33 A Study on the Relationship Between Sports and Aggression Ioana OPROIU 1 A ggression is a general feature of human beings, a potential condition which can be activated fast or slow and it may take various forms of manifestation. In sports, where the main characteristic is the competition itself, the essential coordinates of the existence are: rivalry, direct confrontation with the opponents, desire to win and optimal activation. Today, the increasing number and frequency of aggressive acts occurring on or around the sports ground, makes us wonder where or which are the limits of combativity. This situation also demands a good understanding of deep psychological connotations of such behaviors. This paper is frst of all a review of the most important theories of aggression shaped over the time. Also, we mention some of the most relevant studies on the issue of aggression in sport. The research is based on social learning theory developed by Albert Bandura. For that purpose, it was developed a comparative analysis of the results obtained from 106 football players who completed a specifc questionnaire for assessing hostility. There are signifcant differences between the index of anger expression specifc to the age of 17-18 years and the one specifc to the athletes with 14-15 years Keywords: hostility, football, social learning 1 Department of Psychology, National Institute for Sport Research, Bucharest, Romania Sport Science Review, vol. XXII, no. 1-2, 2013, 33 - 48 DOI: 10.2478/ssr-2013-0003 ISSN: (print) 2066-8732/(online) 2069-7244 2013 National Institute for Sport Research Bucharest, Romania Sport and Aggression 34 Theoretical concepts Aggression is not only a behavior that involves hurting others, it is also a complex emotional condition, a specifc cognitive structure with a strong motiva- tional base, involving the whole mental life (Stemate, 2009, p. 3). Every person knows the feeling of anger because it is a natural response to a problem, to an in- ternal or external tension (pressure). Therefore it can be directed toward elements or persons from around or at himself. The externalization of aggression in ex- cess and inappropriate lead to violence and to the inability to relate efectively with activities or with the others, while the inhibition of its expression leads to depre- ssion, physical diseases and diffculties in communication (Stemate, 2009, p. 47). Beside the apparent simplicity, the concept of aggression was often undef- ned and over time several explanations have been given. The Larousse Dictionary of Psychology is considering the aggression as tendency to attack physical or men- tal another living being (Sillamy, 1998, p. 19). On the other hand, the Encyclope- dic Dictionary of Psychiatry defnes aggression as a set of hostile behaviors which can occur in the conscious, unconscious or fantasmatic plan, in order to destroy, depreciate, constrain, deny or humiliate a person, an object invested with social signifcance or self-oriented... (Gorgos, 1987, p. 110). Therefore, whether it manifests concretely or is repressed, the aggression has as concequence, the pro- duction of physical, material or psychological damage to himself or to the others. The different points of view of experts about aggression were condensed over time in several theories. The psychoanalytic approach highlights the innate character of aggression and specifes that people are born with the instinct to be aggressive and violent (Mitrofan, 1996, p. 436). Sigmund Freud proposed two successive models of aggression. Thus, after a period of neglecting this issue, in 1905 he began to understand aggression as a reaction to frustration that prevents satisfaction of libidinal desires or as an expression of jealousy. Later on he abandoned this view considering that aggressive compulsion is a part of the death compulsion and reffers to sexuality. Moreover, he highlighted the unavoidable character of aggression, and therefore, the possibility of aggression to manifest irrespective of the situational characteristics. However, Freud mentioned that ... because this hereditary pressure can not be removed, it is necessary to fnd (...) nondestructive methods of channeling aggressive tendencies (Mitrofan, 1996, p. 436). In other words, the rules of social life and the SuperEgo can redirect aggression in a certain measure. Over time, the psychoanalysis followers criticized the interpretation of aggression as a compulsion. Thus, it is wrong to consider that the situations Sport Science Review, vol. XXII, No. 1-2, April 2013 35 or the external conditions are not involved in any way in the development of aggressive behavior and it is just a compulsion. Although, focused on the idea of the instinctual/biological character of aggression, Konrad Lorenz (Ethological approach) mentioned the external factors as triggers of aggressive behaviors. Author of a large number of studies on animals, he described aggression as a manifestation