That`s Dope - Discovery Education
Transcription
That`s Dope - Discovery Education
Dop Thats e.org Logo K Co MY ary C e alett lor P nd U . S . A n t i - D o p i n g A g e n c y Seco s ’ r o t a t i ic l uide Fa K / 40 100Y 0M / Brick 0C / 8 K 35 / 0Y / 100M d Bloo 35 / 0Y / 100M e Bruis , dar ds n a t S al . ation N ssons d e l n fi o l l w i or t you w ties f i v i t Inside c a s and e v i t c obje K Y / 30 50C / G 30C / K 80C / / 100 30M p Swam 100C 50K / 0Y / / 40M ht ig n Mid ts of s d to e studen r variety u esigne o a d Y s . n i i nts ces lum ppleme y choi urricu u h c s t l s y a i r e h a h T diet a ke s and d to m d i e o e r n e t y the of s ing abuse e h t n-mak t o i n s e i c v e e e pr r ug us althy d d e h g n d i n c in: le a han will ga ponsib nce-en s a e m r r r o f o f per Skills i ve s t o t a n . r e y alt Health . es kills d choic rism s o e o f m u d s e Con lanc ing ba . k ge tion a m r Educa nowled l k ls fo a o e c o i p T s y yt Phy . . nd bod rds in a a y d cience t n i S a d t d e S r n l e a a g H cludin riting) Nation . n w i s t , d e s n e g a om ng ettin (readi ope als ty of s s D e t e ve n i r s r ’ A t a a v e a Th g, and o uag n t i g h n e l c a b a L apta ed te alth, s. sily ad teg rat a n and He e i r room , s e i s k a c e m r o u l l a and r ject rricu fur the rooms us sub The cu o t h i t h r i g a i w v e f ew site ooms o r y web oms lik a o t r n s classr e s a lem l cl a comp ditiona s a i s. r t n g r o n tivleittteie e.o c a p o e v D i a P ract olor Thats re intecondary CMYK C www. o m d n Se ation a inform Dop Thats e.org Logo U . S . A n t i - D o p i n g A g e n c y om o r s s la C e . h t e p o o t D me ’s t ge o a c l h nowled e T k e f h W t o with n o to i dents u t t i s r ns and ou o i y t Ed a p i u t u i q K 80C / 5K 2 30C / 0M / 0C / 8 100Y / 40K 3 / 0Y / 100M d Bloo 35 / 0Y / 100M e Bruis U.S. Anti-Doping Agency : . s t n e t n o C f o Table x The-Edge- x rOver-the-CotaunryteSupplements Healthy Investigating tegies Performance Stra x Tear-Out Facilitator Evaluation Evaluating Die 3 hy t l a e H g n ati g ies i t g s e e t v s a n r I t S teroid e s c n c i a 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 ThatsDope.org Logo Secondary CMYK Color Palette Notes Classroom Curriculum 100C / 40M / 0Y / 50K 0C / 80M / 100Y / 40K 30C / 100M / 0Y / 35K 80C / 100M / 0Y / 35K Swamp Midnight Brick Blood Bruise U . S . A n t i - D o p i n g A g e n c y 50C / 30M / 100Y / 30K United States Anti-Doping Agency 1-719-785-2000 (phone) 1-719-785-2001 (fax) 1-866-601-2632 (toll-free phone) E-mail: [email protected] Website: www.USADA.org/Outreach 8 © 2011 USADA. USADA and the USADA logo are registered trademarks of the U.S. Anti-Doping Agency. All Rights Reserved.
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