Paired Texts > Life After Sport
We've identified these texts as great options for text pairings based on similar themes, literary devices, topic, or writing style. Supplement your lesson with one or more of these options and challenge students to compare and contrast the texts. To assign a paired text, click on the text to go to its page and click the "Assign Text" button there.
In this article from Psychology Today, the author examines the attitudes and mindsets of cancer survivors.In “The New Survivors,” cancer survivors discuss how they overcome adversity by learning to always have hope. Pair this with “Life After Sport” and have students discuss how these texts exemplify different ways people shape their identities—as athletes, or survivors. What affect does our identity have on our lives? Can we change our identity?
In "Can a Devastating Shark Attack Lead to a Better Life?" a psychologist explores the ways the surfer Bethany Hamilton overcame the trauma of losing her left arm in a shark attack. This informational article outlines concepts like "posttraumatic growth" and "downward comparison."Pair these two texts and have students how athletes further refine their identities when they are faced with adversity. Is adversity critical in shaping an identity? Is Bethany Hamilton an athlete or a survivor?
In the informational text "Baseball Is A Field Of Dreams — And Dashed Hopes — For Dominicans" David Lagesse discusses the influence that baseball has had in the Dominican Republic.Pair “Life After Sport” with “Baseball Is A Field Of Dreams — And Dashed Hopes — For Dominicans” and ask students to discuss how the pressure of sports can negatively impact players. In what ways do students think young Dominican players could be susceptible to the risks discussed in “Life After Sport”?
In the informational text "Teen Brain Takes Biggest Sports Hits," Katherine Harmon discusses the effects that head injuries can have on the teenage brain.Pair “Life After Sport” with “Teen Brain Takes Biggest Sports Hits” and ask students to discuss the negative effects sports can have on athletes. How do sports affect athletes mentally and physically, both during their time on the field and after they retire? Ask students to discuss possible solutions to improve the physical and mental well-being of athletes.
In the informational text "Concussion: More Than "Getting Your Bell Rung," Alison Pearce Stevens discusses experts' attempts to better understand and protect against concussions.Pair “Life After Sport” with “Concussion: More Than ‘Getting Your Bell Rung’” and ask students to discuss some of the risks associated with sports. What dangers do athletes face in contact sports? How does this compare to the risks athletes face after they retire from sports? Ask students to discuss what can be done to better protect and support athletes while they play sports and after they retire.
In this article, a former college football player explains his decision to leave football at the top of his game.Pair “Life After Sport” with “13 Concussions” and ask students to discuss how Casey Cochran struggled with his identity after he left football. What had prevented him from leaving the sport? Did he experience any of the symptoms of former athletes described in “Life After Sport”? Do students think he suffered from “Tunnel Vision Syndrome during his life? Why or why not?
In the informational text, Dr. Marika Lindholm explains the psychological benefits and risks of youth sports.Pair “Life After Sport” with “The Pros and Cons of Youth Sports Aren’t Only Physical” and ask students to compare the psychological risks that both authors address. How could youth athletes be better supported during their athletic careers, to prevent them from feeling the loss of self-identity when their high school sports careers are over? Would the author of “Life After Sport” agree that the benefits of youth sports outweigh the costs? Why or why not?