Lecture 12 Agression Flashcards
4 dimensions of aggression
- behaviour (action)
- verbal or physical
- intent to physically or psychologically harm
- directed towards another living organism
agressive behaviour
an overt verbal or physical act where the intent is to psychologically or physically injure another person
aggressive behaviour is classifies by these 2 ways
pain/injury
tangible reward
Hostile (reactive) aggression
reinforcement is seeing pain or injury inflicted
( you are reacting to something that has happened)
- intent to harm
- goal to harm
- anger
Instrumental aggression
reinforcement is a tangible reward such as money, victory, praise or getting the puck
- intent to harm (lesser)
- goal to win
- no anger
assertive behaviour
heightened physical behavior where there is no intent to harm or injure another person
(NOT AGGRESSION - can be within the rules)
- no intent to harm
- goal to work hard
- no anger
Psychodynamic theory
humans are born with instinct for aggression (catharsis when aggression builds up and must be released)
- it is a survival value where sport is a substitute for war
Limitations: agression is maintained, and there is no draining of these tendencies
frustration-aggression theory (original)
a blocked goal causes the individual to become frustrated & frustration produces aggression
(frustration -> aggressive drive -> aggressive behaviour)
- aggression is a natural response to frustration
- limitation: NOT always linked
REVISED frustration-aggression theory
blocked goal causes emotional reactions (ex. anger) which lead to readiness to behave aggressively; appropriate environmental cues causes this readiness to develop into aggression
- frustrating events increase probability but does not always occur
suspension in sports (4 considerations)
violates norms of the sport (fighting in hockey)
viewpoint (doer vs. receiver)
outcome of the act ( did injury occur)
extent of the injury
physiological theories
aggressive behaviour occurs because individuals have either a brain pathology or excess testosterone
moral disengagement
aggressive behaviour occurs through individuals changing their morality under certain conditions
social learning theory
individuals use aggression because they have LEARNED that aggression pays
- most comprehensive and supported
in the social learning theory, what two ways is aggression learned through
vicarious/observational learning social reinforcement (rewarded or NOT punished for behaviour)
main focus of Social learning theory
focus on primary socialization agents on how children learn aggressive behaviours - and how this aggression can be generalized to other situations
Moral disengagement
extension of social learning to moral behaviour where people attempt to disengage themselves from the behaviour (ex. even though someone believes fighting is acceptable they may still do it for some reason)
8 methods of the moral disengagement theory
1) moral justification
2) euphemistic labeling
3) advantageous comparison
4) displacement of responsibility
5) diffusion of responsibility
6) distortion of consequences
7) dehumanization
8) attribution of blame
moral justification
there was a reason to do it
euphemistic labeling
making something sound not as bad as it actually is
advantageous comparison
their behaviour wasn’t as bad as the other person
displacement of responsibility
blaming someone else
diffusion of responsibility
putting blame on whole team rather than one person
distortion of consequences
not that bad
dehumanization
calling opponent different names, thinking of them as less of a person
attribution of blame
reactive response, blaming person you are hurting
pathology
aggressive behaviors can be elicited by stimulating various parts of the brain
physiological explanations of aggression
1) brain pathology
2) blood chemistry
brain pathology as a supportive mechanism for aggression
aggressive behaviour is characteristic of people with brain tumours
blood chemistry as a supportive mechanism for aggression
aggression linked to hormone testosterone (seen more in animals)
“roid rage”
positive relationship between steroid use and aggressive behaviour
legitimate
to justify or make lawful
gender differences in aggression and legitimacy ORIGINALLY
males perceived rule-violoting behaviour as more legitimate (especially at a higher, more competitive level)
females did not sanction aggression
gender differences in aggression and legitimacy CURRENTLY
females now sanction aggression and males still do
contact sports
aggression is legal and occurs incidentally (ex. soccer)
collision sports
aggression is necessary and integral to play (rugby, hockey)
non-contact sport
aggression is not allowed (volleyball)
true or false: every sport has people with aggression
true
revised frustration-aggression theory continuum
angered(frustration
- > heightened arousal (exercise)
- -» cues present (shock box)
- –»>aggressive behaviour
increased arousal correlates with higher ___
aggression
aggression in spectators
angered subjects become more aggressive
which sport has the “craziest” parents
hockey parents
3 ways to reduce aggression in sport
1) reduce frustrating aspects of sport
2) reduce retalitory aggression
3) reduce aggression through social learning
4 frustrating conditions in sport
1) losing (similar aggression)
2) losing at home (similar aggression)
3) losing late in a contest (increased aggression)
4) losing by a large margin (more aggression as you lose by a larger amount)
How athletes learn to be aggressive (5 ways)
1) Direct reinforcement (fighting is good)
2) Success (believe it is necessary for success)
3) Modeling (do what they have seen professional players do)
4) Normative behaviour (other people do it)
5) Roles (designated fighter of a team)
on a hockey team there are designated fighters or “goons”, forwards with less or more points have what type of penalties
more points = less penalties
less points = more penalties
