onches behaviors may be one of the most important factors affecting young
players aggressiveactions. Coaches ignoranco towards an unwanted action may
be sometimes perceived as a positive feedback by players and support aggressive
behaviors. It is possible also that some coaches directiy encourage players to
accomplish aggressive acts. Therefore, "in what extent young players aggressive
actions correspond to coaches behavior"? , is the main question the present
study tries to answer. Accordingly, competitions in 2004 nation high schools
championship (including 115 teams, 302 matches, and 1531 players in
volleyball, basketball, handball, football, and futsal) were closely observed and
players aggressiveand assertive behaviors were recorded. To code and analyze
coaches behavior, the coaching behavior assessment system (CBAS) was used.
This instrument classifies coaches behavior in twelve categories and is widely
used in studies related to describing and analyzing coaches behavior. Results
indicated that most players aggressive acts correlated with several coaches
behaviors, namely ignoring mistakes, reinforcement, keeping control, and
mistake-contingent technica,l instruction. Moreover, it was found that girls
committed more instrumental and boys more goal aggressions. The results are
discussed in relation to the literature corresponding to aggressive behavior.
Investigation of causal relation of these behaviors is recommended.