Note: This outline is modeled on the informative speech for deliberation that we teach in chapter 20. There we suggest you think of this speech’s pattern as a problem-alternatives-solution arrangement without the solution. This is ultimately what makes it more of an informative than an advocacy speech.

Javon’s Speech to Inform Community Members About Multiple Perspectives on High School Football and Concussions Before They Engage in a Deliberative Discussion

Pattern of Arrangement: Problem-Alternatives-Solution (Without the Solution)

Specific purpose: To inform community members about the problem of concussions in high school football and a range of approaches to solving the problem they should consider before they deliberate on the topic.

The purpose statement is not spoken in delivery, but it can add focus to the outlining process—it reminds you what your speech should do.

I. Introduction

A. Three weeks ago, after our favorite local quarterback, Brian Ramos, suffered a severe concussion during the homecoming football game—the fourth football player on our team to suffer a concussion this season—it seemed everyone in Columbus was an expert on concussions.

Begin decisively and get attention. Javon chooses the strategy of naming a well-known local figure and reminding the audience of an important event in their recent past (the injury to a local high school football player). This helps him connect with his audience.

1. Parents blamed coaches for not protecting “our” kids.

2. Coaches claimed school districts did not provide adequate funding for athletic trainers and on-the-field medical care.

Notice that each element in this outline is phrased as a full sentence. This helps ensure (and illustrates to your professor) that you have outlined a complete thought.

3. Parents and coaches both blamed players who downplayed their injuries so they wouldn’t be cut from games.

4. If you turned on the TV, it seemed Americans across the country were blaming “football culture” for glorifying violence and aggression at the expense of players’ health.

B. As “the great concussion debate” came to our town, we all agreed that Columbus needed fewer concussions, but at the same time, many of us feared the beloved game of football might suffer under a cloud of reactionism and misunderstanding.

Javon compels his audience to listen by appealing to a common feeling.

C. As a member of the football team and as a concerned friend, I would also like to see fewer concussions on the field. But while changes in high school football programs and culture may be needed, we know that looking at a problem from only one angle is a poor way to make community decisions.

By stating his own stake in the problem, Javon builds his ethos and increases the audience’s trust that he will approach the topic thoughtfully.

D. (Thesis) So the first thing we in Columbus need is a fuller understanding of the problem, as well as multiple perspectives on addressing concussions in high school football, before we are ready to advocate and implement specific changes. With this goal in mind, the question that guides my speech this morning is, How can we best address the issue of concussions in high school football?

State and clearly label the thesis. In an outline to inform your audience in advance of a deliberative discussion, the thesis is a focusing or guiding question. See Riley’s outline in Appendix B for a more traditional thesis.

E. I will first outline the problem of concussions and youth sports and then turn to three different approaches for how to solve this problem. The three approaches include, first, redirecting resources away from the football program and toward healthier sports and activities; second, changing the culture of football; and third, providing more funding for medical expertise.

The preview is an element that also signals the end of the introduction. It tells the audience where the speech is going and what to listen for next.

* (Transition) I will begin, however, by outlining the problem we face as a community.

Transitions are clearly marked.

II. There is no denying that concussions are a real danger in football and youth sports in general. They are considered a mild type of traumatic brain injury (or TBI).

A. According to an October 29, 2024, report entitled “TBI Data” produced by the Centers for Disease Control and Prevention (CDC), there are more than 586 traumatic brain injury–related hospitalizations and 190 TBI-related deaths per day (“TBI data”). Football is a contributor to these numbers.

Sub-subpoints are outlined as separate points rather than written together as a single paragraph.

1. According to a study published in the 2021 edition of Sports Health, the sport most likely to see concussed male athletes is football (Chun et al.).

2. A February 23, 2021, study published in Sports Health: A Multidisciplinary Approach by a group of eight coauthors found that kids aged six to fourteen years old who played tackle football experienced nearly fifteen times more head impacts during a game or practice compared to kids who played flag football (Waltazman et al.).

B. Athletes who have three or more concussions experience an enduring negative impact on cognitive function. According to a 2023 report by Donna Lu and Stephanie Convery for The Guardian, a study found the following:

1. Three concussions can permanently affect a person’s ability to plan and pay attention.

2. Four concussions negatively impact memory and processing speeds.

3. Dr. Matthew Lennon, the study’s lead author, clarified, “If you have multiple concussions in your teens, 20s, 30s and 40s, you will still be feeling the effects when you’re 70 or 80” (Lu and Convery).

C. Despite these serious medical concerns, experts worry that many head injuries in high school sports go unreported (Breslow).

1. One reason may be the culture of football. A widely cited and NFL-funded study published in 2014, titled Sports-Related Concussions in Youth, reports that athletes are reluctant to report concussions and even are lax about following treatment plans when they have been diagnosed because it may not be perceived as “manly” to follow the doctor’s orders (Graham et al., 7).

