| Running Bases, protecting the bag, pitching; what | | | | plays a role in aggression. Anthropological research |
| is the level of aggression players should utilize | | | | has found that some cultures are relatively low on |
| when playing baseball? Does it make sense for a | | | | aggression while others are seemingly high. If |
| 12u team to have a player round third when the | | | | allowed to continue unchecked, the culture of |
| catcher has the ball under control and then dig a | | | | baseball runs the risks of aggressive contact as a |
| bee line to knock the ball out of the catchers | | | | prerequisite to success. |
| glove? | | | | Environmental factors can trigger more |
| In psychology and other social and behavioral | | | | aggressive behavior. Heat, is the predominate |
| sciences, aggression refers to behavior that is | | | | environmental event that leads to aggression. |
| intended to cause harm or pain. | | | | Biologically were prefer certain levels of comfort. |
| However, it is important to understand what being | | | | When weather swings beyond our preferred |
| appropriately aggressive baseball player means, | | | | levels, humans get edgy. |
| because "being too aggressive' is often a | | | | Add the stress of competitive activity and being |
| description indicating a problem player. To clarify a | | | | on the winning or losing side and aggression can |
| player was direct physical harm was obviously the | | | | flair. Much like a flame to dry tinder, the smallest |
| intent? And could the objective served by the | | | | spark can set the whole enterprise a blaze. |
| action could have been accomplished by methods | | | | Aggression can be either physical or verbal, and |
| less likely to harm another. - Harding | | | | behavior is classified as aggression even if it does |
| Each baseball player makes choices in the heat of | | | | not actually succeed in causing harm or pain. |
| the moment. What is important for coaches and | | | | Behavior that accidentally causes harm or pain is |
| parents is to guide these choices. Collisions are | | | | not aggression. |
| inevitable, but the degree to which the collision can | | | | Left un checked, aggression initiated by one will |
| be tempered can be taught. | | | | likely be repaid in kind or a little more, which will |
| What does this have to do with whether or not a | | | | then be repaid; a accelerating cycle that can lead |
| player is too aggressive? At every level a player's | | | | to all out violence. Clearing the bench for a team |
| play is formed within the context of the game's | | | | fight is a sorry day for both teams. |
| rules as exercised by parents, coaches and | | | | As parents and coaches, it is up to us to teach |
| umpires. – Harding | | | | our players what is acceptable aggression. It |
| Until baseball players reach the paid ranks (I | | | | makes no sense for a 12u team to have a player |
| consider college as a paid position) the focus | | | | round third when the catcher has the ball under |
| should be that everyone there is to have some | | | | control and then dig a bee line to knock the ball |
| level of fun and everyone deserves to be able to | | | | out of the catchers glove. Here the decision |
| walk away from the game without injuries | | | | should be to get caught between third and home |
| inflicted by others. | | | | and force the defense to complete a successful |
| Aggression is not limited to the field of play and | | | | pickle. |
| the actions therein. From the bench, foul language, | | | | Baseball players need to be aggressive in many |
| attempts to intimidate or mocking are all initiating | | | | areas. Fielding, Hitting and base running require |
| forms of aggression. It may appear on the | | | | active aggressive actions to complete the desired |
| surface as a benign taunting, but where does it | | | | result. When actions involve other players, this |
| end? If a player successfully taunts opponents | | | | aggressiveness needs to be age appropriate, or |
| without recourse, they will take the next step. | | | | at least skill appropriate. What is acceptable for a |
| As humans we are hardwired for certain | | | | competitive travel 12u team, may not be |
| behaviors. Culture is a distinctly human factor that | | | | acceptable for a 12u recreation team. |