Aggression vs Insertion 09/03/2021

Aggression is…

 Uncontrolled
 Intent to harm
 Outside rules
 Reactive
 Deliberate and hostile
 An example of this mike Tyson biting his opponents ear off.

Insertion is…

 Controlled No intent to harm

 Generally, within the rules of the game
 Motivated
 Goal directed
 An example of this is putting a big tackle in a rugby game.

Instrumental Aggression
 The intention is to win and cause harm, often within the rules of the game. Examples
include bowling a bouncer, hard tackles.

Causes of Aggression

There are four theories which are…

 Instinct theory
 The frustration-aggression hypothesis
 Aggressive cue hypothesis (Berkowitz)
 Social learning theory

`instinct theory
 The aggressive response is innate and instinctive.
 It is a product of our evolution and will surface under provocation. Defending
territory. Home pitch!
 Reaction a bad foul, situation. Once an aggressive act has been undertaken
performers will begin to calm down and experience the emotion of catharsis.
 Catharsis- Cleansing the emotions; using sport as an outlet for aggression.
 The problem with the instinct theory is that: not all aggression is reactive and
spontaneous.
 Some aggression is learned and pre-intended.
 Some players increase aggression during games and therefore not catharsis
 Evolution- Not all our ancestors were aggressive
 We use logic and reason unlike animals.
16/03/2021

Frustration-aggression hypothesis
 Aggression is inevitable when frustrating circumstances cause our goals to be
blocked, e.g. a referee’s decision, poor play or being fouled
 If the aggressive tendency can be released, catharsis may occur. If the aggression
cannot be released, even more frustration can occur. An Example might be that
players prevent your aggression and therefore more frustration occurs and you may
target that player.
 However not all frustration leads to aggression as some can control themselves.

Causes of Frustration
1. Losing
2. Poor play by you or your team
3. Disagreement with referee decision
4. A hostile crowd
5. Pressure of success
6. High pressured game
7. Being Fouled.

Aggressive cue hypothesis

 Increased frustration leads to increased arousal and a drive toward aggressive
responses. However, aggression only occurs if learned cues are present
 Such learned cues, can be learned from the coach or other players, trigger the
aggressive response.
 This theory suggests that aggression can be learned from significant others
 For example, a coach may allow a footballer to elbow a defender when taking a
corner in order to get open.

Cues may be...

 A sporting venue
 Local derby
 Equipment
 Other people in the sport (rivals)

Social learning theory

 Aggression is learned from experience, coaches and role models

 Aggressive behaviour will be copied if its reinforced.
 Bandura suggested that children will copy the aggressive behaviour of adults
especially in a live situation and if its consistent power and bright.
 The problem with this theory is that aggression can be instinctive and reactive rather
than learned. Some people are just aggressive.

Motivation 23/03/2021
Is a drive to succeed

 Motivation keeps players on track and means they are persistent and consistent in
giving of their best.
 It is the external stimuli and internal mechanisms that drive and direct behaviour.
 Motivation is essential and is the reason we do what we do. There are two types of
motivation which are called extrinsic and intrinsic motivation.

Intrinsic
Motivation from within

 Feeling pride and satisfaction

 Self-satisfaction
 Intrinsic rewards are more effective
 Better as stronger and long lasting
 Why do some athletes carry on past retirement from pro sport?

Extrinsic
Motivation from an outside source

 From coach player spectators and rewards

 Tangible rewards - trophies certificates, trophies, money
 Intangible rewards – Praise, encouragement from coach, crowd, press, PB.
 Pressure can be caused leading to cheating, drugs to gain the trophy. May
undermine intrinsic and start competing just for the reward! Coaches need to be
careful not to place too much emphasis on extrinsic rewards.

How to maintain intrinsic and extrinsic

 Offering rewards and incentives early on such as player of the week

 Making activities fun and enjoyable
 Pointing out health benefits
 Breaking skills down to make easier for success
 Positive role models
 Making the performer feel responsible for success by giving praise
 Attributing success internally to the performer.
 Achievable goals
 Using feedback to inspire and correct errors.