Performance Enhancing Drugs

Curriculum Area

OCR Cambridge National in Sport Studies – R184
Contemporary Issues in Sport

Learning Objectives

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

1. Define performance enhancing drugs (PEDs) and describe their impact on sports performance.
2. Identify different types of PEDs and their specific effects.
3. Explain the ethical, legal, and health implications of PED use in sport.
4. Analyse case studies of athletes who have used PEDs and discuss the consequences.

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Lesson Structure (60 minutes)

Starter Activity (10 mins) – Ethical Dilemmas in Sport

• Engagement activity: Display four statements on the whiteboard, such as:
  1. "Athletes should be allowed to take PEDs if everyone has access to them."
  2. "If an athlete takes PEDs but still has talent, it's not really cheating."
  3. "Stronger punishments should be given to PED users."
  4. "Banning PEDs is unrealistic – they should be legalised under medical supervision."
• Think-Pair-Share: Students reflect individually, discuss in pairs, and then share opinions as a class.
• Teacher-led discussion: Introduce the concept of PEDs and their impact on sport.

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Main Activity (30 mins) – Understanding the Use & Impact of PEDs

1. Types of Performance Enhancing Drugs (10 mins)

• Small Group Task: Divide students into groups of two. Each pair receives a specific PED category and an information card with key details. Categories include:
  • Anabolic Steroids (e.g. testosterone) – increase muscle mass and strength.
  • Stimulants (e.g. amphetamines) – improve reaction time and endurance.
  • Erythropoietin (EPO) – enhances oxygen transport for stamina.
  • Diuretics – help with rapid weight loss or mask other drugs.
  • Beta Blockers – reduce anxiety in precision sports.
• Short Presentation: Each pair presents their PED category, explaining its effects and sports where it's commonly misused.

2. Case Study Analysis – The Impact of PED Scandals (10 mins)

• Group Discussion: Provide a brief overview of famous doping scandals (e.g. Lance Armstrong, Maria Sharapova, the Russian athletics doping scandal).
• Quickfire Debate: Students argue differing viewpoints – Should these athletes be remembered for their success or their doping?

3. Interactive "Would You Risk It?" Activity (10 mins)

• Scenario simulation: Each student is given a role (e.g. promising young footballer, elite cyclist, struggling sprinter) and must decide whether they would take PEDs based on the benefits, risks, and pressures they face.
• Reflection: Students discuss their choices and consequences under teacher guidance.

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Plenary (15 mins) – The Ethics & Consequences of PEDs

1. "Exit Ticket" Challenge (5 mins)

Students write down their response to:
"If you could design a new rule to stop PED use in sport, what would it be and why?"

2. "What Would You Do?" Reflection (5 mins)

• Pose the question: "If you were an athlete at the highest level and saw a teammate using PEDs, what would you do?" Discuss responses.

3. Recap Quiz (5 mins)

• Quickfire multiple-choice questions (verbal or on mini whiteboards) to reinforce key concepts.

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Assessment & Differentiation

• Formative assessment through discussions, group work, and exit tickets.
• Differentiation:
  • Higher-ability students challenge themselves by debating ethical dilemmas in greater depth.
  • Lower-ability students supported with structured prompts and simplified case study breakdowns.
  • Visual learners benefit from case studies and scenario-based learning.
  • Verbal learners engaged through discussions and debates.

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Resources Required

• Case study information sheets
• PED category cards
• Scenario role-play cards
• Whiteboard and markers
• Mini whiteboards for quiz (optional)

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Teacher Reflection & Next Steps

• Which activities engaged students most effectively?
• Were students able to critically analyse PED use, or do they need further reinforcement?
• How can this lesson link to future topics on ethics and fair play in sport?

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This lesson plan promotes active learning, ethical debate, and real-world application – making complex moral issues engaging and relevant for Year 11 students.