Objectives (5 - 7 minutes)

Main Objectives:

1. Understand the relationship between high-performance sports activities and human physiology:

   • Identify the main changes that occur in the human body during high-performance sports practice.
   • Discuss how these changes affect the athlete's performance and recovery capacity.

2. Analyze the main care that athletes must take to maintain health during high-performance sports practice:

   • List the main factors that can impact the athlete's health, such as nutrition, rest, and injury prevention.
   • Discuss how these factors can be managed to optimize the athlete's performance and health.

3. Understand the importance of medical monitoring and a multidisciplinary team for high-performance athletes:

   • Identify the healthcare professionals that make up a multidisciplinary team and their respective roles.
   • Discuss the importance of regular monitoring and open communication with the medical team for injury prevention and health management.

Secondary Objectives:

• Develop research and analysis skills, encouraging students to explore the topics discussed in class more deeply.
• Foster critical thinking, allowing students to question and discuss the information presented.
• Promote awareness of the importance of health and well-being, encouraging students to apply the knowledge acquired in their own lives.

Introduction (10 - 12 minutes)

1. Recalling Previous Content:

   • The teacher should start the lesson by recalling the concepts of human physiology that were previously studied, focusing on the functions of the cardiovascular, respiratory, and muscular systems. This review will set the stage for the discussion on how these systems are affected during high-performance sports practice.

2. Problem Situations:

   • Present to the students two real situations of high-performance athletes:
     • The first case could be of a marathon runner who recently improved his time in a race but is now facing health problems such as extreme fatigue and difficulty breathing.
     • The second case could be of a soccer player who suffered a serious injury during a game and needs help to recover and return to play as soon as possible.
   • The teacher should ask the students what could be the possible causes of these problems and what would be the best solutions. This activity aims to stimulate critical thinking and the application of theoretical concepts in solving practical problems.

3. Contextualization:

   • The teacher should then contextualize the importance of the topic, highlighting how high-performance sports are increasingly present in our society and how knowledge about human physiology and health care is fundamental for the success and safety of athletes.
   • Famous athletes who had their careers affected or shortened due to health problems related to sports practice can be mentioned, reinforcing the relevance of the subject.

4. Introduction to the Topic:

   • To capture the students' attention, the teacher can share curiosities or stories related to the topic. For example:
     • The story of Jim Fixx, a famous American runner in the 70s who helped popularize running. Despite his healthy appearance, Fixx died of a heart attack at the age of 52. This can serve as a starting point to discuss the importance of medical monitoring and preventive exams for athletes.
     • The teacher can also mention the phenomenon of 'supercompensation,' which occurs when the body recovers from intense physical exertion and becomes stronger than it was before. This can be used to explain how high-performance athletes can constantly improve their performances, but also how this can lead to injuries if not managed properly.

Development (20 - 25 minutes)

1. Theory: Physiology of High-Performance Sports (8 - 10 minutes)

   • The teacher should start by explaining how high-performance sports affect human physiology, focusing on the cardiovascular, respiratory, and muscular systems.
   • For the cardiovascular system, it should be discussed how the heart adapts to pump more oxygen-rich blood to the muscles during intense exercise. The teacher can use diagrams to illustrate this change and explain the role of aerobic training in this process.
   • Regarding the respiratory system, it should be explained how respiratory rate and volume increase during exercise to supply the body with more oxygen and remove carbon dioxide. The teacher can demonstrate the proper breathing technique for different types of sports.
   • In the muscular system, students should learn how muscle fibers contract and relax to generate movement. The teacher should emphasize the importance of strength training to improve muscle efficiency and prevent injuries.
   • The teacher should always connect theory to practice, giving examples of how these physiological changes allow high-performance athletes to achieve remarkable feats.

2. Discussion: Injuries and Recovery in High-Performance Athletes (5 - 7 minutes)

   • The teacher should introduce the concept of 'overtraining' and discuss how excessive training can lead to injuries and a decrease in performance. Students should understand the importance of a balance between training and recovery for the athlete's health and success.
   • The teacher should present some common types of sports injuries, such as muscle strains, sprains, and stress fractures. Students should learn to recognize the signs and symptoms of these injuries and understand the best practices for treatment and prevention.
   • Students should be encouraged to share their own experiences and questions, making the discussion more interactive and relevant to them.

