Performance Enhancing Drugs

Lesson Details

• Subject: Physical Education (Sport Studies – Cambridge National R184)
• Topic: Performance-Enhancing Drugs (PEDs) Revision
• Key Stage: KS4 (Year 11)
• Lesson Duration: 60 minutes
• Class Size: 12 students
• Curriculum Link: Cambridge National Level 1/2 Sport Studies – Unit R184 (Contemporary Issues in Sport)

Lesson Objectives

By the end of the lesson, students will be able to:

1. Identify the different types of performance-enhancing drugs (PEDs).
2. Explain the effects (positive and negative) of PEDs on athletes.
3. Analyse ethical and social implications of drug use in sport.
4. Apply their knowledge to exam-style questions in preparation for assessment.

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Lesson Structure (60 Minutes)

1. Starter Activity – Ethical Dilemma Discussion (10 mins)

• Divide students into small groups (3 per group).
• Display a scenario:
  "You are an elite athlete preparing for the biggest competition of your life. A coach offers you a substance that could improve performance but is banned. Would you take it? Why or why not?"
• Each group discusses for 5 minutes, then shares their opinions with the class.
• Teacher encourages debate, linking to real-life examples of doping cases (e.g., Lance Armstrong).

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2. Types of PEDs and Their Effects (15 mins)

• Teacher Explanation:

  • Display a categorised table of PEDs, covering:
    • Anabolic Steroids (e.g., testosterone)
    • Stimulants (e.g., amphetamines)
    • Beta Blockers (e.g., propranolol)
    • Erythropoietin (EPO) (e.g., blood doping)
  • Discuss the physical advantages (e.g., increased strength, stamina) vs. health risks (e.g., heart disease, aggression, addiction).

• Student Activity – ‘Speed Facts'

  • Each student selects one PED type.
  • They have 2 minutes to research and create a 15-second summary explaining the drug’s effects.
  • Volunteers present to the class.

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3. Impact on Sport – Ethical & Social Issues (10 mins)

• Teacher-Led Discussion:

  • Why are PEDs banned?
  • What are the consequences for athletes, teams, and sponsors?
  • Should athletes who take PEDs be banned for life?

• Paired Task – ‘Agree or Disagree?’

  • 3 controversial statements are displayed:
    1. Athletes should have the freedom to take PEDs if they accept the risks.
    2. Athletes caught doping should lose all records and medals permanently.
    3. The pressure to win makes PEDs an unavoidable part of elite sport.
  • Students move to designated areas (Agree/Disagree) and justify their stance.

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4. Exam-Style Application (15 mins)

• Past Paper Questions Practice
  • Teacher hands out 3 past exam questions on PEDs.
  • Students answer individually for 8 minutes.
  • Mark scheme discussion and peer review.
  • Teacher gives top tips on structuring answers for high marks.

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5. Plenary – ‘One-Minute Summary’ (5 mins)

• Each student writes 1 key learning point from the lesson.
• Random selection to share aloud.

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Differentiation & Inclusion

• Higher Ability: Challenge with deeper ethical questions and extended writing tasks.
• Lower Ability: Provide structured sentence starters and visual clues (e.g., diagrams).
• SEN Support: Offer individual guidance, breaking down complex terms into simpler language.

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Resources Needed

• Whiteboard & markers
• Printed PEDs table
• Exam paper questions
• Posters/signs for Agree/Disagree activity

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Assessment for Learning

• Verbal responses in discussion tasks.
• Peer-reviewed short answers in exam-style questions.
• Teacher observation during tasks.

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Homework Task (Optional)

• Research a real-life case of an athlete banned for doping.
• Write a 200-word mini-report summarising what they took, the consequences, and personal opinions on the fairness of the ban.

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Reflection & Extension

• Next lesson: Debating whether PED testing should be removed from sports.
• Extension for keen students: Research advancements in anti-doping technology.

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Teacher’s Note

This lesson ensures engagement through active discussions and real-world connections. It prepares students for exams by reinforcing key content while making learning interactive and thought-provoking.