2. A second reason some concussions go unreported may be due to too few medical personnel being available for teams. According to a 2020 study of Massachusetts high schools that was published in Arthroscopy, Sports Medicine, and Rehabilitation by six coauthors, “55% of the high schools” studied didn’t “have a full-time athletic trainer and 50% did[n’t] have a team physician” (Kahan et al.).

* (Transition) Now that I have covered the growing problem of concussions and the long-term medical risks that come with them, I will move to the first perspective on how to solve this problem.

III. The first solution that is gaining proponents in Columbus is to redirect resources away from the high school football program and toward healthier sports and activities.

A. This solution argues that the growing medical research on lifelong cognitive effects of concussions requires adults to make tough—even painful—decisions for kids’ safety. Many parents are already effectively making this decision for kids by encouraging them to pursue sports like basketball and track and field. You now hear parents say, “My son can play any sport but football.”

The principle of subordination is illustrated here and throughout the outline. The items listed as 1, 2, and 3 all refer to and support A.

1. One suggestion for implementation suggests the school district reallocate funds currently dedicated to football to developing other athletic activities and club sports that students can participate in for a lifetime.

a. Football—which has high rates of injury—is a sport players tend to outgrow with age and often leaves them with lingering ailments.

b. Clubs and teams that create skills and enthusiasm for hiking, golf, and canoeing teach students to love a physical activity they can participate in for years to come.

2. Another sample action—recognizing the loss of community spirit if we were to end our football program—would explore moving fall volleyball matches to Friday nights.

3. The value prioritized in this first solution is lifelong health. The approach embraces the necessity of sport and physical activity in the lives of young people, but it places more value on those sports that have a better track record of long participation and a pain-free lifestyle into adulthood.

Parallelism is also at work in this outline. Notice that under point A, there are three subpoints, and under point 1, there are two sub-subpoints (a and b). This is what we mean by “every little one has a little two.”

B. The benefits of this approach are many, but I will name two of the most salient:

Each time Javon plans to orally cite a source, he includes the full spoken citation in what he will say. He also adds an in-text written citation in parentheses to help the professor find the source in the bibliography that follows his outline.

1. First, kids would still gain physical fitness while reducing head injuries and avoiding pressure to return to play quickly after a concussion. As Chase Ray explains in their 2018 article published in City Scene Magazine, “Non-contact sports…still provide all the same health benefits without encouraging physical collision between players” (Ray).

2. Second, we would invest as a community in students’ lifetime involvement in low-impact sports. This turns schools back into educational institutions that put their resources into teaching and modeling lifetime physical fitness. It downplays what can sometimes feel like an obsession with varsity athletics, which provide a community pastime but can compete with the curriculum.

C. As with any approach, there are drawbacks to this one, and I will outline two of the most central.

1. First, football teaches many important lessons that are not easily replicated in another team sport and are certainly not taught in more individualized physical activities like hiking and canoeing.

2. Second, many, like Jonathan Chait in his 2014 column in New York Magazine, argue that football doesn’t feed or promote aggression; rather—and especially in high school—it may provide a suitable channel for kids to express aggression. This outlet for aggression is not the same in other team sports like diving or golf (Chait).

* (Transition) Now that I have covered the first approach to the problem of concussions and youth sports in Columbus, I will move to the second approach.

Transitions continue throughout the speech. They only refer to the two sections of the speech they connect.

IV. The second approach to the problem of concussions in high school football calls for a change in football culture.

A. This approach argues that we need to change the culture of toughness that dominates football, for this pressure is a major contributing factor in concussions. The Sports-Related Concussions in Youth study I referred to in the introduction calls for a change in culture as one of its official recommendations. Players, parents, and fans can work together to make this change.

1. One sample action is to encourage players to express their feelings and create comfortable spaces for these conversations. Teams can mimic programs similar to Men of the House in Pittsburgh, which helps players redefine healthy masculinity, and by pointing athletes to NFL players who model and encourage such sharing, such as Bobby Wagner, Dak Prescott, and A. J. Brown (Stimmel; Vogt).

2. Another sample action encourages parents and fans to help by creating new mottos and catchphrases about safety. To counter mottos like “No pain, no gain,” a new motto—like the one prominently placed on the CDC’s HEADS UP educational materials—could be spread. It reads, “It’s better to miss one game than the whole season” (“Concussion Poster”).

3. This call to change football culture prioritizes the value of education. It believes that fans, parents, coaches, and teammates all need to learn that the game and the team cannot go on if individual players are expected to sacrifice their safety or welfare.

Notice that each solution requires Javon to articulate a common value that solution prioritizes. We discuss more about the specifics of this type of speech in chapters 20 and 21.