of an instinct of fght, found both in animals and humans. Hence, aggression gets an ...adaptive value and it is essential for survival (Mitrofan, 1996, p. 437). The famous ethologist did not specifed if human beings have the instinct of inhibition similar to animals, and also the capacity to stop the aggressive behaviors when the opponent is weaker. The social life conditions allow that the aggressive reactions occur even at low intensity stimulation and frequently the answer is also an aggression; thus, we can speak about a perpetuation of violence. The transition from the theories that neglected the role of external conditions in triggering the aggressive reactions to those that emphasized their importance, belongs to John Dollard and the connection he made between frustration and aggression. He defned aggression as a behavior or a sequence of behavior whose purpose is to hurt another (Geen, 2001, p. 2) and understood the frustration as any action that stops a person to achieve a certain goal. Therefore, the reactive theory was developed stating that the start of aggressive behaviors is related with the existence of different types of barriers located in the way of individual objectives. In other words, every frustration generates an aggression. Furthermore, the intensity of the aggressive response is deeply infuenced by the intensity of the frustration. This exclusive interdependence between frustration and aggression had over time his opponents; therefore, the frustration was defned as a factor predisposing a person to aggressive behavior and not the one generating the aggression directly. One of the most important contribution to the study of aggressive behaviors belongs to Albert Banduras social learning theory. According to this theory, like many others social behaviors, the aggressive one is acquired through learning. Bandura thought that the genetic and biological dower is creating a potential for aggression while the specifcity of aggressive behavior his form, his frequency, the situations that evokes him and the targets to which is directed are acquired through experience (Geen, 2001, p. 17). Sport and Aggression 36 Figure 1. The determination of aggression in terms of social learning theory. Retrieved from Introducere n psihologie [Introduction to psychology], by R. L. Atkinson, R. C. Atkinson, E. E. Smith, and D. J. Bem, 2002, p. 519. Empirically, the acquisition of aggressive answers is realized through direct learning (instrumental learning) or through observation. In the frst case the reward-punishment or success-failure mechanism is involved. In other words, the occurrence of positive consequences or of praise and appreciation after an aggression is a consolidation of this type of behavior and will lead to maintain this behavior between the action schemes used in similar situations; therefore, it is just a perpetuation of aggression. On the other side, the failure or the punishment causes the inhibition of aggressive reactions and subsequently giving up these type of responses. We have to mention that the reward or the punishment that adjusts the aggressive behavior it can be in 3 ways. One way comes from sources from outside the person and includes tangible rewards and punishments, social blaiming or rejection and/or the increase of aversive treatment from the others. The second way comes from experiences made for someone else. Finally, the reward or the punishment it can be self administred (Baron, 1994, p. 35). The learning through observation is based on the mechanism of imitation. A person is learning the aggressive schemes of behavior without involving itself in such actions, just observing the behavior of others which are signifcant or authoritarian and, therefore, are perceived as models. Most often the aggressive behavior patterns are found in: family, social environment and media. In contradiction with the biological vision on aggression, the social learning theory takes into account several factors which can lead to aggressive behaviors. It also provides the perspective of control and prevention because aggression is seen as a learned behavior therefore, its degression and management can be also learned.
Aversive experience s Incentives rewarding Emotional activation Anticipated consequences of behavior Dependence Acquisition Retirement and resignation Agression Psychosomatic symptoms Anesthesia (alcohol, drugs) Solving problems in a constructive way Sport Science Review, vol. XXII, No. 1-2, April 2013 37 Unlike others activities, sports involves physical confrontation between individuals and makes it a good framework for the occurrence of aggressive acts. However, aggression in sport is not perceived as unequivocally negative; when it is an assertive behaviour as searching for success, aggression is highly desirable (Wlazlo, 2007, p. 67). From this perspective it is mentioned a special form of aggression on athletes, close to an assertive behavior that implies