Y12 - Aggression

 Use each of the theories to explain the aggression / assertion in the video below.

Questions:

1. Some team players display unwanted aggression. What are the possible causes of such aggression? (4 marks)
2. Explain in more detail what is meant by social learning when applied to aggression.  How can aggressive tendencies be eliminated in a sports situation? (12 marks)
3. Using examples from sport, explain the frustration aggressive hypothesis. (4 marks)
4. Using examples from sporting situations, explain what is meant by instrumental, hostile and assertive behaviour. (9 marks)

Using the videos below, explain which theory of aggression may explain the aggressive / assertive behaviour that is demonstrated.

Methods to Reduce Aggression:

Coaches and players have a moral responsibility to reduce aggressive behaviours in sport, because they are role models for youngsters who play the sport. National Governing Bodies like the FAW and WRU have a major role in reducing aggression and poor behaviour in professional players in an attempt to stop children learning aggressive behaviours from their heroes. Aggression is often a result of over-arousal, this can be manifested cognitive or somatic effects. Players and coaches can use cognitive techniques, which are methods that focus on psychological arousal; they are focused on the ‘mind’ of the performer.

Somatic methods focus on reducing physiological arousal. In controlling this arousal an aggressive performer may contain their aggressive tendencies and not act aggressively.

Examiner Tip

There are many different methods that can be used to reduce or eliminate aggression. If writing about this topic in the exam try to ensure you describe enough points to score full marks. Don’t spend too much time outlining how one or two methods are effective if the question is a 4 to 6 marks question. However, remember to use relevant practical examples. For example don’t just write ‘a coach should punish a player who was sent off for being sent off’. Outline how they could be punished, e.g. fined by the club (if professional), has to pay their own fine (if semi-professional) or internal suspension from training or matches.

Coaches and managers can help to reduce the incidences of aggression by:

  Having performers agree to behaviour contracts.

§       Punishing performers who are aggressive, even if they are not punished by the official at the time for example fines or suspensions. If a manager tells a player who is overly aggressive to leave the club this helps to show the other players that aggressive actions will not be tolerated.

§       Substituting the player or changing their position/role.

§       Giving aggressive players a position of responsibility, thus making them a role model, e.g. making them captain,

§       Positively reinforce non-aggressive players. For example praise a player who makes a strong but fair challenge on an opponent.

§       Show the players positive role models who are successful without being aggressive. For example Jonny Wilkinson always plays hard and rarely makes tackles that are outside the laws of the game.

§       Educating the players about aggression; telling players why opponents try to wind them up and why it is important to play hard but fair may stop them getting aggressive.

Good referees can also help to reduce the amount of aggression shown by players. They can do this by talking to players and warning them that they will be sent off if they act aggressively and this could help to calm them down. Punishing players, for example sending them to the sin bin or in hockey giving them a green card, shows to other players that aggressive acts will not be tolerated. Giving sanctions early in the game also helps to control the players. Being consistent with implementing the rules and making good decisions decreases players’ frustrations, possibly decreasing arousal and aggression.


Watch the video and answer the questions:

1. What factors resulted in the incident occurring? 

2. How would you advise the player in future to control his aggression, as a coach? 

Hockey Fight

Y12 - Arousal & Anxiety

1. The catastrophe theory is used to explain a golfer’s disastrous failure to win a match having been 3 strokes in the lead   coming up to the last green. Explain this situation and why this theory might be useful in preventing a repetition.  (4 marks)
2. A number of PE students are attending trials at their chosen sport. Describe the Inverted U theory and explain how it might affect a student’s performance at the trials.  (5 marks)
3. What is the difference between state and trait anxiety?  (2 marks)
4. With reference to sporting performance, explain how cognitive and somatic anxiety differ.  (5 marks)

Y12 - Attitudes & Motivation

Write down five personal thoughts or opinions are on the images below.

Write down five reasons why someone should take part in these sports/activities.

Write down five feelings performers may get from taking part in these sports/activities, e.g. pride.

If you were a ballet teacher/fitness instructor/cricket coach/netball coach - how would you 'sell' the benefits of taking part in your sport/activity.

TASK:

Consider the Triadic Model of - Cognitive (what you know), Affective (what you feel) and Behavioural (how you act) when completing this work.

Describe how a coach might change the negative attitudes outlined in the scenarios below:

1. A group of teenage girls think exercise is too hard and boring
2. A group of teenage boys only want to play matches when they attend training sessions rather than work on skill development.
3. A group of middle age office workers do not take part in exercise because they claim they don't have the time, money or opportunities to participate in the local area.

Y12 - Personality (Beginning of Sports Psychology)

Complete the following test and record your results!

Eysenck personality test

Y12 - Memory models

Note down everything Andy Murray does or thinks in detail.

Put into information processing categories:

INPUT - Concerned with identifying what is happening to the ball/environment

DECISION MAKING - Concerned with making decisions about where to move and what to do

OUTPUT - Concerned with making an appropriate movement as a result of the decision

How can a coach improve a players selective attention? (3)

Learning and performing movement skills often involves the use of the memory process. 
Describe the multi-store memory process when performing movement skills. (4)

The Multi Store Model is one way of understanding the role of memory in developing movement skills.
Using practical examples, explain each part of the Multi-store model of memory in developing movement skills.
Describe strategies that may improve memory storage (10)

Y12 - Feedback - Austins Butterfly

Y12 - Guidance

Watch a development of freestyle in swimming.  Then, complete the document. Be detailed in your responses.

When you have completed the sheet for swimming, find another video from Youtube detailing the skill development from another sport and do the same again on the sheet with the blank centre.