AQA · A-Level · Physical Education

    Course version: 7582 · Version from Sept 2016

    Aggression: Strategies to control aggression.

    Aggression in sport is behaviour intended to harm another person physically or psychologically, and it differs from assertive behaviour, which is forceful but within the rules and without intent…

    Checked against the AQA 7582 specification (opens in a new tab) on .

    • Point 4 of 4
    • 4 key terms

    Study notes

    From the checked teaching notes for this specification point.

    The idea

    Aggression in sport is behaviour intended to harm another person physically or psychologically, and it differs from assertive behaviour, which is forceful but within the rules and without intent to harm. Strategies to control aggression work by changing the performer's thinking, the environment or the consequences of actions. Cognitive approaches include self-talk, imagery and rational thinking to reduce hostile appraisals. Arousal-control techniques such as breathing routines and progressive muscular relaxation lower the emotional intensity that can trigger aggression. Coaches can also use positive reinforcement for assertive play, clear rules and sanctions, substitution or a timeout to remove a player from a provocative situation, and role modelling of calm conduct. The choice depends on whether the aggression is hostile or instrumental and on the individual's triggers.

    What earns the marks

    • Aggression is defined as behaviour intended to cause physical or psychological harm, whereas assertion is forceful, rule-governed behaviour with no intent to harm.
    • Cognitive strategies such as self-talk, imagery and reappraisal reduce hostile interpretations of an opponent's actions.
    • Arousal-control strategies such as controlled breathing, progressive muscular relaxation and pre-performance routines lower the emotional intensity that can trigger aggression.
    • Behavioural and environmental strategies include positive reinforcement of assertive play, clear rules and sanctions, substitution or timeout, and coach role modelling of calm conduct.
    • The most appropriate strategy depends on whether the aggression is hostile or instrumental and on the individual performer's triggers and level of arousal.

    Common mistakes and how to put them right

    • Confusing aggression with assertion.

      Put it right: Aggression involves intent to harm, while assertion is forceful, within the rules and without intent to harm.

    • Assuming that all aggression is hostile.

      Put it right: Instrumental aggression is used to achieve a goal such as winning the ball and may still harm an opponent.

    • Believing that aggression can be removed only by punishment.

      Put it right: Cognitive and arousal-control strategies address the causes, not just the consequences.

    • Thinking that one strategy suits every performer.

      Put it right: The trigger may be cognitive, emotional or environmental, so the intervention must match the cause.

    Exam tips

    • Define aggression and assertion precisely before applying a control strategy, because the distinction is often the discriminator in multiple-choice questions.
    • Link each strategy to the mechanism it changes, such as cognition, arousal or consequences, rather than listing strategies without explanation.
    • Use a sporting example to test each option, asking whether the behaviour is intended to harm and whether it is within the rules.

    Try the lesson

    The start of the Aggression: Strategies to control aggression. lesson, made from checked teaching notes for this specification point.

    Have a go first

    A coach wants to reduce aggressive behaviour in a young performer by removing the reward that follows it. Which strategy is being used?

    Listen

    Aggression in sport is behaviour intended to harm another person physically or psychologically, and it differs from assertive behaviour, which is forceful but within the rules and without intent to harm. Strategies to control aggression work by changing the performer's thinking, the environment or the consequences of actions. Cognitive approaches include self-talk, imagery and rational thinking to reduce hostile appraisals. Arousal-control techniques such as breathing routines and progressive muscular relaxation lower the emotional intensity that can trigger aggression. Coaches can also use positive reinforcement for assertive play, clear rules and sanctions, substitution or a timeout to remove a player from a provocative situation, and role modelling of calm conduct. The choice depends on whether the aggression is hostile or instrumental and on the individual's triggers. A strong answer earns marks for these points. Aggression is defined as behaviour intended to cause physical or psychological harm, whereas assertion is forceful, rule-governed behaviour with no intent to harm. Cognitive strategies such as self-talk, imagery and reappraisal reduce hostile interpretations of an opponent's actions. Arousal-control strategies such as controlled breathing, progressive muscular relaxation and pre-performance routines lower the emotional intensity that can trigger aggression. Behavioural and environmental strategies include positive reinforcement of assertive play, clear rules and sanctions, substitution or timeout, and coach role modelling of calm conduct. Exam tip: Define aggression and assertion precisely before applying a control strategy, because the distinction is often the discriminator in multiple-choice questions.

    See it

    A top-down flowchart. At the top is a node labelled 'Aggression: behaviour intended to harm'. Three arrows lead down from it to three category nodes: 'Cognitive strategies', 'Arousal-control strategies' and 'Behavioural and environmental strategies'. Under 'Cognitive strategies' are three nodes: 'Self-talk', 'Imagery' and 'Rational thinking'. Under 'Arousal-control strategies' are two nodes: 'Breathing routines' and 'Progressive muscular relaxation'. Under 'Behavioural and environmental strategies' are four nodes: 'Positive reinforcement for assertive play', 'Clear rules and sanctions', 'Substitution or timeout' and 'Coach role modelling of calm conduct'.
    It classifies strategies to control aggression into cognitive, arousal-control and behavioural/environmental approaches, with the specific techniques in each.

    Key words

    Say what each word means before you turn the card.

    Aggression

    Try answering aloud or in your head before turning the card.

    Assertion

    Try answering aloud or in your head before turning the card.

    Cognitive control of behaviour

    Try answering aloud or in your head before turning the card.

    Arousal regulation

    Try answering aloud or in your head before turning the card.

    See every definition
    Aggression
    Behaviour intended to harm another person physically or psychologically.
    Assertion
    Forceful behaviour that is within the rules and without intent to harm.
    Cognitive control of behaviour
    Approaches including self-talk, imagery and rational thinking to reduce hostile appraisals.
    Arousal regulation
    Techniques such as breathing routines and progressive muscular relaxation that lower the emotional intensity which can trigger aggression.

    Label the diagram

    Some boxes have lost their names. Pick the right name for each number.

    The diagram again, with 3 boxes numbered instead of named. A top-down flowchart. At the top is a node labelled 'Aggression: behaviour intended to harm'. Three arrows lead down from it to three category nodes: 'Cognitive strategies', 'Arousal-control strategies' and 'Behavioural and environmental strategies'. Under 'Cognitive strategies' are three nodes: 'Self-talk', 'Imagery' and 'Rational thinking'. Under 'Arousal-control strategies' are two nodes: 'Breathing routines' and 'Progressive muscular relaxation'. Under 'Behavioural and environmental strategies' are four nodes: 'Positive reinforcement for assertive play', 'Clear rules and sanctions', 'Substitution or timeout' and 'Coach role modelling of calm conduct'.
    • 1Box 1

    • 2Box 2

    • 3Box 3

    0 of 3 labelled

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