asserting their own needs and a great desire of victory, but all this without the intention to injure the opponent. Husman & Silva defned this instrumental aggression as the attempt to injure characterized by the inner desire to win an advantage or to receive a reward (Baird, 2009, p. 380). They highlighted the difference between an hostile athlete and one which uses the instrumental aggression. If the frst one intends to cause suffering and pain to others, the second one uses aggression to bring his team in advantage or to win the match. However, in reality it is very easy to exceed the limits of this behavior in sports. Unfortunately, we face a large number of unacceptable behaviors occurring on the feld or out of it. Surely, everyone remembers the moment when Mike Tyson was disqualifed for biting the ear of Holyfeld, his opponent in that match; the incident occured in the third round, when Tyson already lost the frst two rounds, hence probably he felt dissatisfaction or frustration. However, we must not lose sight of another important thing: he seemed to have an aggressive potential, if we take into consideration the fact that until the age of 13 he was arrested 38 times for various acts of violence. Another event that shooked the world of sport, was the gesture of Zinedine Zidane. In 2006, at the World Cup he intentionally struck his opponent (Materazzi) with his head. It was strange because Zidane was always an athlete with fair-play. However, if we analyze the context of the event, we may explain this behavior; it was the World Cup fnal and, especially, the last offcial match of Zidanes career. Thus, maybe the expectations of himself, the frustration and the pressure of such a game, were overwhelning. As we know, aggression is also learned, therefore 4 years later, another football player, Samuel Eto, is suspended for 3 games because he struck an opponent with his head in the cest. Even if the context was different, the gesture was identical with the above mentioned event. Everyone agrees that the sport itself is a confrontation, a metaphore for a war, a civilized manner to manifest your aggressive impulses, specifc to human nature. In sports these impulses are converted in an offensive attitude or combativity. Therefore, the winner of such battle will not have at the end feelings of guilt and it will not be blamed socially, on contrary he will receive Sport and Aggression 38 recognition and valorization. Russel, in 1993 (Baird, 2009, p. 377) said that sport is probably the only environment in which the acts of interpersonal aggression are not only tolerated but also applauded enthusiastically. Following this idea, Baird mention that aggression in sport psychology is an important point of research because the sport is seen as one of the few areas where the interpersonal attack is, in the most part, accepted (Baird, 2009, p. 377). However, in the present we are often faced with aggression between athletes or spectators. The aggressive impulses are not only a simple source of energy and desire to win; various athletes learn right from the junior level that an aggressive way of playing is a condition for success. Also, today the aggressive athletes are models and they teach the younger ones that the lack of fair-play is required on the feld. The pressure of competition is huge and the victory becomes a must no matter what. Also, frustration is a common element in sport life. All of this increases the risk of changing the high performance sports from an environment which promotes health and honest confrontation to one that promotes aggression. Besides, Tenebaum mentioned in 1997 that International Society of Psychology admitted that the aggression of athletes and spectators has become a social problem (Keeler, 2007, p. 51). Over time various studies on aggression in sport were made. Most frecquently they tried to capture the differences between the aggressive manifestation in terms of the following factors: the sex, the age of the athletes, the contact level of the sport, the experience, the motivation and the degree of task orientation. In 1965, Berkowitz mentioned that aggression in sport appears because of the interaction between the level of excitement of athletes and the presence of adequate triggers (Keeler, 2007, p. 20). In other words, the aggression in sport is a reaction to a frustrating situation. Otherwise in his research about the aggressive behavior from football matches, Volkamer (1971) concluded that the highest number of fouls of the defeated team is assigned to frustration (Muoz, 2002, p. 45). Silva (1983) and Bredemeier (1986) mentioned that engaging in aggressive sports could increase the aggressive behavior (Keeler, 2007, p. 19). In the same period, Voigt (1982) has studied several types of sports in relation with the number of committed offenses and he concluded that the aggressive behavior it is normally found associated with contact sports (Muoz, 2002, p. 45). Regarding