1. A behavior (not attitude or emotion)
2. Involves harm or injury (physical or psych)
3. Directed towards a living organism (not hitting a post)
4. involves intent (accidental harm is not aggression)

An emotional state associated with high psychological and physiological arousal 

(can lead to aggression) 

Occurs in the quest for some non-aggressive goal

(Win the ball) 

an innate disposition to build up aggression that must be released 

• attacking others through catharsis 

Frustration always causes aggression 

• catharsis plays huge role 

Aggression is learned through observation 

• Bandura- BoBo the clown 

• Frustration increases aggression by increasing arousal and anger 
• socially learned cues lead to appropriateness of aggression (situational)

1. frustration (failure)
2. Increased arousal(pain/anger)
3. Social learning appropriateness
4. Aggression 

Game reasoning 

(Bracketed morality) 

Behavior acceptable on during play is not acceptable out of the game 

ex) fighting in hockey 

• Stress management 
• DONT over emphasize winning
• role playing as an intervention 

1. football
2. basketball
3. gymnastics 
4. wrestling
5. tennis
6. track 

Bergandi and Witting 1989

• Examined 17 different sports
• Found women's softball was the only with a significant relationship between attentional changes and injury 
• TAIS attentional scale used 
• More recently Williams and Andersen confirmed attention has a significant relationship with injury across multiple sports 

• Acute stress: Increased catecholamines and glucocorticoids (impair movement of immune cells to injury and interfere with removal of damaged tissues) 
• Prolonged stress (chromic stress) can decrease insulin-like growth hormones critical for rebuilding (longer lasting effects) 
• Sleep disturbance disrupts growth hormone release  

Injury caused him to perceive he was vastly slower. 

• Caused him to rush throws to overcompensate 

The grief reaction response to stress 

(Kubler-Ross) 

DABDA

1. Denial 
2. Anger
3. Bargaining 
4. Depression 
5. Acceptance and reorganization 

1. ID loss 
2. Fear and anxiety (losing starting position)
3. Loss of self confidence 
4. Performance decrements

·      Ievleva & Orlick (1991)

Athletes who used goal setting, positive self talk, and healing imagery tended to heal faster 

ex) "Feel what the area would be like completely healed"

·      Wiese, Weiss, & Yukelson (1991)

• Surveyed trainers that said faster healers:

1. Worked with the trainer
2. had positive attitude 
3. maintained intrinsic motivation 

• training loads that are too long and too intense for an individual to adapt 
• Results in decreases in performance 

DIFFERENT from periodization 

• High volume/ high intensity training loads 
• results in enhanced performance 

• State in which athlete has difficulty maintaining training regimen 
• athlete can no longer achieve previous performance results 
• response to overtraining 

• psychophysiological response to frequent ineffective efforts to meet excessive training and competition demands 
• usually involves withdraw from activity 
• physical and psychological exhaustion 
• effects coaches and players

• 66% of ACC athletes reported overtraining 
• 60% female 64% males had at least one episode of staleness 
• Those who experienced staleness during freshamn year were more likely to experience it again 

• too much stress
• too much training
• physical exhaustion 
• boredom 
• poor rest

• severe training extreme physical fatigue 
• lack of recovery time 

• Mood state disturbances increased as training load increased
• "reverse iceberg profile" 

Reverse Iceberg Profile

(mood state)  

• Low in vigor
• high in tension, depression, anger, fatigue, and confusion 

♥Caused by overtraining 

• Olympic Judo players 
• Higher sport specific training levels lead to lower performance in strength and other anarobic variables 

Mood disturbances effected performance more negatively 

• Dont care for the kids welfare 
• expect kids to behave as adults 
• weed-out process
• more sport psychologists 

1. Situational demands 
2. Cognitive appraisal (perceived demand)
3. Physiological response (tension/fatigue)
4. Coping task behaviors 

1. Depersonalization 
2. Decreased feelings of accomplishment 
3. Isolation 
4. Emotional and physical exhaustion (loss of top town regulation) 

• Measures degree of burnout 
• Self report; frequency and intensity of burnout feelings 
• Can be used in business world 
• Three components 

1. Emotional exhaustion 
2. Depersonalization 
3. Sense of personal accomplishment 

• Most common scale used 
• Three subscales 

1. Emotional and physical exhaustion 
2. reduced sense of accomplishment 
3. Sport devaluation ( "not a big deal" )

Type A personality 

(seen in athletic trainers)

• Monitor stress, training, and recovery 
• communication (athletes dont usually report overwork) 
• take breaks 
• self regulation skills 
• stay in good physical shape 

• fun 
• learning new skill 
• affiliation
• thrills 
• exercise 
• competitive challenge 

3 or 4 out of 10 kids will drop out due to 

• low self efficacy 
• not having fun
• didnt like coach 
• train too hard 

• most youth sport athletes do NOT experience higher state anxiety 
• Trait anxiety levels are only slightly higher than population 

• Tuckman's 4 stage developmental process
• Old model  

1. Forming stage (forming relationships)
2. Storming stage (conflict/rebellion)
3. Norming Stage (Team unity) 
4. Performing stage (Ban together for success)

• Birth, growth, and death (life cycle) 
• emphasis on terminal phase 
• team members prepare for "the end"
• Shorter duration 

• Back and forth between conflict and norming 
• Groups dont always progress linearly 
• groups eventually terminate 

arise from dynamics of group 

• leaders, enforcers, jokesters 

• A level of performance, pattern of behavior, or belief
• Social creatures want to follow pack 
• Asch's conformity study (line comparison) 

• Exchange of resources between at least two people 
• percieved by both provider and reciever as help to reciever 
• multiple sources (parents, coaches, friends) 
• improves communication 

·      Steiner’s (1972) model 

Actual productivity = Potential Productivity - Loss due to faulty group processes

›group processes limit ultimate outcome

›Losses result from decreases in motivation and communication 

• Performance decreases ad number of people in group increases 
• Diffusion of responsibility 

• Pulling on rope 
• Blindfolded participants (removing coordination variable) 
• Reduction in MOTIVATION cause of decreases in performance 

• Dynamic process reflected in the tendency for a group to stick together and remain united in the pursuit of its instrumental objectives and/or for the satisfaction of member affective needs 
• fluid

Developing and maintaing social relationships within the group 

›Nothing to do with how well you're playing 

• Achieving goals and objectives deemed important to the group 

• Ambiguous results in research 
• majority shows positive relationship 

• Recently shown do not influence the cohesion/performance relationship regardless of team 

Studies show:

• Cohesion leads to better performance

AND

• Better performance leads to increased cohesion

• Mission (clear mission)
• Assessment (asses strengths and areas needing improvement) 
• Plan (to improve) 
• Systematic evaluation  (reflect/review)