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org (E-ISSN 2348-1269, P- ISSN 2349-5138)

“A STUDY AMONG AGGRESSION OF

FOOTBALL AND HANDBALL PLAYERS OF
INTER-UNIVERSITY LEVEL”.
Prof. Kapildeva Anant Gurav
Physical Director
Maratha Mandal’s Arts & Commerce Khanapur.

Chapter-I

Introduction

It is an emerging field of psychology is viewed as an attempt to understand describe and

explain the behavior of sports persons in athletic setting both practice and competitive with a view

to enhance performance. Today there is no sport without sports psychology. It is well know that

psychology grew out of philosophy and within a few decades of the modern era of science and

education, it shaped into a huge banyan tree with hundreds of branches and offshoots making it a

recent phenomenon a distinct addition to that ever expanding family of psychology. Known as

hybrid science, a fusion of sport, science and psychology-sports psychology is all about sports

behavior especially with muscle-mind interaction, there influences and their outcomes in the

context of sports, which is basically a form of active reaction, but which has turned intensely

competitive on account of growing olympism well over a century.

Sports psychological intervention coping strategies, mental skills such as imagining

concentrating, are focusing excreta. Team interaction and convention are all practical tasks in which

athlete’s teachers/coaches and sports psychologists play reciprocally cooperative but decisive roles.

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All other things being equal athletic event/sports are winning in the mind. One of the goals of

applied sports psychology is to investigate human performance stabilize and to enhance sports

performance.

The physical and sports are important factors of common education. Here the education is

important but not the only the physical activities. That is the psychological factors should be given

as much as important as of physical activities. The overall development of person is an aim of

common education. Along with physical education that should be given an equal importance.

Initially the people are to spend their leaser-time by involving in physical activities. Which is to

bring them and happiness.

As a time-past the people got increased and also the participation in physical activities also

got increased. This change to increase in interest and also the competition.

By this the lot of sports persons are becoming professional oriented. Today as there is immense

competition among these persons, so a person with just physical abilities, motor abilities, and any

other kind of physical abilities at peak-level they sports persons want to become successful he is

psychological factors alsoaining plays an important role. So the psychological training is need to be

given. That includes motivation, achievement motivation, aspiration levels, anxiety and arousal,

aggression and team-cohesion etc.

Therefore a success in the field of sports needs both the physical and psychological factors. This

gets us to an understanding that it is default and very much necessary to train the physical education

teachers, coaches in these psychological factors as they are directly linked with the people involved

in sports.

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Among these psychological factors the “aggression” is important one. And the birth of this factor

has different opinions.

 The one opinion says that this comes along with birth and be a survival of the fittest.

 Whereas the other opinion says that it depends on the environment where he grows.

The sports persons get into depression when the factors like fear, worry, socio-inequity, attitudinal

factors. Encroach an him. Leading to change in his normal behavior by expressing himself in

abnormal behavior is situational. So this person to control on his emotions to balance the aggression

factor.

A person also needs to have control on his aggression to much of aggression and also to low of it is

dangerous because his low aggression pulls –him back in the participation of the sports itself and

that of high aggression leads to an irregular activities such as breaking of rules and non coordinative

behavior with his teammates, opponents and others.

Ex:- in the field of cricket the behavior of the player Harbajan Singh with his teammate srishant.

This level of aggression also depends on the sports:- age, his surrounding environment and the

different types of sports activities involved in such as.

Physical education trends have developed recently to incorporate a greater variety of activities.

Introducing students to activities like bowling, walking/hiking, or Frisbee at an early age can help

students develop good activity habits that will carry over into adulthood. Some teachers have even

begun to incorporate stress reduction techniques such as yoga and deep-breathing. Teaching non –

traditional sports to students may also provide the necessary motivation for students to increase

their activity, and can help students learn about different cultures.

Another trend is the incorporation of Health and Nutrition to the physical education

curriculum. The Child Nutrition and WIC Re-authorization Act of 2004 required that all school

districts with a federally funded school meal program develop wellness policies that address

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nutrition and physical activity. While teaching students sports and movement skills, P.E. teachers

are now incorporating short health and nutrition lessons into the curriculum. This is more prevalent

at the elementary school level, where students do not have a specific Health class. Recently most

elementary schools have specific health classes for students as swine flu, school district are making

it mandatory for students to learn about practicing good hygiene along with other health courses.

