Objectives (5 - 7 minutes)

1. Understand the relationship between ethics and sports: Students should be able to understand how ethics applies to sports, recognizing that sports are not just physical competition, but also moral competition. They should be able to identify situations where ethics is applied in sports, and how these situations can affect the outcome and perception of sports.

2. Discuss the importance of ethics in sports: Students should be able to discuss why ethics is crucial in sports, recognizing that lack of ethics can lead to negative consequences, such as devaluation of sports, disrespect towards opponents, and loss of public trust.

3. Relate ethics in sports to everyday life: Students should be able to relate the concepts of ethics in sports to everyday life, recognizing that the principles of fair play, respect, and integrity also apply in other areas of life.

   Secondary Objectives:

   • Foster critical reflection on the role of sports in society.
   • Develop argumentation and debate skills through the discussion of the topic.

Introduction (10 - 15 minutes)

1. Reviewing content: The teacher should start the lesson by reviewing the concepts of ethics and sports that were previously discussed, emphasizing the importance of both. (2 - 3 minutes)

2. Problem situations: Next, the teacher should present two problem situations to the students, which will serve as the basis for discussion and development of the topic. The situations may include:

   • The use of doping in sports: How does this affect the ethics of competition?
   • Violence in stadiums: How does this contradict the ethical principles of sports? (3 - 5 minutes)

3. Contextualization: The teacher should then contextualize the importance of the theme, explaining how ethics in sports is not limited to fair play rules, but also involves issues of integrity, respect, and social responsibility. He can cite examples of athletes who were punished for unethical conduct and how it affected their careers. Additionally, he can discuss how ethics in sports reflects ethics in society as a whole. (3 - 4 minutes)

4. Engage students' attention: To introduce the topic more engagingly, the teacher can:

   • Share curiosities about the history of sports and the evolution of ethical codes of conduct.
   • Tell stories of famous athletes who were praised not only for their athletic abilities, but also for their ethics and fair play.
   • Show videos of iconic moments of fair play in sports. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Theory: Defining ethics in sports (5 - 7 minutes): The teacher should start the theoretical part of the lesson by defining the concept of ethics in sports. He should explain that ethics in sports refers to the set of principles and values that guide the behavior of athletes, coaches, referees, and all involved in sports practice. The teacher can use the board to create a diagram, showing how ethics in sports relates to ethics in society in general.

2. Theory: The Code of Ethics in Sports (5 - 7 minutes): The teacher should then introduce the Code of Ethics in Sports, which is a set of rules and guidelines that establish the expected standards of conduct for all involved in sports. The teacher should explain that the Code of Ethics in Sports covers a wide range of issues, from fair play and respect for opponents, to the prohibition of doping and the fight against discrimination. The teacher can use concrete examples from the Code of Ethics in Sports to illustrate his points.

3. Discussion: Ethics in sports and everyday life (5 - 7 minutes): The teacher should then link theory to practice, discussing how ethics in sports relates to the students' everyday lives. He should explain that the principles of fair play, respect, and integrity, which are fundamental to ethics in sports, are also relevant in other areas of life, such as school, work, and personal relationships. The teacher can use concrete examples to illustrate how ethics in sports applies in everyday situations.

4. Discussion: Problem situations (5 - 7 minutes): The teacher should then revisit the problem situations presented in the Introduction of the lesson. He should ask students to analyze the situations in light of what they have just learned about ethics in sports. Students should discuss in small groups and then present their conclusions to the class. The teacher should guide the discussion, ensuring that students understand how ethics in sports applies to these situations and what the consequences of unethical conduct would be.

5. Practical activity: Creating a Code of Ethics for the class (5 - 7 minutes): To conclude the Development part of the lesson, the teacher should propose a practical activity. Students should work in small groups to create a Code of Ethics for the class. They should think of rules they consider important for healthy and ethical sports practice. The teacher should move around the room, guiding the groups and clarifying any doubts. In the end, each group should present their Code of Ethics to the class, and the teacher should lead a discussion about the proposed rules.

Return (10 - 12 minutes)

1. Review of concepts (3 - 4 minutes): The teacher should start the Return phase by reviewing the key concepts that were discussed during the lesson. He should remind students about the definition of ethics in sports, the Code of Ethics in Sports, and how ethics in sports relates to everyday life. The teacher can use the board to summarize the main points and encourage students to ask questions or clarify any doubts.

2. Connection to practice (3 - 4 minutes): Next, the teacher should connect the theory discussed in the lesson to practice. He can do this by recalling the problem situations presented at the beginning of the lesson and discussing how students would now apply the concepts learned to solve these situations. The teacher can also ask students to reflect on the practical activity of creating the Code of Ethics for the class, and how they could use the Code of Ethics in their daily sports practice.

3. Final reflection (3 - 4 minutes): The teacher should then propose that students make a final reflection on what they learned in the lesson. He can do this by asking students to respond to questions such as:

   • What was the most important concept you learned today?
   • How do you think ethics applies to the sport you practice?
   • Do you think ethics in sports can be improved in society? How?

   Students should have a minute to think about each question, and then those who wish can share their answers with the class. The teacher should listen carefully to the students' responses and encourage them to express their opinions.

4. Teacher feedback (1 - 2 minutes): Finally, the teacher should give overall feedback on the students' participation, highlighting strengths and suggesting areas for improvement. He should praise the students' attitude towards the discussion and encourage continued critical thinking about ethics in sports.

Conclusion (8 - 10 minutes)

1. Summary of main topics (2 - 3 minutes): The teacher should start the Conclusion of the lesson by summarizing the main points discussed during the lesson. He should recall the definition of ethics in sports, the Code of Ethics in Sports, and how ethics in sports relates to everyday life. The teacher can use the board to create a visual scheme of the main points.

2. Connection between theory, practice, and applications (2 - 3 minutes): Next, the teacher should explain how the lesson connected theory, practice, and applications. He should highlight how the discussions and practical activities allowed students to apply theoretical concepts to real life. Additionally, the teacher should emphasize the relevance of the theme, explaining how ethics in sports is not only important for athletes, but also for society as a whole.

3. Suggestion of extra materials (2 - 3 minutes): The teacher should then suggest extra materials for students who wish to deepen their understanding of the topic. These materials may include books, articles, documentaries, and websites related to ethics in sports. The teacher should briefly explain the content of each material and why it is relevant to the lesson. For example, he may suggest a documentary about the history of doping in sports, or a book that explores the relationship between ethics in sports and society.

4. Relevance of the theme for daily life (2 - 3 minutes): Finally, the teacher should conclude the lesson by explaining the importance of the theme for students' daily lives. He should emphasize that the principles of fair play, respect, and integrity, which are fundamental to ethics in sports, are also relevant in other areas of life, such as school, work, and personal relationships. The teacher can encourage students to reflect on how they can apply these principles in their daily lives, and how this can contribute to creating a fairer and more respectful society.