3. Theory: The Importance of a Multidisciplinary Team (5 - 7 minutes)

   • The teacher should explain that high-performance athletes do not work alone but with a team of healthcare professionals, including doctors, physiotherapists, nutritionists, sports psychologists, among others.
   • Each team member has an important role to play in the athlete's health and performance. The teacher should detail the functions of each team member, highlighting the importance of communication and collaboration among them.
   • The teacher can share stories of athletes who were able to overcome injuries or improve their performance with the help of their multidisciplinary team.

4. Practical Activity: Planning the Routine of a High-Performance Athlete (2 - 3 minutes)

   • To conclude the Development of the lesson, students will be divided into groups and given the task of planning the routine of a high-performance athlete in a sport of their choice.
   • They should consider training, nutrition, rest, injury prevention, and medical monitoring. The goal is for students to apply the concepts learned in class in a practical and meaningful way.
   • Each group should present their plan to the class and justify their choices based on the discussed theory. The teacher should provide feedback and guidance during the presentations.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher should start a group discussion, allowing each group to share the solutions they found in their practical activity. Each group will have a maximum of 2 minutes to present.
   • During the presentations, the teacher should observe carefully and ask questions to ensure that students are correctly applying the theoretical concepts discussed in their planning proposals.
   • Students should be encouraged to ask questions and provide constructive feedback to each other. The teacher should facilitate the discussion, ensuring that all students have the opportunity to participate.

2. Connection to Theory (2 - 3 minutes)

   • After all presentations, the teacher should recap, highlighting the main connections between theory and the practical solutions presented by the students.
   • The teacher should emphasize how knowledge of human physiology, sports injuries, and the importance of a multidisciplinary team influenced the students' decisions in their planning.
   • The teacher can also discuss any discrepancies or common errors that arose during the presentations, reinforcing the correct concepts and clarifying any misunderstandings.

3. Individual Reflection (2 - 3 minutes)

   • To end the lesson, the teacher should propose that students reflect individually on what they have learned. This reflection can be guided by questions such as:
     1. What was the most important concept you learned today?
     2. What questions have not been answered yet?
   • Students should have a minute to think about their answers. The teacher can ask some students to share their reflections if they wish.
   • The teacher should emphasize that learning is a continuous process and that it is normal to have questions even after a lesson. Students should be encouraged to seek answers to their questions and deepen their understanding of the topic through additional readings, research, or discussions with the teacher or peers.

4. Teacher Feedback (1 minute)

   • Finally, the teacher should provide feedback to students on their performance in the lesson. The teacher should praise strengths such as active participation, application of theoretical concepts, and problem-solving skills.
   • The teacher should also identify areas for improvement, such as the need for more research or additional reading, or the importance of more effectively connecting theory to practice.

Conclusion (5 - 7 minutes)

1. Review of Contents (2 - 3 minutes)

   • The teacher should start the Conclusion of the lesson by reviewing the main points discussed. This includes the physiology of high-performance sports, prevention and treatment of injuries, the importance of medical monitoring and a multidisciplinary team, and the practical application of these concepts in the final activity.
   • The teacher can briefly review each topic, highlighting the most relevant points and clarifying any remaining doubts.

2. Connection between Theory and Practice (1 - 2 minutes)

   • Next, the teacher should emphasize how the lesson connected theory to practice. The teacher can recall the final activity, explaining how students applied theoretical concepts to plan the routine of a high-performance athlete.
   • The teacher should emphasize that the ability to apply theoretical knowledge to practical situations is essential for success both in Physical Education and in life as a whole.

3. Extra Materials (1 - 2 minutes)

   • To deepen students' understanding of the topic, the teacher should suggest some extra materials for study. This may include scientific articles on sports physiology, books on nutrition for athletes, documentaries on the routine of high-performance athletes, among others.
   • The teacher should encourage students to explore these materials at their own pace and to bring any questions or insights that arise to future lessons.

4. Importance of the Subject (1 minute)

   • Finally, the teacher should summarize the importance of the topic for students' lives. The teacher can highlight how knowledge of sports physiology and health care can benefit not only athletes but anyone who wants to lead a healthy and active life.
   • The teacher can emphasize that even if students do not plan to become high-performance athletes, understanding these concepts can help them appreciate and respect the effort and dedication required to excel in any area of their lives.