B. This approach foregrounds two benefits.

1. It tries to address the unhealthy aspects of hypermasculinity within football culture, like ignoring pain and ignoring the recovery protocols that may slow the chances of repeated concussions.

2. The education extends beyond players and coaches to include parents, fans, and community members who often perpetuate attitudes that celebrate players who sacrifice their bodies for the game.

C. But there are also drawbacks to this approach.

Notice that because this is an informative speech, Javon outlines the benefits and drawbacks of each solution. This will help his audience focus on the impact of a given solution during a deliberative discussion.

1. Many question whether the emphasis on the team and winning are so ingrained in football culture that they cannot be extricated. Cory McCune of The Bleacher Report stated a popular belief that there are two types of football cultures: “A winning culture and a losing culture. There is no in between.” Though he was talking about collegiate football, many feel the same about high school sports (McCune).

2. The second drawback is time. Changing culture is a long project, and given the growing concern about football and concussions, we may need a quicker, more decisive solution.

* (Transition) Having looked at a second approach to the problem of concussions and youth sports in Columbus, I will move to the third and final option.

V. The third solution is to increase player safety on the field by helping coaches get better, more consistent medical care for high school players.

A. Advocates for this solution argue that increased access to trained medical professionals is likely to result in higher reporting of concussions and better postconcussion rehabilitation.

1. The first suggestion for this approach stresses that coaches encourage parents and community members to advocate for more and higher-quality student-athlete health care from school boards and community partners.

Internal signpost words like “first” and “second” remind the audience of the speaker’s well-thought-out organization.

2. A second sample action mandates that schools should require football programs themselves to fund athletic-training services and on-the-sidelines medical expertise. For a football budget to be approved, a certified athletic trainer must be available to supervise and follow up with injured students both during the game and in the weeks after the injury.

3. This approach prioritizes the value of safety and insists that easy access to skilled medical care must be evenly distributed among players; it should not be a luxury.

B. I would like to highlight two of the many benefits of this approach.

1. First, it better ensures safety and good medical care for players and takes some of the burden off high school coaches. In a February 8, 2019, report for InvestigateWest, Lee van der Voo reported that a study of Oregon high schools discovered that high schools with athletic trainers were much more likely to diagnose concussions in high school football players.

2. Second, it is a fairer system. The risks of football are the same whether a student plays for a school with access to good medical care or not; we would end a two-tiered system of care for those who play by making sure every football program or school district offers skilled care to players.

C. There are also drawbacks to this approach.

1. The first is cost. Skilled personnel are costly, and many school districts might have to take money away from other programs if they were forced to provide skilled trainers or more nursing staff for athletics.

2. The second drawback is the possibility of medical personnel being pressured to not report concussions. A 2019 survey of college and university athletic trainers by the National Athletic Trainers Association found that 10% reported being pressured “to make a decision that was not in the best interest of a student athlete’s health” (Only Half of Collegiate Sports).

* (Transition) Now that we have examined a third solution to the problem of concussions and high school football, I will conclude by reviewing what my speech has covered and then turn this topic over to you—the concerned community members—for deliberation.

VI. Conclusion

The conclusion is clearly labeled, and the content that follows is subordinated to the Roman numeral and label. In this conclusion, Javon reminds the audience of the problem that leads to the need for deliberation. He restates the focus question that appears as part of the thesis.

A. (Thesis) When Brian Ramos was injured during the homecoming game, it was clear our community was ready to do something about high school football and concussions. But how can we best address concussions in high school football? My speech today has used this focus question to explore three different solutions.

Next, Javon briefly summarizes the three solutions he covered.

B. The first solution we explored was to divert resources from the high school football program and invest in clubs and sports that kids can pursue for a lifetime. The second solution was to change the culture of football, specifically the aspect that encourages players to downplay or ignore their injuries. The final approach stressed the necessity of better-trained medical care to support coaches and players.

Javon closes by turning the question for deliberation over to the audience.

C. Each of these approaches has advantages and disadvantages. As you consider these solutions and weigh the values they prioritize, what do you think is the best way for Columbus to address our shared concern for our football players?

Works Cited

A bibliography is an absolute must in ethical speech preparation. Ask your instructor about which citation style you should use.

Breslow, Jason M. “High School Football Players Face Bigger Concussion Risk.” FRONTLINE PBS.org. WGBH Educational Foundation, 31 Oct. 2013, www.pbs.org/wgbh/frontline/article/high-school-football-players-face-bigger-concussion-risk. Accessed 8 May 2024.

“A Fact Sheet for Youth Sports Coaches.” HEADS UP to Youth Sports: Coaches, Centers for Disease Control and Prevention, 19 Aug. 2019, http://www.cdc.gov/heads-up/media/pdfs/youthsports/coaches_engl.pdf?CDC_AAref_Val=https://www.cdc.gov/headsup/pdfs/youthsports/coaches_engl.pdf. Accessed 8 May 2024.