the level of experience in sports, Rascle (1998) showed that professional teams seemed to be more aggressively than the ones competing not at a professional level (Muoz, 2002, p. 46). According to Frogen and Pilz (1982) Sport Science Review, vol. XXII, No. 1-2, April 2013 39 by aging, a scheme of aggressive rules was developed and also the aggressive offenses in sport grew (...) in accordance with these rules, the aggressive behavior is a result of a socialization process which is restricted to sport events (...) the aggressive behavior in sport turns into a normal behavior, socially acquired (Muoz, 2002, p. 46). In 1991, Duda, Olson & Templin demonstrated that, generally, the athletes have a higher level of accepting the aggressive behaviors compared to the non- athletes (Keeler, 2007, p. 5). In addition, the same authors noted that the athletes which are mainly task-oriented are less aggressive than those centered on Ego/ self (Keeler, 2007, p. 4). Recent studies revealed the following conclusions: Luxbacher (1993) the athletes that perceive the victory as very important for coaches have signifcantly higher level of aggressive reactions (Keeler, 2007, p. 21); Shields and Bredemeier (1995) the sport encourages the aggressive behaviors (Baird, 2009, p. 383); Kerr (2002) the sport, by its nature, maintains aggression (Baird, 2009, p. 377); Coulomb and Rascle (2006) male athletes have higher levels of aggression than women athletes because they have more aggressive models and the norms of masculinity do not prohibit the use of aggression (Baird, 2009, p. 383). There are many important studies regarding the social learning theory on applied aggression in sports, as follows: Russel (1981), Silva (1983), Husman and Silva (1984), Mugno and Feltz (1985) or Smith (1988). All of these studies are based on the idea that the athletes learn the aggressive behaviors in the environment in which they operate. Moreover, as they advance in sport career, the frequency of aggression grows proportionally with the time available for learning such behaviors. Methodology Starting from an analysis of the studies made so far on aggression in sport and relying on the elements of the social learning theory (Albert Bandura), this paper aims to capture the way that the socio-professional context contributes on the development of athletes aggression level. The hypothesis of the study implies that the value of the expression of anger index (parameter) increases as the professional experience in sport is growing due to aging. Sport and Aggression 40 The group of subjects includes 106 football players, members of national teams, with ages between 14 and 19 years. They were evaluated with the STAXI 2 (State Trait Anger Expression Inventory) questionnaire developed by C. Spielberger in 1988. The psychological evaluation tool is valid to capture the manner in which the anger is felt (internal living), expressed (outside manifestation) and controlled. It contains 57 items grouped on the following scales (Pitaru, 2006, p. 8): anger as a state; the feeling of anger; the tendency to verbally expresss the anger; the tendency to physically express the anger; anger as a trait; furious temper; angry reaction; the outside manifestation of anger; the inner manifestation of anger; the external control of anger; the internal control of anger; the general index of anger expression. For the present study we considered relevant the values obtained by the athletes at the general index of anger expression which involves others subscales as follows: the inner manifestation of anger, the outside manifestation of anger, the internal and external control of anger, etc. This index provides an overview on the feelings of anger which are experienced by the evaluated athletes and its behavioral consequences (aggressive behaviors or inner tension determined by the suppresion of anger). Results and discussion The individual results and the distribution of athletes according to age can be found in Table 1. Sport Science Review, vol. XXII, No. 1-2, April 2013 41 Table 1 Individual results at the index of anger expression The values of the index of anger expression Under 15 years Under 16 years Under 17 years Under 18 years Under 19 years Subject Value Subject Value Subject Value Subject Value Subject Value P. A. 60 B. M. 51 H. R. 38 B. C. 39 A. A. 41 P. V. 50 B. C. 51 R. A. 58 B. A. 50 A. E. 33 T. C. 33 B. D. 51 V. A. 50 E. C. 48 A. A. 37 T. A. 38 C. M. 39 F. S. 49 F. A. 59 B. R. 45 . A. 33 G. D. 46 B. D. 41 I. D. 42 B. M. 51 H. A. 31 I. V. 38 M. S. 48 M. A. 59 B. D. 41 C. M. 47 P. A. 56 M. I. 43 M. F. 51 B. S. 51 M. S. 41 . I. 40 B. C. 54 N. C. 57 C. A. 47 P. G. 47 T. M. 33 B. A. 57 S. R. 68 C. S. 40 H. G. 51 V. I. 36 H. F. 44 T. R. 50 C. R. 43 N. A. 49 C. C. 41 L. N. 57 C. F. 55 D. S. 45 A. I. 39 C. V. 36 P. D. 41 L. A. 57 D. A. 47 . C. 42 C. M. 50 M. B. 58 . M. 38 F. A. 46 R. A. 39 G. F. 49 N. I. 57 C. D. 56 F. M. 58 B. I. 42 H. R. 38 T. B. 51 L. S. 54 