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Summary Sport Psychology

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Summary of the Sport Psychology module of the AQA A Level PE Exam. Topics include Aggression, Anxiety, Arousal, Attitudes, Group Dynamics, Motivation, Personality, Self-efficacy, Confidence and Social Facilitation.

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  • July 19, 2023
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Aggression
The intent to harm outside the rules; hostile environment
Sometimes confused with assertion = well-motivated behaviour within the rules

Aggression is unwelcome as it may result in injury and can lead to over-arousal


Aggression: Assertion
- The intend to harm - Controlled
- Outside the rules - Well motivated
- Reactive - Generally within the rules
- Out of control - Goal-directed
- Deliberate and hostile - Not intended to harm
e.g. punching someone after a foul in rugby e.g. 50/50 challenge in football

Instrumental Aggression = has an intent but is within the rules

There can be aspects of both assertion and aggression

For example, in boxing a punch is within the rules
however it has the intent to cause harm

This occurs when there is intent but is within the rules



The Theories behind causes of Aggression
Instinct Theory
When aggression is spontaneous and innate

All individuals are born with an aggressive instinct which will surface when provoked

It is claimed that all humans retain some ritualistic animal instincts that will surface when under threat

For example, defences of territory  heartfelt defence of goal in football

Aggressive instincts can surface as a reaction to a bad foul, when there is a threat of injury may lead to
defending yourself or an aggressive act. You either calm yourself down (catharsis) or continue to be aggressive

- Not all aggression is reactive and spontaneous, some is learned and pre-intended
- Players can display the same aggression on and off the pitch
- Not all our ancestors were aggressive


The frustration-aggression hypothesis
Inevitable aggression occurs when goals are blocked and the performer becomes frustrated

Increase in frustration -> aggressive tendencies

Catharsis will reduce an individual’s aggression, reduction in aggressive drive

If unable, a form of self-punishment will occur, increase in aggressive drive

For example, if fouled a player might react and push their opponent immediately (skirmish) but then calm
down, reduce aggression and go through catharsis. However, they might not release their aggression and try
to have revenge on their opponent.

,Aggressive cue hypothesis (Berkowitz)
Suggests that aggression is caused by a learned trigger

A ‘cue’ is needed for the individual to become aggressive

For example, a coach may say to his players to not get pushed around at a corner, they may push others for
every corner they face, the corner is the ‘cue’


Social Learning Theory (Albert Bandura)
Learning by associating with others and copying behaviour

Observe -> Identify -> Reinforce -> Copy

For example, an experienced player may perform a tactical foul preventing a goal and unsettling their
opponent. You copy this act in the future.

Aggression is learnt from significant others or role models, behaviour is more likely to be copied than recorded
behaviour

Aggressive behaviour is more likely to be copied if it is consistent, powerful and bright

- Aggression can be instinctive and reactive rather than being learned
- Some players react aggressively without being in a situation where they could observe and copy
others


Causes of Aggression: playing poorly, lack of work ethic from teammates, disagreement with officials,
provocation from fans, religious reasons, important games, natural aggressive personality, social learning,
over-arousal or contact sport


Catharsis – cleansing the emotions, using sport as an outlet for aggression
‘Letting off steam’, release of channelling aggression

Reasons for aggression due to frustration: losing, poor performance by you or teammate, disagreement with
referee, a hostile crowd, pressure of success, important game or being fouled

Some individuals can control themselves and release their aggressive drive


Strategies to prevent Aggression
Aggression is not desirable in sport since it can cause injury, a loss of concentration and I an increase in arousal
and anxiety in an individual

Coaches, players and referees can play a part in reducing aggression by:

- Promote peer-group pressure within the
- Not reinforcing aggressive acts in training team
- Punish aggression with fines - Walk away from the situation
- Punish players by sending them off - Apply the rules consistently and fairly
- Substituting/removing a player from a - Use mental rehearsal or relaxation to lower
situation arousal
- Reinforce non-aggression - Point out responsibilities to the team
- Calm players down - Point out non-aggressive role models
- Channel aggression into assertion - Set non-aggressive goals
- Apply sanctions immediately

, Anxiety
A level of nerves and irrational thinking

Anxiety usually occurs when an individual has a high perception on the importance of an event


Competitive Trait Anxiety
A disposition to suffer from nervousness in most sporting situations

Usually when an individual is nervous before most games, and could be just their genetic make-up

It is displayed before all competitions, regardless of the importance of the event


Competitive State Anxiety
A nervous response to specific sporting situations

More temporary and is a response to a particular moment in a game, therefore the level of state anxiety can
change throughout the game

Martens: ‘There is a link between trait and state anxiety’

High trait anxiety will likely mean high state anxiety


Cognitive and Somatic Anxiety
Cognitive – a psychological response such as worrying about losing

They may believe they don’t have the ability to complete the task  nervousness + loss of concentration

Somatic – a physiological response to a threat such as increased heart rate

Examples are sweating, muscular tension and sometimes sickness – some somatic anxiety can be good




Anxiety to Performance Anxiety to Time to Competition

Can vary depending on the individual
Cognitive – as it increases, performance
decreases Cognitive anxiety is high long before the event,
however decreases during the event
Somatic – similar to inverted ‘u’, there is an
optimal level Somatic anxiety rises shortly before competition,
but during competition is slowly decreases.

Therefore the coach must try and control cognitive anxiety well before competition, and then introduce
techniques to control somatic anxiety as the competition approaches

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