Drug Free Olympics



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Drug Free Olympics


Topic: Drug Testing

Grade: 8

Objective(s): Students will be able to:

  1. Express the importance of drug free competition in athletics.

  2. Describe the general process of Olympic drug testing, and how it has changed throughout history.

  3. Analyze the negative affects of performance enhancing drugs on the human body.

Standards & Benchmarks addressed:


STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES

SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES – The student will develop an understanding of personal and community health, population growth, natural resources, environmental quality, natural and human- induced hazards, and science and technology in local, national, and global settings.
Benchmark 1: The student will develop an understanding of the overall functioning of human systems and their interaction with the environment in order to understand specific mechanisms and processes related to health issues.

Indicator 3. understands informed personal choices concerning fitness and health involve an understanding of chemistry and biology.



Benchmark 5: The student will develop an understanding of the relationship between science, technology, and society.

Indicator 1. understands progress in science and technology can be affected by social issues and challenges. Science and technology indicate what can happen, not what should happen.


STANDARD 7: HISTORY AND NATURE OF SCIENCE

HISTORY AND NATURE OF SCIENCE – The student will develop understanding of science as a human endeavor, the nature of scientific knowledge, and historical perspectives.

Benchmark 1: The student will develop an understanding that science is a human endeavor that uses models to describe and explain the physical universe.

Indicator 5. understands there are many issues which involve morals, ethics, values or spiritual beliefs that go beyond what science can explain, but for which solid scientific literacy is useful.

Indicator 6. recognizes society’s role in supporting topics of research and determining institutions where research is conducted.

Materials & Preparation:

1 copy of Biography of Marion Jones

1 copy of ‘Marion Jones Photo Activity’/ student

1 copy of Kids on steroids willing to risk it all for success”/ every 2 students

1 copy of “Steroid inquiry widens to teen athletes”/ every 2 students

1 copy of RAFT Exercise/student

1 copy of “Drug Free Olympics Assessment”/ student

Power Point presentation on the History of Anti-Doping(WADA), the negative biological effects of performance enhancing drugs, and the importance of sportsmanship.

The teacher will need to contact Drug Free Sport in Kansas City(contact Erika Kuhr at 816.474.8655 ext. 109 or more information can be found at drugfreesport.com) at least one month prior to teaching this lesson to request a speaker to come for the ‘Extension.’

Lesson Sources:


(n.d.). [Photograph]. Retrieved from

http://www.thehoodtimes.com/files/images/Oprah%20Winfrey%20ShowMarion%20Jones.jpg


(2007). [Photograph]. Retrieved from

http://wwwimage.cbsnews.com/images/2007/10/08/image3345524g.jpg


(2007). [Photograph]. Retrieved from

http://www.nytimes.com/2007/10/06/sports/othersports/06balco.html?ref=timmontgomery


(2010, June). A Brief History of Anti-Doping. Retrieved from

http://www.wada-ama.org/en/About-WADA/History/A-Brief-History-of-Anti-Doping/


(2011). Customized Drug Education Programs. Retrieved from

http://www.drugfreesport.com/services/drug-education-programs.asp


(2007). Marion Jones [Photograph]. Retrieved from

http://www.missxpose.com/wp-content/uploads/2007/10/marionjones.jpg


(2010). Marion Jones Medals [Photograph]. Retrieved from

http://renewedfitness.org/wpcontent/uploads/2010/11/MarionJonesMedals.jpg


(n.d.). Marion Jones [Photograph]. Retrieved from

http://www.morethanthegames.co.uk/files/morethanthegames/marion%20jones.jpg


(n.d.). Marion Jones USA Flag [Photograph]. Retrieved from

http://www.realclearsports.com/blognetwork/rcs_sidelines/Marion%20Jones%20USA%20Flag.jpg


Marion Jones Biography. (n.d.). In Encyclopædia Britannica online. Retrieved from

http://www.biography.com/articles/Marion-Jones-9357466


Stenson, J. (2008, March 3). Kids on steroids willing to risk it all for success. Retrieved

from http://www.msnbc.msn.com/id/22984780/from/ET/#


Schulte, D. (2008, April 24). Steroid inquiry widens to teen athletes. Tulsa World.

