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Psychology - year 2 PE > Aggression > Flashcards

Aggression Flashcards

1
Q

Define aggression

A

Intent to harm outside the rules; hostile behaviour

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2
Q

Define assertion

A

Well-motivated behaviour within the rules

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3
Q

What are the characteristics of aggression?

A
  • Intent to harm
  • Outside of rules
  • Reactive
  • Out of control
  • Deliberate and hostile
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4
Q

What is an example of aggression?

A

Punching someone after a foul in rugby

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5
Q

What are the characteristics of assertion?

A
  • Controlled
  • Well motivated
  • Generally within the rules
  • Goal-directed
  • Not intended to harm
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6
Q

What is an example of assertion?

A

A hard fair tackle in rugby

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7
Q

When can the middle ground of aggression and assertion occur?

A

When there is an aim or intent, but the action is within the rules

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8
Q

What is an example of the grey area od aggression and assertion?

A

When making a tackle in rugby, the defender may contact the ribs of the attacker. This is within the rules but there is also some intent to cause some pain, so the attacker drops the ball

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9
Q

Define catharsis

A

Cleansing the emotions; using sport as an outlet for aggression

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10
Q

What could happen if catharsis does not occur?

A

More aggression may occur

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11
Q

What are the causes of aggression?

A
  • Playing badly
  • Feeling like teammates aren’t trying
  • Disagreement with officials’ decisions
  • Provocation by opponent/crowd
  • Important game
  • Contact sports
  • Naturally aggressive personality
  • Social learning
  • Over-arousal
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12
Q

What are strategies coaches could use to control aggression?

A
  • Punish aggressive acts
  • Remove the player from the situation
  • Encourage peer support
  • Set goals
  • Highlight non-aggressive/positive role models
  • Positive reinforcement for assertive play
  • Develop fitness levels
  • Give player responsibility
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13
Q

What are some cognitive strategies a player could use to control aggression?

A
  • Mental rehearsal
  • Imagery
  • Visualisation
  • Selective attention
  • Positive self talk
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14
Q

What are some somatic strategies a player could use to control aggression?

A
  • Walk away from the situation
  • Channel aggression
  • Use stress management techniques
  • Biofeedback
  • Set non-aggressive goals
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15
Q

What are some strategies officials could use to control aggression?

A
  • Punish players by sending them off
  • Apply rules consistently
  • Talk to players to calm them down
  • Give immediate sanctions
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16
Q

Define instrumental aggression

A

Has an intent but is within the rules

17
Q

What is the instinct theory?

A

States that we have a natural trait or predisposition to be aggressive. We genetically have a biological drive to defend ourselves

18
Q

What are the 3 things the instinct theory suggests?

A
  • If we are provoked, we will act aggressively
  • Aggressive ‘animal instincts’ surface when faced with a threat - fight for survival
  • Once aggression is released, catharsis is experienced
19
Q

Is the instinct theory nature or nurture?

A

Nature

20
Q

What are the limitations of the instinct theory?

A
  • Not all aggression is reactive and spontaneous - some is learnt or pre-intended
  • Some performers may not experience catharsis, therefore aggression levels can continue to increase during performance
  • This theory states we are all genetically determined to behave aggressively - some people never act aggressively
  • Aggression is normally provoked or copied
  • Aggression can be unlearnt
21
Q

What is the frustration-aggression hypothesis?

A

Suggests that aggression is inevitable when goals are blocked, and the performer becomes frustrated

22
Q

What does the frustration-aggression hypothesis propose?

A
  • Frustration leads to aggression
  • A successful release of aggression can lower the level of frustration
  • If aggression is not released then a form of punishment occurs which increases frustration, leading to further aggression (catastrophe arousal theory)
23
Q

What is a sporting example of the frustration-aggression hypothesis?

A

A basketball player is dribbling and running towards the basket. They are fouled and therefore their goal has been blocked. They feel frustrated, which leads to them pushing their opponent.

24
Q

Is the frustration-aggression hypothesis nature or nurture?

A

Nature

25
Q

What are the limitations of the frustration-aggression hypothesis?

A
  • Not all frustration leads to aggression; some players can control themselves
  • Not all aggression is the result of frustration
  • No allowance for situation/environment
26
Q

What is the updated version of the frustration-aggression hypothesis?

A

Berkowitz updates the frustration-aggression hypothesis to the aggressive cue hypothesis

27
Q

What is the aggressive cue hypothesis?

A

Suggests that aggression is caused by a learning trigger. When a performer has their goal blocked, their arousal levels increase, and they experience frustration. This leads to them being ready for an aggressive act, rather than inevitable aggression.

28
Q

What does the aggressive cue hypothesis propose?

A
  • Increased frustration will lead to increased arousal levels and a drive towards aggressive responses. However, aggressive responses will only occur if certain learned ‘cues’ are present
  • A learned trigger or cue acts as a stimulus to act aggressively
  • The cue may come from fellow performers, a coach, perceived unfairness, witnessing violence
    T- he cue may be another performer or certain equipment, e.g. boxing gloves or enticement by the crowd
  • This theory explains that not all frustration leads to aggression! The aggressive cue must be present
29
Q

What is a sporting example of the aggressive cue hypothesis?

A

A football player who has been praised by their coach for aggressive, dangerous tackles may learn that this is a positive behaviour, and the coach will act as a cue in future performances

30
Q

Is the aggressive cue hypothesis nature or nurture?

A

Nurture

31
Q

What are the limitations of the aggressive cue hypothesis?

A
  • Not all aggression is learned
  • Not all aggression needs a cue
  • A lot of sporting performers use equipment, this does not lead to all of them acting aggressively
32
Q

What does the social learning theory state about aggression?

A
  • Aggressive acts are observed and copied from significant others behaviours (learnt through modelling)
  • You are more likely to copy an aggressive act if the act is reinforced or taught by others
  • Aggressive behaviour is more likely to be copied if it is consistent
33
Q

What is a sporting example of aggression with social learning theory?

A

A young rugby player watches his idol high tackle an opponent. The crowd cheers and the opponent is prevented from scoring a try. The young player will copy this aggressive act

34
Q

Is the social learning theory nature of nurture?

A

Nurture

35
Q

What are the limitation of the social learning theory regarding aggression?

A
  • Aggression can be instinctive and reactive rather than being learned (ignores traits)
  • Same situation = different responses
  • It doesn’t state specifically which “cues” lead to aggression

Psychology - year 2 PE (25 decks)

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