G. M. 60 S. A. 42 N. R. 56 P. I. 33 D. C. 51 G. N. 49 S. C. 37 P. M. 37 B. I. 50 G. A. 34 B. A. 51 P. F. 54 D. F. 54 H. A. 49 H. T. 53 T. A. 37 R. A. 35 I. F. 39 M. R. 40 T. A. 52 L. M. 48 B. B. 50 V. B. 57 M. A. 56 M. L. 54 N. I. 36 P. A. 41 R. A. 54 R. S. 46 . I. 41 S. N. 46 S. C. 50 Mean 43.57 45.14 48.69 51.21 45.79 Standard deviation 7.514 7.983 7.956 8.196 6.935 Sport and Aggression 42 We used the SPSS application for processing the results and verifed the hypothesis of the study. The descriptive statistics allowed the determination of the mean and standard deviation for each of the 5 groups of subjects (age categories). As noted in the Table 1, the mean value begins to increase as the athletes get older and they extend their professional experience. However, we see a decrease of average value in the Under 19 years team, a result approximately equal with the one of Under 16 years team. Therefore, to obtain an exact image, the t-test for equality of means was developed. This helps to highlight any signifcant differences between the means of subjects samples. The means of the following teams: Under 16, Under 17, Under 18 and Under 19, were compared with the mean value obtained by the Under 15 years team; in this way, we were able to verify the hypothesis of the study. Table 2 T- test for equality of means ( U 15 U 16) Levenes Test for Equality of Variances t-test for Equality of Means 95% Confdence Interval of the Difference F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference Lower Upper Index of anger expression Equal variances assumed .916 .344 -.657 40 .515 -1.571 2.392 -6.406 3.264 Equal variances not assumed -.657 39.854 .515 -1.571 2.392 -6.407 3.264 Sport Science Review, vol. XXII, No. 1-2, April 2013 43 Table 3 T- test for equality of means ( U 15 U 17) Table 4 T- test for equality of means ( U 15 U 18) Levenes Test for Equality of Variances t-test for Equality of Means 95% Confdence Interval of the Difference F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference Lower Upper Index of anger expression Equal variances assumed .062 .805 -2.001 35 .053 -5.116 2.557 -10.308 .076 Equal variances not assumed -1.985 31.429 .056 -5.116 2.578 -10.370 .138 Levenes Test for Equality of Variances t-test for Equality of Means 95% Confdence Interval of the Difference F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference Lower Upper Index of anger expression Equal variances assumed .011 .915 -3.076 38 .004 -7.639 2.484 -12.667 -2.611 Equal variances not assumed -3.062 36.689 .004 -7.639 2.495 -12.695 -2.583 Sport and Aggression 44 Table 5 T- test for equality of means ( U 15 U 19) Considering 0.05 as the signifcance threshold, we noticed a statistically signifcant differences only when comparing the mean of the Under 18 team and the Under 15 (Sig 2-tailed = 0.004 and t = 3.076). In other cases, the values of Sig (2-tailed) are higher than 0.05 and this excludes the existence of signifcant differences. Conclusions The research hypothesis is partially confrmed. By comparing the 17-18 year old athletes to the 14-15 year old, a higher value at the general index of anger expression stands out. Thus, by its features, the adolescence facilitates the assimilation of aggressive behaviors. In the adolescence period, the young people compare themselves with others, they have an acute need of acceptance and afrmation inside the group; they redefne their relationship with authority; often violate rules and norms; they want autonomy and freedom of expression; easily imitate the behaviors of idols and models. In addition, facing a lot of changes in self-perception, generally, the teenagers have a poor ability to recognize and control the emotional life, and the anger and aggressive behavior, in particular (STEMATE, 2009, p. 46). All of these can lead to an easier assimilation of aggressive behaviors. Moreover, as the social learning theory states, the aggressive behaviors will be consolidated by social validation. Therefore, the success in sport or the public acclamation can be viewed as rewards for aggressive behaviors and Levenes Test for Equality of Variances t-test for Equality of Means 95% Confdence Interval of the Difference F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference Lower Upper Index of anger expression Equal variances assumed .481 .491 -1.080 48 .286 -2.222 2.058 -6.359 1.916 Equal variances not assumed -1.066 41.112 .293 -2.222 2.085 -6.432 1.989 Sport Science Review, vol. XXII, No. 1-2, April 2013 45 this reinforces the perception of athletes that aggression is absolutely necessary for victory. Nowadays, the sports is quite full of aggression and the integration in such environment may be associated with the adoption of aggressive behaviors. As an athlete, you can learn fast from the people around you (athletes, parents, coaches, spectators) that aggression is an essential coordinate in sport. Hurting the opponent or breaking the rules got to happen with a