Retrieved from

http://www.tulsaworld.com/news/article.aspx?articleID=20080424_1_A1_spanc33267



I. Engagement: The activities in this section capture the student's attention, stimulate their thinking and help them access prior knowledge.

boys_reading

The teacher will begin by reading the Marion Jones Biography (can be found at http://www.biography.com/articles/Marion-Jones-9357466) or attached to the end of this lesson. The students will each be given a copy of “Marion Jones—You ought to be in Pictures” worksheet. They will then be instructed to choose one photo of Marion Jones, and imagine as if they are in the photo, or an observer of the scene of the photo. They should write down their choice, their feelings about the photo, what they plan to do as a result of the scene in the photo, and their role in the photo.




II. Exploration: In this section students are given time to think, plan, investigate, and organize collected information

bus04The students will now complete a R.A.F.T. exercise with two articles.

Divide the class into two groups. To the first group, hand out a copy of ‘Kids on steroids willing to risk it all for success,’ and to the second group, hand out a copy of ‘Steroid inquiry widens to teen athletes.’ The first group will be assigned the following R.A.F.T.: Role: Professional Athletes and role models who have used steroids

Audience: Taylor Hooton

Format: Apology Letter

Topic: Negative effects of using steroids

The second group will be assigned the following:

Role: Athlete

Audience: School Board

Format: Letter

Topic: Importance of funding drug testing programs

After the students have completed their RAFT exercises, have them pair up with someone from the other group (first group with second group). The students will give their partner a brief summary of their article, and then read their RAFT. They will take turns doing this, so each student will be exposed to both of the readings.


III. Explanation: Students are now involved in an analysis of their exploration. Their understanding is clarified and modified because of reflective activities
clipboard
Next, the teacher will give a Power Point over the history of the World Anti-Doping Agency (A brief history of WADA can be found at http://www.wada-ama.org/en/About-WADA/History/A-Brief-History-of-Anti-Doping/), followed by the dangers of performance enhancing drugs and their effects on the human body. This is a good time to elaborate on the negative biological effects of these types of drugs, and ask the students some particular things they may have learned from the articles. Following the Power Point, the teacher should lead the class in a discussion about the importance of sportsmanship in competition.

IV. Extension: This section gives students the opportunity to expand and solidify their understanding of the concept and/or apply it to a real world situation

filefolder3
This portion of the lesson will take place during the next class period. A speaker from Drug Free Sport in Kansas City will come and give a presentation “Drug and Supplement Use in Sports.” This is a customized drug education program provided by the organization that helps to inform students, athletes, and coaches about the dangers of using performance enhancing drugs as well as the drug-testing process.

V. Evaluation Assesses both learning and teaching and can use a wide variety of informal and formal assessment strategies.

hand13Students will be given the ‘Drug Free Olympics Assessment’ to test their mastery of the lesson objectives.



http://www.missxpose.com/wp-content/uploads/2007/10/marionjones.jpg

http://www.thehoodtimes.com/files/images/Oprah%20Winfrey%20ShowMarion%20Jones.jpg

http://www.realclearsports.com/blognetwork/rcs_sidelines/Marion%20Jones%20USA%20Flag.jpg



Marion Jones



Choose one photo of Marion Jones. Imagine you are a character in this photo, or an observer of the scene in the photo. What is the story behind the photo? What are your feelings about this? Will you plan to do something as a result of this scene? Write about your role in this photo and the details.

http://renewedfitness.org/wp-content/uploads/2010/11/MarionJonesMedals.jpg



Mary Altaffer/Associated Press

RECOMMEND

Record your responses here: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

http://wwwimage.cbsnews.com/images/2007/10/08/image3345524g.jpg

http://www.nytimes.com/2007/10/06/sports/othersports/06balco.html?ref=timmontgomery

http://www.morethanthegames.co.uk/files/morethanthegames/marion%20jones.jpg

An article from Biography.com

Marion Jones Biography


( 1975 – )
(born October 12, 1975, Los Angeles, California, U.S.) American athlete, who, at the 2000 Olympic Games, became the first woman to win five track-and-field medals at a single Olympics. In 2007, however, she admitted to using banned substances and subsequently returned the medals.

