclusion of Lesson:

Introduce the Learning Intention;

Effect of Drugs on Human Body

Practical demonstration;
Students will participate in a number
of simulated activities to give a first
hand understanding of possible
advantages and negative impacts of
drugs in sport.
Throughout the activities maintain
the constant thought of why would
athletes perhaps cheat and reiterate
the Units core question;
is it cheating if you dont get
caught?

Summarise:
Get students to assess their results
and highlight whether their results
were enhanced through spinning
(simulated alcohol consumption)
Why do they think it may
have not improved their
results?
How does alcohol alter the
human body?
Could alcohol positively
enhance sporting
performance?
In your Opinion should
alcohol be banned from
sporting athletes.
If an athlete plays their
sport intoxicated (have
alcohol in their body
system) but dont get
tested, are they cheating?
Based on your own results,
why or why not?

Reflection: Link the intention to

previous lessons (week 1) to further
students understanding on the
effects or sole purpose of drugs alter the body's function either
physically and/or psychologically
Questions: What questions do
students have in regards to drugs
and their impact on the human body
during sport? Eg. How would drugs
enhance a person's sporting ability?
What is the magnitude of advantage
for performance enhancing drugs
(PEDS)?

In groups of three
Students take it in turns to
throw a bean bag into a
designated hoola hoop as
a pre test observation
3 throws each are
recorded
After pre test is achieved;

Drugs in Sport

AEG 5138

1 student is spun around

(safely) by the other two
members of the group
Student is given a bean
bag
After 5 spins the student
tries to throw a bean bag
into the designated hula
hoop (This is to simulate
someone drunk from
excessive alcohol
consumption).
Each student has 3
attempts at spinning and
throwing the bean bag
Students need to record
their results in the table on
the designated sheet

Diagram:

Drugs in Sport

AEG 5138

Lesson Plan 3
Week 2 Lesson 4+5: Drugs in Sport

School: ______________

Year Group: 10

Date:__________________

Learning Intention:
Generate an understanding of
why some professional athletes
take drugs in relation to the
ethics around the issue

Success Criteria:
Students can identify issues
relating to drugs in sport and
discuss the ethical issues
surrounding it

AusVELS:
Humanities/Health/P.E

Location:
Classroom/Library

Organisation/time frame:

Special Considerations:
Require projector for ICT

Key Vocabulary:
Illicit
Ethical
Ergogenic
Anti-doping Code

Transition between
whole group and smaller
groups
2-50 minute classes
back-to-back (lesson
total 100 mins)

Focus Questions:
- Is it cheating if you don't
get caught?
Why do athletes take
drugs?
(environmental/personal)
How does society
perceive drug culture in
sports and society? How
do they compare/differ?

Resources:

Introduction to Lesson:

Main Body of Lesson:

Conclusion of Lesson:

Engage: (10 min)

Explain the LI and SC.
Tell the class what we
aim to achieve by the
end of the lesson
Recap: use week 1s
focus questions to
generate class

Explain: (50 min)

- Play the vid
- Suggest students
take notes while
watching so they can
refer to it after the vid
to aid assessment

Evaluate:
- There is no formal
evaluation. Formal
evaluation will occur
on the last week
(week 4) of the unit in
response to the final

Department of Health
http://www.drugs.health.
gov.au/internet/drugs/pu
blishing.nsf/content/yout
h4
History of Drugs in Sport
http://www.teachpe.com/
drugs/drugs.php

(ICT) 30 for 30 9.79

by Daniel Gordon and
ESPN
https://vimeo.com/539
13923

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Drugs in Sport

discussion and to
construct a link for new
learning.
Explore:
Pose new focus
questions to class to
gauge thier current
knowledge/understandin
g
Write the focus question
on the board is it
cheating if you don't get
caught? and allow for
discussion
Introduce ICT
(movie/doc on drugs in
sport) (60min)

AEG 5138

tasks
Elaborate: (35 min)
- Refer back to main
focus question. Have
opinions changed?
- Student task: Hero or
Villain? Students will
individually write
down 3 reasons why
they believe Ben
Johnson is either a
hero or a villain in
relation to the video.
Students will then
share and discuss
their answers in
groups.

assessment task
(issued in week 1)
Informal evaluation
can be used by
monitoring students
participation in group
discussions.

