CH 23 – Aggression in Sport
Aggression:
a)
it is a BEHAVIOR – not a thought – it can be a physical or verbal behavior
b)
it involves HARM or INJURY
c)
it is directed toward a LIVING organism
d)
it involves INTENT
Assertive behaviors – playing within the rules with high intensity and emotion but
without the intention of harming someone. Involves the use of legitimate physical or
verbal force to achieve one's purpose.
Types of aggression:
1) Hostile Aggression - The primary goal is the injury of another human being. The
intent is to make the victim suffer.
EX-kick RB when ref not looking
2)Instrumental Aggression - This form of aggression is intended to harm the person, but
to receive some other external reward or goal (e.g., money, victory, or prestige). The
behavior is "instrumental" in getting what you want.
EX-late hit on QB to get him out of game
Theories of Aggression:
1 - Instinct Theory – Little support for this theory
You're born aggressive
People have an innate instinct to be aggressive that builds up until it must be
expressed – it can be expressed by attacking another living thing or displaced through
catharsis – (aggression is released through socially acceptable means)
Athletes should be encouraged to deal with their aggressive tendencies from an
ethical & moral stand point & not attempt to rationalize them from a biological
perspective.
2 - Frustration-Aggression Hypothesis - Little support for this theory
Frustrations always lead to aggression
3- Social Learning Theory – WIDELY ACCEPTED
 Aggression is a behavior LEARNED through observing others (model) and then
having similar behavior reinforced.
 behave aggressively because have learned to do so, not because of biological instinct
or frustration.
 aggressive behavior on the athletic field leads to further aggression IF it is reinforced.
It is behavior that is learned and often tolerated. - coaches & teachers must teach
responsible behavior.
4- Revised Frustration-Aggression Theory: MOST POPULAR THEORY TODAY
 Combines the original F-A theory AND social learning theory
 Although frustration does not ALWAYS lead to aggression, it increases the
likelihood of aggression by increasing arousal and anger.
 However, increased arousal and anger only result in aggression when socially
learned cues signal the appropriateness of aggression in the particular situation.
 If socially learned cues signal that aggression is inappropriate, it will NOT result
Aggression in Sport – Special Considerations
a)
Spectators and aggression
 Observing a sporting event does NOT lower a spectator’s level of aggression
 Aggression usually won’t happen UNLESS there are other environmental or
game-related factors
 Rivalries increase fan violence
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Curtailing Aggression by Spectators:
Limit the sale & distribution of alcoholic beverages
Penalize spectators immediately for aggressive acts
Stop aggressive behavior immediately
When hiring officials, request people whom you know won’t tolerate aggression on
the field
Inform coaches that aggressive displays on their part won’t be tolerated
Attendance at events should be promoted as a family affair
Work with media to convey the importance of not glorifying aggressive acts in sports
coverage.
Media should not promoted friction between two teams prior to competition
Positive interaction between members of opposing teams should be encouraged by
coaches
b)
Game Reasoning and Aggression (bracketed morality)
 Things we feel are inappropriate in the “real world” are fine on the field
 If a pitcher hits you, it’s okay to fight, but if the trombonist bumps you in
band, you don’t fight
 We must TEACH children what is acceptable – model good behavior and
promote good behavior
c)
Athletic Performance and Aggression
 What is “part of the game” and what isn’t?
Implications for Practice
a)
When is aggression/fan violence most likely to occur?
 Participants feel frustrated when they are losing, perceive unfair officiating, are
embarrassed, are physically in pain, or are playing below their capabilities
 Environmental temperature (more aggressive in hot weather)
 Perception of intent - if you think they're trying to hurt you first
OH 23 - 7
 Fear of retaliation - the bigger they are, the less you'll do
 Structure of game -point differential: less aggression when score is close
 home vs. away: varies by sport (soccer more aggressive away; ice hockey =
same)
 league standings: the lower the standing, the more likely to be aggressive
 periods of play: aggression increases as game goes on
b)
Modifying Aggressive Reactions
 Remove aggressive people immediately
 Teach athletes to control emotions, e.g., anger management, stress
management
 Don’t make winning so important that fighting is better than losing
c) Teaching Appropriate Behavior
Conflict resolution –
 Meet with student mediator
 Record the facts – each person tells their part
 Express feelings
 Aim to resolve – each person says how they’d like the dispute resolved
 Outline necessary changes – each person writes down how the y could resolve it
 Develop an action plan – both people sign it
 Follow up on the plan – later. each person asks if the problem is remedied.
Reducing Violence in Sport:
 young athletes must be provided with models of non-aggressive behavior
 an athlete who engages in an illegal act of aggression must be severely punished
 coaches who encourage (or even allow) their athletes to engage in acts of violence
should be fined, censored, and/or suspended from coaching
 external stimuli capable of causing hostile aggression on the field of play should be
removed
 coaches & referees should attend inservice workshops for dealing with aggression &
violence.
 along with punishment for acts of aggression, athletes must also receive positive
reinforcement for controlling their tempers in highly emotional situations.
 emotional control over acts of hostile aggression should be practiced.