Jones early displayed talent on the track, and her family moved several times during her adolescence so that she could compete on prominent junior-high and high-school teams. By the time she was 12, Jones had begun competing internationally. She was also an accomplished high-school basketball player, winning California's Division I Player of the Year award in 1993. She attended the University of North Carolina at Chapel Hill on a basketball scholarship, and in 1994 she helped the women's basketball team win the national title. Jones decided to sit out the 1995–96 basketball season in order to focus on track and on the 1996 Olympics in Atlanta, Georgia. A series of foot injuries, however, prevented her from trying out for the U.S. Olympic team. She then returned to basketball, and in 1997 she was named the Most Valuable Player of the Atlantic Coast Conference Tournament.

After graduating in 1997, Jones concentrated on track. At the 2000 Olympics in Sydney, Australia, she won gold medals in the 100 metres (10.75 sec) and the 200 metres (21.84 sec) and as a member of the 4 400-metre relay team (3 min 22.62 sec); she also claimed bronze medals in the long jump and the 4 100-metre relay. At the 2001 world championships, Jones won gold medals in the 200 metres and the 4 100-metre relay, and she went undefeated during the 2002 season. She took much of 2003 off because of the birth of her son. She returned to athletics in 2004 but was not up to her previous form. At the Olympic Games in Athens that year, she managed only a fifth-place finish in the long jump.

Through much of her career, Jones was suspected of using steroids. In 2003 a federal investigation into illegal steroid distribution by the Bay Area Laboratory Co-operative (BALCO) led to allegations by BALCO founder Victor Conte and Jones's ex-husband, C.J. Hunter, that the sprinter used banned substances. Jones, who had never failed a drug test at that time, denied the allegations. In 2006 she tested positive for a banned substance but was later cleared by a follow-up test. The following year, however, she pleaded guilty to lying to federal investigators about her drug use and admitted to having taken steroids. In November 2007 track and field's international governing body—the International Association of Athletics Federations—annulled all of Jones's results since September 2000, including her Olympic titles. The International Olympic Committee officially stripped Jones of her five medals from the Sydney Games the following month. In January 2008 she was sentenced to six months in prison for providing false statements to federal investigators about her steroid use and for her involvement in a check-fraud scheme.

In an attempt to revive her long-dormant basketball career, Jones signed with the Tulsa Shock of the Women's National Basketball Association in 2010.
Copyright © 1994-2010 Encyclopædia Britannica, Inc. For more information visit Britannica.com



Kids on steroids willing to risk it all for success

By Jacqueline Stenson

MSNBC contributor


 updated 3/3/2008 10:31:21 AM ET

 

In a nation where the Super Bowl is the



most-watched night on television and

professional athletes in a range of sports rake

in millions of dollars in salaries and

endorsements, it's not hard to see why many

kids grow up idolizing athletes. Some sports

stars may deny they are role models for a

younger generation, but a new study suggests

quite the contrary.


Among students in grades 8 through 12 who

admitted to using anabolic steroids in a

confidential survey, 57 percent said

professional athletes influenced their decision

to use the drugs and 63 percent said pro

athletes influenced their friends' decision to

use them. Eighty percent of users — and 35

percent of non-users — said they believed

steroids could help them achieve their athletic

dreams.
What's more, the steroid users said they were

willing to take extreme risks to reach sports

stardom or other athletic goals. The survey

found that 65 percent of steroid users versus

6 percent of non-users said they would be

willing to use a pill or powder, including

 

dietary supplements, if it guaranteed they



would reach their athletic goals even if it may

harm their health, and 57 percent of users

versus 4 percent of non-users said they

would take a pill or powder even if it may

shorten their life.
"It's scary," says study author Jay Hoffman,

chair of health and exercise science at the

College of New Jersey in Ewing. "This study

shows that adolescents are willing to take

those risks."
The survey, conducted from 2005 to 2006,

involved more than 3,200 students in 12

states, most of them from New Jersey,

Pennsylvania and New Mexico. Other states

included Iowa, Wisconsin, Connecticut,

Missouri, Ohio, Colorado, New York,

Minnesota and California.
Overall, 1.6 percent of students (2.4 percent of

boys and .8 percent of girls) — about 50

students in total — reported using anabolic

steroids, according to results published in the

January issue of the journal Medicine &

Science in Sports & Exercise. That's lower than

more nationally representative research, such

as the government's National Youth Risk

Behavior Survey, which found in 2005 that 4

percent of kids in grades 9 through 12

reported steroid use.
In the new survey, steroid use increased with

age, especially in boys, with almost 6 percent

of 12th grade males reporting steroid use.