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Drugs in Sport

AEG 5138

Lesson Plan 4
Lesson 11+12
School: ______________

Year Group: 10

Date:__________________

Aim of lesson:
Student Presentations for their
final assessment tasks

Assessment method:
Students will be marked by their
teacher using the rubric
provided.
Peer assessments will also be
conducted using an alternate
rubric provided at the start of the
lesson.

AusVELS:
Humanities/Health/P.E

Location:
Classroom/Library

Organisation/time frame:

Special Considerations:
Require projector for ICT
Rubrics

Group presentations (60

mins)
Unit Recap (10m)
Re-sit prior knowledge
test (30)

Key Vocabulary:
Not required

Focus Questions:
- Is it cheating if you don't
get caught?

Resources:
- Not required

Introduction to Lesson:

Main Body of Lesson:

Conclusion of Lesson:

Students should have previously

been informed that their final
assessment presentations are
due during this lesson.

Presentations will be
conducted at the start of
the lesson. Students will
be marked as a group by
the teacher and
individually by their
group. Presentations
should not exceed 10
mins. Question time can
be held at the end of
each presentation.

After presentations,
Recap the unit by asking
the inquiry/focus
question to the class.
Gauge their input.
Students will then re-sit
the pre-knowledge test
(post-knowledge now).
Use the results to
compare and to assess if
learning has been
achieved over the course
of the unit.
Please refer to the
rubrics on the following
page

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Drugs in Sport

AEG 5138

Rubric for final assessment (completed by teacher)

Low
Content

Presentation

Use of ICT and

creative
thinking

Referencing

Medium

High

Information presented
briefly explains the
incident/situation.
Limited or no individual
opinion on the subject
provided.

Information gathered
clearly explains the
incident/situation.
Individual opinion is
provided and detailed on
the subject.

Information gathered clearly

explains the
incident/situation in depth.
Individual opinion is
provided and backed using
evidence/resources

Little to no effort in
presentation.
Student shows little
understanding of content
when presenting/speaking

Presentation method is
effective.
Student shows an
understanding of content
when presenting/
speaking.

Presentation method is very

effective.
Student shows a great
understanding of content
through their communication
skills

No use of ICT or evidence Student has successfully

of creative thinking in the incorporated the use of
presentation
ICT into their
presentation
Creative thinking is
somewhat evident

Student has successfully

incorporated the use of ICT
into their presentation in an
interesting style.
Student has shown that they
are capable of thinking
outside the box

No referencing provided

References are provided References are provided in

in the presentation
the presentation in the form
of Harvard referencing

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AEG 5138

Peer evaluation (circle your choice)

name:__________

name:__________

name:__________

Input - my group
member had a say on
how/what we present

evident/ not evident

evident/ not evident

evident/ not evident

Workload - my group
member assisted in
completing tasks
relating to the
assessment and used
class time effectively

evident/ not evident

evident/ not evident

evident/ not evident

Presentation - my group
member contributed to
the delivery of our
presentation

evident/ not evident

evident/ not evident

evident/ not evident

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Drugs in Sport

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Resources:
Student
Texts:
Websites:
Department of Health
http://www.drugs.health.gov.au/internet/drugs/publishing.nsf/content/youth4
Drug & Alcohol Recovery and Education Centre
http://watershed.org.au/drug-information.html
History of Drug Abuse
http://drugabuse.com/library/history-of-drug-abuse/
History of Drugs in Sport
http://www.teachpe.com/drugs/drugs.php
Understanding Drug Use and Addiction
https://www.drugabuse.gov/publications/drugfacts/understanding-drug-use-addiction

DVDs/Videos:
Olympic Drug cheats (2:01)

https://www.youtube.com/watch?v=Ch44xW7-hNM

30 for 30: 9.79* (120:47)

https://vimeo.com/53913923

Teacher
Texts:
Websites:
DVDs/Videos:

Appendix:

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Drugs in Sport

AEG 5138

References:
Department of Health 2014, National Drugs Campaign, Australian Government- accessed
18/09/2016 (http://www.drugs.health.gov.au/internet/drugs/publishing.nsf/content/youth4)
World Anti Doping Agency 2016,
https://www.wada-ama.org/en/resources/science-medicine/prohibited-list

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