Lesson plan of Ethics and Sports

Objectives (5 - 10 minutes)

1. Understand the importance of ethics in sports: Students should be able to discuss and explain how ethics apply to sports and why it is essential for a healthy sporting environment.

2. Identify examples of ethical and unethical behavior in sports: Students should be able to identify different scenarios in sports and determine whether they are examples of ethical or unethical behavior.

3. Develop ethical decision-making skills: Students should practice evaluating sports situations and making decisions about how they would act, based on the ethical principles discussed.

• Encourage critical thinking: Students should be encouraged to think critically about sports and the application of ethics, developing their own opinions and arguments.

• Promote group discussion: Students should be encouraged to discuss and debate the topics presented in an atmosphere of respect and understanding.

Introduction (10 - 15 minutes)

1. Reviewing the concepts of sport and ethics: The teacher should begin the class by reviewing the concepts of sport and ethics, emphasizing the importance of both in society. A brief quiz can be given to students to check their prior understanding of these concepts.

2. Problem situations: The teacher should then present two problem situations that involve ethical issues in sports. For example, the first situation could be about a player who cheats during a competition and the second about a coach who pressures his athletes to dope to improve performance. These situations should be challenging enough to provoke students' reflection.

3. Contextualization: The teacher should then contextualize the importance of the topic, discussing real-life examples of how ethics are applied in sports. Famous cases of cheating and doping can be mentioned, as well as positive examples of athletes who strictly follow ethical principles.

4. Introduction of the topic with curiosities: To arouse students' curiosity, the teacher can share some curiosities about ethics in sports. For example, one could talk about the creation of the World Anti-Doping Agency (WADA) and how it has influenced ethics in sports. Another curiosity could be about the origin of the Olympic Games and how ethics were fundamental in this competition.

5. Introduction of the scenario: To gain students' attention, the teacher can introduce the scenario of a sports competition at the school that will take place at the end of the semester. The idea is that, throughout the class, students discuss and reflect on how to ensure that the competition is fair and ethical.

Development (20 - 25 minutes)

1. Role-playing activity (10 - 15 minutes): In small groups, students should carry out a role-playing activity, where they put themselves in the shoes of different characters involved in a sports situation. The teacher should provide each group with a different scenario involving an ethical issue in sport. For example, one group could receive the scenario of a player who discovers that one of his teammates is doping, another group could receive the scenario of a coach who suspects that one of his athletes is cheating, and so on.

   • To carry out the activity, students should discuss in their groups how they would react in the given situation, taking into account the ethical principles discussed in the Introduction of the class. They should consider the possible consequences of their decisions and how their decisions might affect others involved in the situation.

   • After the discussion, each group should present its solution to the situation, explaining the reasoning behind its decision. The teacher should facilitate a discussion after each presentation, questioning students about why they made the decision they did and whether they consider it to be an ethical decision.

2. Ethical Board Game (10 minutes): The teacher should prepare in advance a board game that addresses different ethical issues in sports. Students should be divided into new groups and each group should receive a board game. The objective of the game is to advance on the board by answering ethics in sports questions correctly.

   • The questions can be based on real-life sports situations, such as a soccer player faking a foul to win a match, a cyclist using doping to improve his performance, etc. Students should discuss in their groups what the most ethical decision would be and then answer the question.

   • The group that answers correctly advances on the board. At the end of the game, the group that has come the furthest on the board is the winner. The teacher should use the game as an opportunity to reinforce the concepts of ethics in sport and to discuss the answers with the students.

3. Review and Group Discussion (5 minutes): After carrying out the activities, the teacher should set aside some time to review the main concepts covered and to promote a group discussion. Students should be encouraged to share their experiences during the activities and to express their opinions on the topic. The teacher should facilitate the discussion, asking open-ended questions and respecting the different opinions of the students.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher should promote a group discussion with all the students, where each group will have the chance to share their solutions or conclusions from the activities carried out. This will allow students to learn from each other, see different perspectives, and understand how ethics can be applied in specific sports situations. The teacher should encourage a respectful and open discussion, where all students feel comfortable expressing their opinions.

2. Connection with Theory (3 - 5 minutes): The teacher should then connect the practical activities carried out with the theory discussed in the Introduction of the class. The objective is for students to see how the theoretical concepts apply in practice. The teacher should highlight the main learning points from the activities, reinforcing the importance of ethics in sports and showing examples of ethical and unethical behavior.

3. Individual Reflection (2 - 3 minutes): To finalize the class, the teacher should propose that students do a brief individual reflection on what they have learned. The teacher can ask the following questions to guide students' reflection:

   1. What was the most important concept you learned today?
   2. What questions are still unanswered?
   3. How can you apply what you learned today in your daily life or in other areas of study?

   The teacher should give students time to reflect on these questions and then can ask some volunteers to share their answers with the class. This final reflection will allow students to consolidate their learning and identify areas that may need further study or practice.

4. Teacher's Feedback (1 minute): The teacher should close the class by thanking everyone for their participation and providing brief feedback on the class's performance. The teacher can praise the students' strengths, such as their ability to argue, their understanding of the concepts, and their active participation in the discussion. In addition, the teacher can highlight areas that still need improvement and encourage students to continue studying the subject.

Conclusion (5 - 10 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should review the main points discussed during the class, reinforcing the importance of ethics in sports and how it applies in practical situations. For example, the teacher could remind students of the concepts of fair play, respect for opponents and the game, and the value of honesty and integrity. In addition, the teacher should recap the activities carried out, the scenarios discussed, and the decisions made by the students.

2. Connection between Theory, Practice, and Applications (2 - 3 minutes): The teacher should highlight how the class connected theory, practice, and applications. For example, the teacher could explain how the theoretical discussions were applied in the practical activities, and how these activities reflected real-life sports situations. In addition, the teacher should emphasize how the concepts learned can be applied in students' daily lives, not only in a sports context but in any situation that involves decision-making and social interaction.

3. Supplementary Materials (1 - 2 minutes): The teacher should suggest supplementary materials for students who wish to deepen their knowledge on the topic. These materials could include books, articles, documentaries, films, and websites on ethics in sports. For example, the teacher could recommend reading "Ethics in Sport" by William J. Morgan, or watching the documentary "Icarus" which addresses the doping scandal in Russia. In addition, the teacher could direct students to websites of sports organizations, such as the International Olympic Committee, where they can find more information on ethical principles in sports.

4. Relevance of the Topic (1 - 2 minutes): Finally, the teacher should emphasize the importance of the topic for students' lives. The teacher could explain how understanding and applying ethical principles in sports can help students become more responsible and ethical citizens. In addition, the teacher could highlight how the decision-making and critical thinking skills developed during the class can be applied in other areas of students' lives, contributing to their personal and professional development.