Lesson

Overview:

In this lesson plan, students will examine scientists’ discoveries about head injuries, including concussion, and evaluate whether a state law or local policy related to youth-sports concussions provides adequate protection to athletes.

 

Subject Area:

Health, Physical Education, Biology, U.S. Government, Civics

 

Grade Level:

Grades 9-12

 

Objectives:

The student will:

  • Discuss issues surrounding head injuries in high school football
  • Read and analyze information on head injuries in young athletes
  • Research their state’s law and argue why or why not they feel policies regarding concussion in youth sports is sufficient in providing athletes protection

 

Estimated Time Needed:

One 50-minute class period. For classes able to spend more time or that need additional background, please see the teaching strategies outlined in the Lesson Extensions.

 

Materials Needed:

 

Procedure:
  1. Ask students to list some of the benefits and risks of playing a sport like football or soccer. If it isn’t mentioned, point out that a risk of some sports is concussion. Explain that a concussion is a traumatic brain injury caused by a blow to or jarring of the head.
  2. Tell students that you are going to show them a video chapter about some of the realities and risks of playing high school football today. Focus student viewing by asking them to pay particular attention to the injury risks presented.
  3. After showing “Bigger, Stronger, Faster” (length: 11:51), lead a discussion about brain injuries and concussion, asking questions such as:
    • What are the injury risks of playing high school football presented in the video chapter? Why do you think high school football head injuries are on the rise?
    • The video describes how even in younger players, sub-concussive hits endured over time may lead to memory loss and long-term effects like CTE. What do you think of this finding?
    • Do you think that if more athletes were told the risks, it would affect their behavior in games or practices? Why or why not? If not, what might it take to change their behavior?
    • One Euless Trinity football player describes his coaches as talking about “playing so hard that your opponent loses their next game as well.” What do you think they might mean by that? Do you agree with that approach to the game? What might be the consequences of it — for both Trinity and the other team’s players?
    • In another part of the film, a high school player says: “You’re only 17 once. I mean, I have the rest of my life to worry about pain and stuff like that. I can only play football for so long. I might as well use the time I have and worry about the effects later.” Do you agree or disagree with his point of view? Why?
    • Do you think protecting the brain from injury is different from protecting other parts of the body? Why or why not?
  4. Divide students into small groups and give them copies or provide them with online access to FRONTLINE’s FAQ on Head Injuries, copies of your state law or district policy on head injury, and the handout, “Analyzing State Law or Local Policy on Youth-Sports Concussions.”
  5. Have groups read through the FAQ and law/policy on head injury. Using the graphic organizer on the handout to arrange their thoughts, students should compare the way that concussion is described or addressed in each, as well as the prevention measures.
  6. Direct groups to talk among themselves about whether they think the law or policy adequately protects athletes from concussions and other head injuries, or whether it could do more. Ask them to come to an agreement, if possible, and to share their conclusions with the class.
  7. Debrief the activity by leading the class in a discussion about their findings.
    • What did your group conclude about the law or policy? Does it adequately protect athletes from concussions and other head injuries? On what did you base your decision?
    • What additional measures would provide greater protection?
    • Other sports besides football — including hockey, wrestling, boxing and lacrosse — also carry a high risk of concussion and other head injuries. What do athletes in those sports do to protect themselves? Is it enough?
    • What would you want policy-makers, coaches, athletes, parents and others to know about the risk of concussions and head injuries from playing football and other sports? What could we do as a class to inform them?

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