That`s Dope - Discovery Education

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U.S. Anti-Doping Agency
:
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Table
x
The-Edge-
x
rOver-the-CotaunryteSupplements
Healthy
Investigating
tegies
Performance Stra
x
Tear-Out
Facilitator
Evaluation
Evaluating Die
3
hy
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l
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H
g
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ati
g
ies
i
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a
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I
t
S
teroid
e
s
c
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l
m
o
Perfor
f anab e drugs
c
use o
g the per forman
n
i
t
n
e
ts
Prev
r spor
e
h
t
o
and
U . S .
A n t i - D o p i n g
A g e n c y
National Standards;
4
Physical Education and Health
1 –Health Promotion and
Disease Prevention
4 – Influences on Health
6 –Setting Goals for
Good Health
Language Arts K-12
1 – Reading for Perspective
3 –Evaluation Strategies
6 – Applying Knowledge
7 –Evaluating Data
12 –Applying Language
Skills
Science 9-12
6 – Personal and Social
Perspectives– Personal
and Community Health
Overview
Students will look at healthy alternatives
to performance-enhancing drugs and
effective ways to naturally improve athletic
performance without using steroids.
Objectives
As a result of this activity, students
.
.
.
.
.
will be able to:
List the two components of a
successful athletic performance:
mental and physical.
Use the hourglass analogy to
e
n
c
ablows
describe the basics of weight gain/loss.
Identify the three keys to increasing
strength: training, nutrition and sleep/
recovery.
Describe how anabolic steroids work in
the body.
List at least three side effects of anabolic
steroid abuse.
U.S. Anti-Doping Agency
Activities
1. Warm-up: Using the student section from The Edge–Investigating Healthy Performance Strategies–
have students read Coach John Wooden’s quote and work independently to answer the first two
questions in the space provided. Discuss their answers.
.
2. Read: As a class, read the following three sections from The Edge. Check for understanding throughout.
You will cover:
– Snapshot of Athletic Performance – Mental and Physical (Student Activities, Pg. 4)
– The Basics of Food and Exercise (Pg. 5)
– Anabolic Steroids (Pg. 6 and 7)
3. After a student reads aloud Steph and Sarah’s story, have each student answer the questions
that follow on their own. (Pg. 8)
4. Introduce the Setting Goals section and ask students, individually or in pairs, to write down
their goals. (Pg. 9)
5. Review: Come together and review the students’ answers to activities 3 and 4.
..
.
6. Wrap-up: Questions to check for understanding:
What are some components of the Mental game? Physical game?
What does an hourglass teach us about gaining/losing weight?
What are three side effects of anabolic steroid abuse?
7. Have students take The Edge Assessment. (Pg. 15)
Enrichment activities:
1. Ask students for a synopsis of the following web resources:
Play the Doped Up game – www.thatsdope.org/whatsdoping/see.html.
Join Olympic Athletes – watch highlight videos of your favorite Olympic
athletes and together take the Pledge for clean sport–
www.USADA.org/ICompeteClean.
2. Create an advertising message to take a stand for clean competition.
3. Ask students to read the Kelli White (former track and field 200 meter world
champion) story and critically evaluate her decisions. Whether in a discussion
group or independently, each student should imagine being in Kelli’s situation,
describe the decisions they would make and justify those decisions.
See Spirit of Sport, April-June 2005 at www.USADA.org/Spirit-of-Sport
4. Have students read the Taylor Hooton story. Whether independently or in a group,
have students analyze the roles of various people involved in Taylor’s story (Taylor,
his coach, friends, etc.). Ask them to identify steps throughout the story where those
involved might have made alternative choices that would have potentially changed the
ending. Have students consider situations for which they might be uncomfortable
taking a stand and create a game plan to communicate rather than remain silent.
For more details and information visit: www.taylorhooton.org/taylor_hooton
5
Over-the-counter
National Standards;
U . S .
