INTRODUCTION

Aggression demonstrated by athletes during different types of sports activities is not unusual
because of the specifics of competition and individuals’ reactions to the loss and failures. The
problem is that aggressive behaviors negatively affect athletes’ performance through their
possible disqualification or the consequences of an unstable psychological state (Gill, Williams,
& Reifsteck, 2017). Therefore, coaches, sport psychologists, and athletes need to know how to
effectively manage aggression to be able to prevent its negative outcomes on performance. There
are many recently developed approaches, practices, and techniques for coping with aggressive
behavior in the context of sport psychology.

Aggression can be defined as a behavior usually associated with a physical act of harming
another person. Thus, aggression in athletes is related to their hostile behavior against their
opponents (Sofia & Cruz, 2017). However, it is also necessary to differentiate between
intentional aggression and the assertive behavior of athletes when they choose to play
aggressively to demonstrate their strength and destabilize opponents. Coaches and sport
psychologists are interested in overcoming and managing the cases of intentional harmful
behaviors demonstrated by athletes because this aggression can be a result of deeper
psychological problems (Gill et al., 2017). In the context of sports activities, aggression is
usually easily provoked, and athletes’ inability to control their actions can be strategically
disadvantageous (Stanger, Kavussanu, McIntyre, & Ring, 2016). Aggression can be instrumental
and hostile, and instrumental aggression is observed when athletes act aggressively to achieve
certain goals. Still, hostile aggression requires more attention from coaches and sport
psychologists because it is associated with the primary goal of causing harm (Gill et al., 2017).
The nature of aggression in athletes is studied with the help of theories that explain why athletes
choose destructive behaviors.

 COGNITIVE TECHNIQUE

Cognitive-Behavioural Therapy (CBT) is a system of psychotherapy that attempts to reduce

excessive emotional reactions and self-defeating behaviour by modifying the faulty or erroneous
thinking and maladaptive beliefs that underlie these reactions (Beck, Rush, Shaw & Emery,
1979). Based on the premise that maladaptive behaviour and emotion is “cognitively mediated”
(Butler, Chapman, Forman & Beck, 2006), CBT has elicited much interest in the treatment of
psychological problems both in and outside the realm of sport.

While a substantial repertoire of techniques and methods are employed in CBT, all the therapies
revolve around the notion that affective disorders are not due to undesirable events per se, but
rather from the meanings clients give to events; therefore cognitive modification is vital to
achieving positive therapeutic outcome (Clark & Steer, 1996). Central to this assumption, CBT
interventions aim to alter dysfunctional thoughts either directly via cognitive techniques or
indirectly through behavioural techniques.

A popular CBT intervention aimed to improve athlete performance involves ‘positive self-talk’.
In addition to positive self-talk, Luiselli and Reed (2011) suggest the goal setting and imagery
are key cognitive-behavioural methods used to enhance athlete performance. With regard to the
latter, imagery is based on the notion that ‘the body achieves what the mind believes’ and as
such, practitioners from a cognitive-behavioural perspective view images as functional
equivalents of thoughts (Beck et al, 1979).

SELF-TALK

Self-talk involves activating mental processes to change existing thought patterns in an attempt
to influence the occurrence of desired action or behaviour (Johnson, Hrycaiko, Johnson & Halas,
2004). Strong support for the effectiveness of self-talk has been generated research: For example,
Landin and Hebert (1999) participants’ positive self-talk not only improved volleying
performance in tennis, but also enhanced their attention and self-confidence. In a similar vein,
findings from Theodorakis, Hatzigeorgiadis, and Chroni (2008) suggests that positive self-talk
increases self-confidence, regulates effort, controls cognitive and emotional reactions and
triggers automatic executions. It gives the ability to a player to change automatic negative
thoughts which contribute to negative emotions the individual experiences during and after their
performances.

GOAL SETTING

Goal setting is another example of a cognitive-behavioural approach that can be used to help
athletes with perfectionism. Research has shown that ego-orientation is positively associated
with a maladaptive profile of perfectionism (Dunn, Dunn & Syrotuik, 2002). Thus, within the
context of CBT, practitioners can use goal setting to set task-orientated goals (i.e. goals that
focus on self-improvement) in an attempt to modify these maladaptive thoughts on achievement
and subsequently, reduce perfectionist behaviour. It should be noted however, that the majority
of literature encourages setting difficult goals for athletes (Locke, 1991), but this approach is
somewhat unwarranted with perfectionistic athletes, as attempts should be made to avoid
situations where athletes can engage in self-criticism when unrealistic standards are not met
(Smith, 2006). This highlights that when choosing interventions for athletes with specific
problems, CBT practitioners should always consider the following: what treatment is most
effective for this individual with that specific problem, and under which set of circumstances?
(Paul, 1967, p. 111).

IMAGERY

Imagery is one of the key cognitive-behavioral methods used to enhance athlete performance.
Imagery follows the principle of ‘you get what you believe’ and as such, practitioners from a
cognitive-behavioral perspective start imagining what they want to achieve in the end, basically
equivalent to their desired thoughts. Therefore, cognitively rehearsing the desired performance
outcome enables athletes to regulate negative cognitive thoughts, ruminations, and emotions
which as a result improve the irrational thought and anxiety associated with athletes to be the
best.

 SOMATIC TECHNIQUE

Somatic psychotherapy, a holistic therapeutic approach, incorporates a person’s mind, body,

spirit, and emotions in the healing process. Also known as somatic experiencing and somatic
experiencing therapy, somatic therapy incorporates the mind, body, and spirit into therapeutic
healing work. Somatic therapy aims to treat the effects of PTSD and other mental and emotional
health issues through the connection of mind and body and uses a body-centric approach.

Unlike standard mental health therapy types like CBT that focus prominently on the mind,
somatic therapy incorporates body-oriented modalities such as dance, breathwork, and
meditation to support patients through their healing journeys. In addition, somatic experiencing
therapy sessions include talk therapy and mind-body exercises. This therapy aims to help release
how a physical body holds on to stress, tension, and trauma, rather than only resolving problems
verbally.

The most common and straightforward form of somatic therapy is known as such or as somatic
experiencing therapy. In this therapy, patients discuss their problems as in other forms of mental
wellness therapies. Rather than just talk about them, somatic therapists guide patients to focus on
their underlying physical sensations. From there, the mind-body exercises may include breath
work, meditation, visualization, massage, grounding, dance, and/or sensation awareness work.

Anyone can try somatic therapy as an alternative to conventional talk therapy. It is used for a
variety of mental and physical health issues. Mental health issues that somatic therapy is used for
include: PTSD, Anxiety, Addiction, Grief, Depression, Stress

CONCLUSION

The problem of managing aggression in athletes attracts researchers’ attention because coaches
and sport psychologists need effective, working solutions to the problem in order to improve
performance. If athletes express aggression, they are at risk of worsening their performance and
receiving certain formal sanctions. Today, there are many interventions and strategies that are
developed to be applied for managing aggressive behaviors in the sport context.
 REFERENCE

IvyPanda. (2021, June 12). Aggression Management in Athletes. Retrieved from

https://ivypanda.com/essays/aggression-management-in-athletes/