Users say they'd take drugs to excel even if it shortened their lives


 

Some students reported using other dietary

supplements to boost their game or physical

appearance. Of all students surveyed, 17

percent said they had used supplements such

as protein powders, creatine and amino acids

to gain body mass. And 35 percent said they

had used supplements such as fat burners,

high-energy drinks, ephedra and caffeine pills

in an attempt to lose weight. The more

supplements kids took, the more likely they

were to also use steroids.


The sports world has been rocked by steroid

scandals in recent months. In December, for

instance, the Mitchell Report implicated more

than 80 professional baseball players in the

use of steroids. And last fall, sprinter Marion

Jones admitted to lying about steroid use and

returned her five Olympic medals.
Not all kids see anything wrong with steroids

in sports though. In the new survey, 57

percent of steroid users and 12 percent of

non-users said they believe pro athletes have

the right to use steroids. And 60 percent of

users and 29 percent of non-users actually

thought using anabolic steroids for athletic

purposes is legal.


Role model?

Hoffman blames lack of education about the

dangers of these drugs as well as the influence

of elite athletes who use steroids.


"I believe there is an inherent responsibility of

being a role model," Hoffman says. "Whether

they want it or not, it comes with the territory."
Dr. Linn Goldberg, who's involved with

national programs to counter steroids in

youth sports, says the new study confirms

 

what he has seen anecdotally.


"Sports role models are very powerful in a

young kid's life," says Goldberg, who is head

of the division of health promotion and sports

medicine at the Oregon Health and Science

University in Portland. "The mindset is that if [a

pro athlete] had to use that, then maybe I

should use that."
Through his program called Athletes Training

and Learning to Avoid Steroids (ATLAS), he is

trying to educate kids that there are

alternatives to steroids, such as sports-

specific training regimens and diets that help

athletes gain muscle naturally.


Red flags

Don Hooton wishes he had known about the

warning signs of steroid abuse. His son,

Taylor, 17, killed himself in 2003, six weeks

after discontinuing steroid use.
"All the signs were there that Taylor was using

steroids," says Hooton, who lives in Plano,

Texas. Taylor, a high school baseball player,

worked out three times a day, gained 30

pounds of muscle in 90 days, developed acne

on his back and started having 'roid rages. "He

would just fly off the handle for seemingly no

reason," says Hooton.


The Hootons knew something was wrong, but

they didn't know what. And they actually

praised him for his muscle development

because they thought it was the pure result of

all his hard work at the gym. They didn't

realize it's impossible to naturally gain so

much muscle so quickly.
Now through the Taylor Hooton Foundation,

the family is working to raise awareness of the

dangers of steroids in youth. Because teens

are still developing and already have raging  

hormones, experts worry that steroids —

which, among other possible effects, may

shrink testicles, raise cholesterol, promote

liver tumors, spur breast growth in males, and

shrink breasts and deepen voice in females —

may be particularly dangerous for them.


The foundation also is pushing for more drug

testing for steroids in schools. New Jersey and

Florida are already doing testing, and Texas

and Illinois are making plans to test. "We need

a random testing program not to put a kid in

jail but to give them a chance to get caught,"

says Hooton. If kids face the threat of getting

caught and being kicked off a team or losing a

scholarship, they might think twice before

using steroids or other performance-

enhancers, he says.
Such testing isn't perfect though. It can't

reliably detect human growth hormone, for

instance, which is believed to be catching on

with youth athletes as it seems to be with

adults.
That's why Hooton and others hope the sports

world cracks down harder on doping. "It's not

just about [pro athletes]," Hooton says. "It's

about our kids. It's about Taylor and

hundreds of thousands of kids."
 