frequency so big that they have obtained in the general perception the status of normality. The infuence of coaches in the process of values transmission is essential. Therefore, it is very important to be trained and educated appropriately; so they strengthen prosocial behaviors of the athletes, clearing them from aggressive behaviors. Unfortunately, as long as the normality of combativity and fair-play in sports is risking to be replaced by the normality of aggression, it is essential to treat this issue as a major social problem. Looking for solutions, Cruz et al. (1996) mentioned a few strands regarding the training of future athletes (Muoz, 2002, p. 49): the development of cooperation and the promotion of morality in physical education classes; the improvement of the training programs designed for coaches; training the referees and organizers specialized in children competitions; promoting the sports education for all throughout national and international campaigns on fair-play. Reinforcing the same idea, Tenebaum, Stewart, Singer & Duda (1997) recommended the following: coaches, managers, athletes, media, offcials and authority fgures should take part in workshops on aggression and violence to ensure that they understand the topic of aggression, why it occurs, the cost of aggressive acts and how aggressive behavior can be controlled (Kerr, 1999, p. 86). Sport and Aggression 46 Refereneces Atkinson, R., Atkinson, R., Smith, E. E., & Bem, D. J. (2002). Introducere n psihologie [Introduction to psychology]. Bucureti: Editura Tehnic. Baird, S. M. (2009). Mean(ing) to me: a symbolic interactionist approach to aggression in sport psychology. Quest, 61(4), 377-396. Baron, R. A, & Richardson, D. R. (1994). Human aggression. New York: Plenum Press. Geen, R. (2001). Human aggression. Philadelphia: Open University Press. Gorgos, C. (1987). Dicionar enciclopedic de psihiatrie [Encyclopedic dictionary of psychiatry]. Bucureti: Editura Medical. Horney, K. (1995). Direcii noi n psihanaliz [New directions in psychoanalysis]. Bucureti: Editura Univers Enciclopedic. Keeler, L. (2000). The differences in sport aggression, life aggression and life assertion among adult male and female collision, contact and non-contact sport athletes. Retrieved from http://www.oregonpdf.org/pdf/PSY2213Keeler(15-1).pdf Kerr, J. (1999). The role of aggression and violence in sport: a rejoinder to the ISSP position stand. Retrieved from http://journals.humankinetics.com/tsp-back-issues/ TSPVolume13Issue1March/TheRoleofAggressionandViolenceinSportA RejoindertotheISSPPositionStand Mitrofan, N. (1996). Agresivitatea [Aggression]. In A. Neculau (coord.), Psihologie social [Social Psychology]. Iai: Editura Polirom. Muoz, A. P. (2002). Conducta agresiva y deporte [Aggressive behavior and sport]. Cuadernos de Psicologia del Deporte, 2(1), 39-56. Retrieved from http:// revistas.um.es/cpd/article/view/105021) Pitaru, H., & Iliescu, D. (2006). Chestionarul STAXI [STAXI questionanire]. Cluj- Napoca: Editura Odyseea. Sillamy, N. (1998). Dicionarul de Psihologie Larousse [Larousse dictionary of psychology]. Bucureti: Editura Univers Enciclopedic. Sport Science Review, vol. XXII, No. 1-2, April 2013 47 Stemate, R. (2009). Agresivitatea n adolescen implicaii si intervenie terapeutic [Aggression in adolescence implications and therapeutic intervention] (Doctoral dissertation abstract). Retrieved from http://www.unibuc. ro/studi es/Doctorate2010Marti e/Stemate%20Ramona%20-%20 Agresivitatea%20in%20adolescenta/REZUMAT%20DOCTORAT%20 Ramona%20Stemate.pdf Stemate, R. (2009). Modul experienial centrat pe dezvoltarea abilitilor de gestionare a agresivitii la adolesceni articol n Revista de Psihoterapie Experienial [Experiential module focused on developing aggressiveness management skills in adolescents]. Bucureti: Editura SPER. Wlazlo, A., Szuszkiewicz, M., & Wlazlo, E. (2007) Self-aggression in athletes practicing combat sports Physical Education and Sport Magazine. Retrieved from http:// www.scribd.com/doc/62640986/S elf-aggression-in-athletes-practicing- combat-sports Ioana OPROIU is a researcher and psychologist within the National Institute for Sport Research since 2005. She is a psychotherapist experienced in assisting athletes. She is concerned in her research by the coach-athlete relationship and the aggression issues in sports. Her current research areas include the valences of aggression in contact sports and the positive channeling of an aggressive potential existing in each individual. She has over 20 scientifc papers published or presented at national or international conferences. Corresponding address: Ioana Oproiu National Institute for Sport Research 41A, Basarabia Bvd Bucharest 022103 Romania Phone: +40 311 024 912 Fax: +40 311 024 913 E-mail: ioana.banica@sportscience.ro
Aggression and Violent Behavior Volume 7 Issue 1 2002 (Doi 10.1016 - s1359-1789 (00) 00036-7) Alexander Todorov John A. Bargh - Automatic Sources of Aggression PDF