Aggressive behavior refers to intentionally doing something psychologically unpleasant to someone and is expressed as verbal aggression or physical violence.
It is classified into hostile and instrumental. The former refers to intentionally causing harm to another, while the latter refers to acting aggressively, in certain circumstances, in overcoming obstacles. Although it is socially perceived as something negative, there is a positive sense in that it allows showing disagreement in the face of a provocation.
Among the positive aspects we can conclude that it collaborates in the mobilization of our own resources to face obstacles or difficulties allowing to express our feelings. Among the negative aspects are that it alters the functioning of our organism, and can confuse our own thoughts acting inappropriately.
Responding aggressively to a situation does not mean that this behavior becomes a psycho-affective conflict since it is considered normal for someone to vent their anger on limited occasions. It becomes a problem when it is repeated frequently, causes excessive nervousness, lasts excessively, leads to verbal and/or physical aggression, or when it interferes with normal skiing.
The three main theories on the origin of human aggression are:
- The Instinct Theory holds that aggression stems from the genetic tendency to behave in a certain way. As mentioned before, Freud argued that we are born with two instincts, called by him ‘drives’: the life drive and the death drive, and self-aggressiveness would be incorporated in the latter one. Another psychological model that interprets aggressiveness as an instinct is the ethology of Konrad Lorenz, zoologist, ethologist and ornithologist who proposed that we have evolved with a ‘fighting instinct’ due to a survival trait. Along with Freud, Lorenz understood that aggression is inevitable but manageable.
- Social learning theory, in counterpoint to instinct theory, proposes that aggression, like all social behaviors, is learned by imitation. According to this perspective, aggressiveness would be avoidable based on a model to imitate appropriate behaviors and using reinforcement and punishment. If in a given aggressive behavior, a skier achieves what is intended, it is possible that he will repeat the same behavior in the future, therefore, it can be said that this type of behavior can be learned. It could also happen that this skier learns to behave in this way by observing how others get what they want by acting aggressively. Today it is still debated whether aggressiveness is innate, learned, or both.
- The Frustration-aggression theory states that the most important factors in aggressive behavior are the characteristics of the situation in which it originates and postulates frustration as one of the causal factors since it leads to anger, which increases if the frustration is unexpected or perceived as unfair and, in turn, anger can lead to aggression. Frustration is understood as the consequence of not being able to achieve our desires or goals, so the aggressiveness it triggers would serve to calm high levels of frustration.
The two components of aggressive behavior are verbal and physical aggression, which are generally accompanied by two emotions: anger and hostility. The motor component of aggression is verbal aggression, which is externalized through shouting, high tone of voice presenting threats and insults that provoke contempt and humiliation. The preparatory emotional activation for aggression is anger, which is included in the affective component. The skier who acts aggressively on the slopes has the perception that his feelings have been hurt due to, for example, the belief of an injustice to himself.
Aggressive behavior is characterized by a high physiological and emotional activation in the face of a situation considered by the skier as aversive, venting his anger with the intention of being able, in some way, to control it.
The following phases are observed in this type of behavior:
- In the first phase, the aggressive skier perceives the situation negatively (situation interpretation).
- This is followed by a physiological increase (affective activation).
- He then tries to defend himself by means of a difficult communication due to his anger (poor communication).
For example, a skier dangerously crosses the path of another one, who interprets the situation negatively and begins to experience anger first and then rage at what happened, tries to rebuke the reckless skier but cannot control his language or the way he expresses himself.
The question arises as to whether skiing reduces or increases aggressive behavior. According to the instinct theory, as well as the frustration-aggression theory, practicing sports helps to reduce aggressiveness because it allows aggressive instincts to be discharged.
The situational factors that can generate aggression when skiing would be:
- Too many people on the slope: the closer we are to each other, the more likely we will be in conflict with our motions.
- Sharp or unexpected turns made by others.
- Reckless overtaking.
- High speed.
- Abrupt braking.
Other causes may be:
- Personality trait.
- Poor impulse control.
- Anxiety, fear or low self-esteem.
- Social pressure.
- Rivalry
- Consequences of past situations.
- Hostile behaviors of others.
- Alcohol
- Stress
- Haste