Many colleges and Universities offer both Physical Education and Health as one certification. This

push towards Health education is beginning in the intermediate level, including lessons on bullying,

self-esteem and anger management.

In America, the physical education curriculum is designed to allow school pupils a full range of

modern opportunities, dozens of sports and hundreds of carefully reviewed drills and exercises,

including exposure to the education with the use of pedometer, GPS, and heart rate monitors, as

well as state-of-the-art exercise machines in the upper grades. Some martial arts classes, like

wrestling in the United States, and Pancake Silt in France, Indonesia and Malaysia, are taught to

teach children self-defense and to feel good about themselves. The physical education curriculum is

designed to allow students to experience at least a minimum exposure to the following categories of

activities: aquatics, conditioning activities, gymnastics, individual/dual sports, team sports, rhythms,

and dance. Students are encouraged to continue to explore those activities in which they have a

primary interest by effectively managing their community resources.

Sports psychology is the study of the psychological factors that affect participation and

performance in sports. It is also a specialization within the brain psychology and kinesiology that

seeks to understand psychological/mental factors that affect performance in sports, physical

activity, and exercise and apply these to enhance individual and team performance. It deals with

increasing performance by managing emotions and minimizing the psychological effects of injury

and poor performance. Some of the most important skills taught are goal setting, relaxation,

visualization, self-talk, awareness and control, concentration, confidence, using rituals, attribution

training, and periodization. Sport psychology defined in laymen’s terms: there are many psychology
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tools you can apply in sports. Some of the psychology tools are mentioned above, but most

successful sport psychologists will analyze each individual to determine their learning style. The

latest and most effective psychology used in sports today is neuro-linguistic programming (NPL).

NPL categorize each individual’s learning style whether it’s visual learning, auditory (hearing)

learning, or kinesthetic (hands on or emotional) learning. For example, if you learn from hearing,

you would benefit from imagining in your mind the sound of the crowd cheering your name after

you have won a competition. The emotional experience you receive from imagining the sound of

the crowd cheering your name is then enhanced by using NLP techniques, also you will be taught to

recall this emotion at will while in competition to motivate yourself to perform at a higher level.

This type of psychology is popular in sports involving extreme mental situations.

Purpose of the Study:

The purpose of the study is to find out competitive aggression among Football and Handball

players.

Statement of the problem:

The purpose of the study is to find out aggression among Football and Handball players.

Hypothesis:

There is a no significant difference between Inter-University level players (Football and

Handball) with respect to their aggression.

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LIMITATION:

The limitation of the present study is as follows

1) The food habits, other regular habits and life style are not controlled.

2) The regular activities of the students will not be controlled.

3) Family background of the subject is not being considered.

4) Environmental factors, which contribute to the mental ability of the players, were not talent

into consideration.

5) The response of the subject to the questionnaire might not be honest in all cases and this was

recognized as a limitation.

DELIMITATIONS:

The present study was delimited in the following aspects.

1) The study will be restricted to 40 Football and handball players.

2) The age limit of the subject was 20-28 Years.

3) The study was restricted to the aggression.

4) Only standardized questionnaire was measured the psychological variable.

5) Handball and Football male players.

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SIGNIFICANCE OF THE STUDY:

The study investigates the existing difference between Football players and Handball

players in relation to their of aggression.

 The finding of the study may provide guidance to the physical education teachers and

coaches to prepare training programmers on the basis of the study.

 It may further help the researchers who are interested in Football and Handball game.

 The findings of the study may add to the quantum of knowledge in the area of sports and

physical education.

OBJECTIVES OF THE STUDY:

The research will find out the level of aggression to the Football and Handball players of

Inter University meet.

Definition of terms

Football:

Association football, soccer, or simply football is a team sport played between two teams

each consisting of eleven players. It is a ball game played on a rectangular grass (sometimes

artificial turf) field with a goal at each and. The object of the game is to score by maneuvering the

spheroid ball into the opposing goal. Other than the goalkeepers, players may not use their hands or

arms to propel the ball in general play. The winner of the match is the team that has scored most

goals at the end of the match. The sport is known by many names throughout the English-speaking

world, although football is the most common. Other names, such as association football and soccer,

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are often used to distinguish the game from other codes of football, since the word football may be

used to refer to several quite different games.

