that may ultimately decrease individual and organizational productivity and eventually trigger the victim’s exodus from the corporation, agency, or institution ( Namie, 2003 , 2014 ). Aggressive behaviors are overtly or covertly directed to an employee (victim) by another employee (bully). Workplace
Karen S. Meaney and Sonya L. Armstrong
Martina Micai, Maria Kavussanu and Christopher Ring
Poor executive function has been linked to increased antisocial and aggressive behavior in clinical and nonclinical populations. The present study investigated the relationship between executive and nonexecutive cognitive function and antisocial behavior in sport as well as reactive and proactive aggression. Cognitive function was assessed in young adult male and female athletes using the Cambridge Neuropsychological Test Automated Battery (CANTAB). Antisocial behavior in sport and aggression were assessed via self-report instruments and were found to be positively correlated. Executive function (but not nonexecutive function) scores were negatively correlated with both self-reported antisocial behavior and aggression in males but not females. Our findings suggest that prefrontal deficits among male athletes could contribute to poor impulse control and difficulty in anticipating the consequences of their antisocial and aggressive behavior.
Dawn E. Stephens and Brenda Jo Light Bredemeier
Recent sport psychology research addressing athletic aggression has tended to focus either on the moral or the motivational dimensions of aggressive behavior. The current study utilized both moral and motivational constructs to investigate aggression in young soccer participants (N = 212) from two different age-group leagues: under 12 and under 14. Stepwise multiple regression analyses revealed that players who described themselves as more likely to aggress against an opponent also were more likely to (a) identify a larger number of teammates who would aggress in a similar situation, (b) perceive their coach as placing greater importance on ego-oriented goals, and (c) choose situations featuring preconventional rather than conventional moral motives as more tempting for aggressive action. These results suggest that young athletes’ aggressive behavior is related to their team’s “moral atmosphere,” including team aggressive norms, players’ perceptions of these team norms and coach characteristics, and players’ moral motives for behavior.
Philip E. Varca
This study examined the performance of men's basketball teams playing on their home court and away from home. In order to counterbalance playing sites and team ability, the performance of 10 league schools using a round-robin schedule was studied. Home teams won significantly more often than their visiting opponents. As predicted, home teams significantly outperformed their opponents in terms of functionally aggressive behavior, such as rebounds, steals, and blocked shots. Also, as predicted, visiting teams displayed significantly more dysfunctional aggression, such as fouls. There were no significant differences between home and away teams with respect to fine motor movements, such as field goal and free throw percentages. It appears that the salient behavioral dimension differentiating home and away play is aggressive behavior. Several theoretical models were explored for explaining the present findings and promoting future research.
Joseph Tkacz, Deborah Young-Hyman, Colleen A. Boyle and Catherine L. Davis
This study tested the effect of a structured aerobic exercise program on anger expression in healthy overweight children. Overweight sedentary children were randomly assigned to an aerobic exercise program or a no-exercise control condition. All children completed the Pediatric Anger Expression Scale at baseline and posttest. Anger Out and Anger Expression scores were lower for the exercise condition at posttest. Fitness improvements contributed significantly to final models, and points earned for adherence correlated negatively with posttest Anger Out. An aerobic exercise program might be an effective strategy to reduce anger expression, including reduction of aggressive behavior, in overweight children.
Martin Sharp and David Collins
A growing body of literature associates anabolic-androgenic steroids (AS) with psychological and behavioral disturbance. Studies report marked increases in aggression, and authors have suggested a causal relationship with the pharmacological properties of AS. There are, however, contradictions, methodological shortcomings, and variability within the literature that indicate a need to reevaluate the interpretation of these findings. After considering limitations in the pharmacological-oriented approach when compared to wider theory, a previously unconsidered social-psychological literature base regarding this problem is examined. The paper explores the role of social mediation in the relationship between AS use and aggression, demonstrating how psychosocial factors may bring about the aggressive behavior. Although these alternatives aim to place the nature of effects firmly back in the field of psychological explanation, it is proposed that the true nature of the effects will only become evident by adopting a complex biopsychosocial approach to the study of this problem.
David Collins, Bruce Hale and Joe Loomis
Studies of sport participation that include emotional responses, particularly anger, are frequently flawed because measures consist of associative paper–pencil inventories and archival data. In the present study, startle response (an aversive reflex) was enhanced during an unpleasant emotional state and diminished in a pleasant emotional context. Nonsignificant differences on this dispositional measure between 36 athletes and nonathletes did not replicate findings differing normals and psychopaths (Patrick, Bradley, & Lang, 1993) on emotional responsivity. Similarity was also apparent in experiential aspects of anger responsivity as revealed by the check for differences in attributional style. No significant intergroup differences were found in participants’ responses to realistic situations (termed vignettes), in evaluation of the anger/provocation inherent in the situation, in the reasons attributed to the “frustrater,” or in self-reported intended response. Implications for future sport research on emotional responsivity, anger and aggressive behavior are discussed.
Nicholas Stanger, Maria Kavussanu and Christopher Ring
Aggression has been linked to empathy and emotions (e.g., guilt) in cross-sectional studies. The purpose of this experiment was to examine the effects of empathy on emotional reactions to aggression and the role of guilt in the empathy–aggression relationship. Seventy-one undergraduate sport and exercise science students with a mean age of 19.56 (SD = 1.94) years were randomly assigned to either a high- or a low-empathy group. We experimentally manipulated empathy using perspective taking instructions and examined the following: (a) participants’ emotional reactions to images of aggressive acts; (b) their reported likelihood to aggress in a hypothetical sport situation; and (c) the extent to which they anticipated feeling guilt if they were to engage in an aggressive act. Participants in the high-empathy group experienced stronger negative emotional reactions to images of aggressive acts and reported lower likelihood to aggress than did those in the low-empathy group. Anticipated guilt partially mediated the effects of empathy on reported likelihood to aggress. Our findings suggest that empathy may help reduce aggressive behavior and highlight the potential mediating role of guilt.
Ian David Boardley, Doris Matosic and Mark William Bruner
), whereas the other comprises acts toward teammates (e.g., verbally abusing a teammate). While the former type comprises both physical and verbal behaviors, the latter only consists of verbal acts. Of importance though is that both forms of AB include aggressive behaviors, defined in sport as overt verbal
Gregory W. Heath and John Bilderback
techniques. Playcheck has previously been used to examine children’s aggressive behavior on playgrounds and the effects of an environmental intervention on activity levels of adolescents before, during, and after school in 24 middle schools. 10 During a scan of a target area (ie, an observation sweep moving