Violence in Sport

Violence in Sport

Learning Objectives

At the end of the lesson, you should be able to identify:

The causes and implications of violence in sport in relation to the performer, spectator, and sport itself. 

 At the end of the lesson, you should be able to explain:

Strategies for preventing violence within sport in relation to the performer and spectator.

What do you already know about violence in sport?

Causes of Violence in Sport Related to the Performer

Causes such as:

• The 'win ethic', 
• Emotional intensity, 
• Frustration with officials, 
• Provocation, and the 
• Nature of the sport itself.

Examples of Violence in Sport

Violent acts examples: 

Ben Flower in Rugby League 

Zinedine Zidane in football

Strategies for Preventing Violence in Sport Related to the Performer

Strategies include 

using additional officials, 

technology like TMO, 

tougher sanctions, and 

promoting positive role models.

Causes and Implications of Violence in Sport Related to the Spectator and the Sport

Factors like 

emotional intensity, 

substance abuse, 

poor crowd control, and 

group dynamics. 

Implications include 

the image of the sport, 

participation rates, and 

international relations.

Strategies for Preventing Spectator Violence

Solutions include: 

Banning alcohol sales, 

Tougher deterrents, 

CCTV, 

All-seater stadiums, and 

Responsible media reporting.

Definition List

Violence in sport: 

Physical acts committed to harm others in sports such as American football, rugby, football, and ice hockey. 

 Television match official (TMO): A rugby official who reviews plays by looking at TV footage as requested by the on-field referee. 

Definition List

Hooliganism: Acts of vandalism and violence in public places committed especially by youths. 

 Football hooliganism: Unruly, violent, and destructive behavior by over-zealous supporters of association football clubs.

Write down 3 things you learned in this lesson.

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.

Write down 2 things you want to know more about.

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.

Ask 1 question about something you haven't quite understood yet.

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.