A n t i - D o p i n g
A g e n c y
Physical Education and Health
1 –Health Promotion and
Disease Prevention
2 –Health Information,
Products and Services
4 – Influences on Health
Language Arts K-12
1 – Reading for Perspective
3 –Evaluation Strategies
6 – Applying Knowledge
7 –Evaluating Data
Science 9-12
6 – Personal and Social
Perspectives– Personal
and Community Health
6
Evaluatin
g
Dietary
Suppleme
nts
Overview
Students will examine dietary
supplement manufacturing issues,
including the potential for contamination,
possible health effects and advertising.
Objectives
As a result of this activity, students
..
.
will be able to:
Define dietary supplements.
Identify potentially harmful dietary
supplements, such as pro-hormones
and stimulants.
Evaluate the truthfulness of a
dietary supplement ad.
U.S. Anti-Doping Agency
Activity
1. Warm-up: Using the student section from Over-the-Counter–Evaluating Dietary Supplements– have
students write down their definition of a dietary supplement in the space provided. Discuss their answers.
2. Read: Continuing in the student handbook, have students read through the dietary supplement
content as a class. Check for understanding throughout.
3. Move on to the advertising section. Prepare in advance by printing off a variety of dietary
supplement and energy drink ads. Examples of web resources to obtain ads include:
Energy drinks: www.rockstar69.com/products.php
www.monsterenergy.com/us/en/products
Other supplements: www.hydroxycut.com
www.nutrex.com
Resource:
http://her.oxfordjournals.org/cgi/reprint/21/5/719
click on begin manual download
(how adolescent girls interpret weight loss advertising)
4. Break the class into groups of three or four students and distribute an ad to each group.
5. Have each group critically evaluate their ad and answer all questions.
6. Review: Come together and review the answers of each group. Have each group provide a
justification for their advertisement evaluation.
..
.
7. Wrap-up: Questions to check for understanding:
What is a dietary supplement?
Can stimulant drinks be dangerous? How?
How can you tell if an ad is truthful?
8. Real-time application analysis: Print off or have students download the following USADA
Spirit of Sport newsletter article “Supplements & Sanctions: A Cautionary Tale”
www.usada.org/go/supplementcaution (Pg. 1 and 2)
• H
ave students read this article about Olympic hopeful wrestler, Nathan Piasecki, and his story of
dietary supplement use, consumerism and performance.
• A
sk students to put themselves in his place, analyze his choices leading to being banned from sport
and identify steps they could take to avoid making a similar mistake..
9. Have students take the Over-the-Counter Assessment. (Pg. 15)
Enrichment activities:
1. Have students visit and review www.thatsdope.org/overcounter.
2. Print off or ask students to download and read the stories about dietary supplements
at the following links and go through the associated enrichment questions or tasks:
“Does ‘Energy Drink’ In = Energy Out?” www.usada.org/go/energydrinks (Pg. 5 and 6) – have
students examine their own use of these energy drink products, determine whether they have
made good consumer choices and how they can make better consumer choices in the future.
“Supplements: Are You at Risk?” www.usada.org/go/supplementrisk (Pg. 6) and
“It’s a Jungle Out There” www.usada.org/go/educatedconsumer (bottom of Pg. 3) – have
students list what vitamins, minerals and other dietary supplements they use or are familiar
with. Using the information in the articles, have them determine whether the products they
use/are familiar with are at a higher or lower risk for contamination. For extra credit, have
students investigate the rules for Good Manufacturing Practices.
7
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Classroom Curriculum
100C / 40M / 0Y / 50K
0C / 80M / 100Y / 40K
30C / 100M / 0Y / 35K
80C / 100M / 0Y / 35K
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Brick
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Bruise
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A n t i - D o p i n g
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50C / 30M / 100Y / 30K
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1-719-785-2000 (phone)
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1-866-601-2632 (toll-free phone)
E-mail: education@USADA.org
Website: www.USADA.org/Outreach
8
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