© 2011 msnbc.com
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“Steroid inquiry widens to teen athletes”


by: DAVID SCHULTE World Staff Writer

Thursday, April 24, 2008



Tulsa and state undercover officers are investigating whether suspected steroid dealers are selling performance enhancement drugs to high school students.
Mark Woodward, a spokesman for the Oklahoma Bureau of Nar cotics and Dangerous Drugs Control's office in Oklahoma City, said agents have received a significant number of calls in recent months from high school coaches concerned about rapid gains in weight and strength among their players.
Woodward would not name the schools or coaches, but he said they were in large and small districts.
An affidavit filed last week in Tulsa County District Court says the state drug agency and Tulsa Police Department have been investigating the illegal use and distribution of performance-enhancement drugs in the Tulsa area for approxi mately three months.
Area high school coaches said in interviews this week that the possibility of student-athletes using steroids is a legitimate concern.
"I would not be surprised if it hit the high-school age," said Allan Trimble, the head football coach at Jenks High School. "To me, it's like any other controlled substance. It's available, and in some people's eyes, you might get an advantage from using it."
Performance-enhancement drugs can improve strength, muscle mass and endurance, and they can aid in recovery from injuries. However, they can also increase the risk of heart disease, stroke, cancer and psychological problems.
The cost of testing: Danny Rennels, the executive secretary of the Oklahoma Secondary School Activities Association, the governing body of high school sports, said public schools are not required to test athletes for steroids.
The biggest reason is cost, which varies among testing companies, he said.
Rennels and high school coaches estimated that steroids tests would cost between $55 and $90 per student.
"That's a large amount of money to test every student," Rennels said.
Coaches have instead learned to identify signs of steroid use among their athletes.
Common signs include sudden aggressive behavior, swelling of the forehead, acne on the chest and back, and increased blood pressure.
Broken Arrow: Broken Arrow High School has perhaps the most thorough school substance-abuse policy in the state, largely because steroids are included in its drug testing of students in grades eight to 12 who participate in activities, said Keith Isbell, the school district's chief communications officer.
The district also has an "under reasonable suspicion" policy that allows it to require drug testing of athletes. The criteria for suspicion of using steroids and other performance-enhancement drugs include unusual increase in size and strength.
Several Broken Arrow High School students were arrested in a June 2005 steroids sting that involved a coach at Webster High School in Tulsa.
The students were involved in bodybuilding, not in high school team sports.
No charges were filed against the students, whom police never identified. The coach, Scott Wayne Moody, later pleaded guilty to three felonies, including the unlawful delivery of anabolic steroids.
Jenks: Jenks High School requires a mandatory drug test at the start of the season for all of its more than 800 athletes, but the test does not detect steroids, Trimble said.
The district also requires athletes and their parents to sign a nine-page consent form that gives the district the right to test for steroids if coaches suspect their use.
Trimble has had three football players tested for steroids within the past five years.
"We had a couple of kids that I thought got big in a hurry and had the attitude to match," he said. "I had some concerns.
"Fortunately, they came back negative."
A first violation of the district's drug policy would bar the athlete from participating in sports and other secondary activities for 30 school days.
If an athlete tested positive again for steroids, an 18-week suspension would be imposed.
Trimble said that if public school funds ever became available to require mandatory testing for steroids, he would support it.
"Those drugs can kill people like any other drug," he said.
Tulsa: Travis Hill, the football coach and athletic director at East Central High School, started a substance-abuse program about eight years ago but soon abandoned it because of litigation issues.
Because East Central was the only school in the Tulsa district to have a drug-testing policy, parents could challenge the fairness and validity of any positive test, he said.
Today, if Hill suspects that an athlete is using steroids, he consults the student's parents and provides some form of counseling.
Even if he had significant evidence to believe that an athlete was using steroids, Hill would not conduct a test without the parents' permission, he said.
Union: Steve Dunlap, the athletic director at Union Public Schools, said his district also does not test for steroids or any other drug.
As with Tulsa Public Schools, Union officials believe that education is the key to preventing students from using any form of drugs.
"If a coach believes that they have somebody taking something, we would contact the parents and go from there," he said.
Bishop Kelley: Private schools may have more resources than public ones to test students for illegal drugs.
Bishop Kelley High School officials gave approval in February for the testing of all students for drugs, including marijuana, opiates and Ecstasy.
If reasonable suspicion exists that a student is under the influence of any other drug, a specific test for that drug can be performed.

David Schulte 581-8367

david.schulte@tulsaworld.com

Copyright © 2011, World Publishing Co. All rights reserved


R.A.F.T. Exercise

Role:

Audience:

Format:

Topic:

_______________________________________,

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Drug Free Olympics Assessment:

Name:_________________________________ Period:__________




  1. List at least three risk factors of taking performance enhancing drugs:



  1. Describe one thing you learned about the World Anti-Doping Agency (WADA).



  1. Write at least one paragraph describing why drug-free competition is so important.


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