“A Fact Sheet for High School Parents.” HEADS UP to Youth Sports: Parents, Centers for Disease Control and Prevention, 19 Aug. 2019, http://www.cdc.gov/heads-up/media/pdfs/youthsports/parents_eng.pdf?CDC_AAref_Val=https://www.cdc.gov/headsup/pdfs/youthsports/parents_eng.pdf. Accessed 8 May 2024.

Chait, Jonathan. “In Defense of Male Aggression: What Liberals Get Wrong About Football.” New York Magazine. 7 Oct. 2014. nymag.com/intelligencer/2014/10/what-liberals-get-wrong-about-football.html. Accessed 8 May 2024.

Chun, Benjamin J., Troy Furutani, Ross Oshior, Casey Young, Gale Prentiss, and Nathan Murata. “Concussion Epidemiology in Youth Sports: Sports Study of a Statewide High School Sports Program.” Sports Health, vol. 13, no. 1, Jan.–Feb. 2021, 18–24, doi.org/10.1177%2F1941738120932570.

“Concussion Poster.” HEADS UP to School Sports: Coaches, Centers for Disease Control and Prevention, 23 Dec. 2019, http://www.cdc.gov/heads-up/?CDC_AAref_Val=https://www.cdc.gov/headsup/highschoolsports/coach.html. Accessed 8 May 2024.

Graham, Robert, Frederick P. Rivara, Morgan A. Ford, and Carol Mason Spicer, eds. Sports-Related Concussions in Youth: Improving the Science, Changing the Culture. Report of the Committee on Sports-Related Concussions in Youth; Board on Children, Youth, and Families. Institute of Medicine and National Research Council. Washington: National Academies P, 2014. www.ncbi.nlm.nih.gov/books/NBK169016/.

Kahan, Joseph B., Matthew Salzler, Danielle DiCenzo, Thomas Zink, Zachary Radford, and David Tybor. “High School Athletic Directors Report Poor Compliance with Concussion Reporting and Medical Clearance in Massachusetts.” Arthroscopy, Sports Medicine, and Rehabilitation, vol. 2, no. 5, Oct. 2020, 563–567. doi.org/10.1016%2Fj.asmr.2020.07.002.

Lu, Donna, and Stephanie Convery. “Three or More Concussions Add Up to Long-Term Cognitive Problems, Study Suggests.” The Guardian. 30 Jan. 2023. www.theguardian.com/sport/2023/jan/31/three-or-more-concussions-add-up-to-long-term-cognitive-problems-study-suggests. Accessed 8 May 2024.

McCune, Cory. “How College Football Coaches Can Change the Culture of a Program.” Bleacher Report. 28 Mar. 2013. bleacherreport.com/articles/1584502-college-football-how-coaches-can-change-the-culture-of-a-program. Accessed 8 May 2024.

Only Half of Collegiate-Level Sports Programs Follow Medical Model of Care for Student Athletes, Survey Finds. National Athletic Trainers’ Association, 26 Jun. 2019, https://www.nata.org/press-release/062619/only-half-collegiate-level-sports-programs-follow-medical-model-care-student. Accessed 8 May 2024.

Ray, Chase. “Less Physical Contact Sports Can Still Help Your Children.” City Scene. 26 Jul. 2018. https://www.cityscenecolumbus.com/health/check-out-some-sports-that-require/. Accessed 8 May 2024.

Stimmel, Emily. “Men of the House Teaches Healthy Masculinity to Pittsburgh High School Football Players.” Kidsburgh. 19 Mar. 2018. www.kidsburgh.org/men-of-the-house-teaches-healthy-masculinity-pittsburgh-high-school-football-players/. Accessed 8 May 2024.

“TBI Data.” Traumatic Brain Injury & Concussion, Centers for Disease Control and Prevention, 7 Sep. 2023, www.cdc.gov/traumatic-brain-injury/data-research/index.html. Accessed 28 April 2025.

Vogt, Christina. “9 Football Players Who’ve Spoken About Mental Health.” Everyday Health. 19 Jan. 2023. www.everydayhealth.com/emotional-health/football-players-whove-spoken-up-about-mental-health/. Accessed 8 May 2024.

Waltzman, Dana, Kelly Sarmiento, Owen Devine, Xinjian Zhang, Lara DePadilla, Marcie-jo Kresnow, Kelley Borradaile, Andrew Hurwitz, David Jones, Ravi Goyal, and Matthew J. Breiding. “Head Impact Exposures Among Youth Tackle and Flag American Football Athletes.” Sports Health: A Multidisciplinary Approach, vol. 13, issue 5, 2021, 454–462, https://doi.org/10.1177/1941738121992324