Handball:

Field Handball is a team sport of the Handball family. The game can be played on synthetic

field or Mud field. The game of field Handball is played between two teams of seven players

including the goalie.

Hand ballis a popular team game, an exciting game with many dramatic single combats, a

competitive sport which requires technical and tactical versatility of the players, a splendid fight

between the goal getter and the goal-keeper. A team game played in the whole world.

It is a sport where you can play indoors or outdoors on grass or timbered floor. It is where

players are encouraged to be athletic be flamboyant and inventive and above all work together as

team.

Hand ball is one of the rare game and also Second Fastest game in the world.

It is a game played between two teams of seven players each in an area of 40 x 20 mts under

certain rules and regulations.

PSYCHOLOGY:

In order to understand where we are going, it sometimes helps to take a look at where we have

been. While psychology is a relatively young discipline, it has a rich and colorful history. With

iconic figures like Sigmund Frieud and B.F. Skinner, studying the history of psychology provides

an intriguing glimpse into the minds of some of the preeminent thinkers of the past century.

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AGGRESSION:

In psychology, the term aggression refers to a range of behaviors that can result in both physical

and psychological harm to oneself, other or objects in the environment. The expression of

aggression can occur in a number of ways, including verbally, mentally and physically.

Chapter-II

Review of literature

Ganapathi analyzed the anxiety, aggression, frustration and stress between in collegiate and

university level men and women soccer players for this study 30 men women players each in

collegiate level group and university group where selected as subjects. Their age were ranging from

18to23. The data was static ally analyzed using 2x2 factorial ANOVA. It was found that the

anxiety, aggression level players were significantly greater than the college players, the anxiety,

aggression level of male soccer players were greater than the male soccer players. The indication

effect of anxiety, aggression, frustration and stress between in university level male and female

soccer players were insignificant.

Onifade (1983) examined the relationship among attitude, physical activity like adjustment

and aggression and physical activity belief of Nigerian male (N=217) and female (N=133)

University students is U.S.A. Attitudes were assessed through the attitude towards physical activity

inventory developed by Kenyon (1968), while physical activity behavior was assumed by the use of

a scale developed by ZoichKowsky (1979). Datawas collected on the physical activity belief of

subject by a scale development by the researcher. Data was analyzed through the use of univariate

and multivariate statistical procedures. Results depicted that there was no relationship among

attitudes, physical activity behavior and physical activity belief of subjects. However, there were

some relationship between some specific attitudes and physical activity behavior and physical

activity belief. Subjects also chose individual physical activities and dual and team activities.

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Meeriman (1985) determined the relationship of the influence of social system, attitude

toward physical activity and physical education placement to the degree of participation in physical

activity of emotionally disturbed high school students. 206 emotion of adjustment disturbed male

and female student’s age 14-21 attending public schools in New York City served as subjects. The

degree of participation was measured by the physical activity.

Socialization inventory. Attitude toward physical activity was measured by the children’s

Physical attitude toward physical activity inventory. The analysis of data revealed that (1) the

influence of social system was related to the degree of participation. (2) The attitude toward

physical activity was related to the degree of participation. (3) The influence of social systems and

attitude toward physical activity, in combination contributed to variance in participation.

Attitude toward physical activity and physical education placement in combination contributed to

variance in participation. (5) The influence of social systems, attitude toward physical activity and

physical education placement, in combination contributed to variance in participation and

(6) The total variance of participation occurred for the three predictor variables, the influence of

social system makes the largest unique contribution.

Hayajneh (1989) investigated sixty five Americans and sixty seven Jordanians related to

aggression emotion both samples consisted of male and female sport participants and sport drop

outs between the age of 11 and 17 years. He had two purposes. The first purpose was to determine

any differences between Americans and Jordanians in their reasons for participating in and

dropping out of youth sport programmers. The second purpose was to examine factors in

achievement motives that might discriminate from Americans extrinsic/intrinsic motivation and

achievement goals. The most important reasons that Americans had for sports participation were

liking to have fun, liking to improve skills and liking to learn new skills. For Jordanians liking the

team spirit, liking to be popular and liking to travel were the most important reasons for

participation. Both Americans and Jordanian drop outs listed emphasis on winning and losing and
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the lack of fun as a most important reason for dropping out of sports programmers. There were no

significant differences between Americans and Jordanians in their factors of achievement

motivation and sports participation.

Young (1969) studied the relationship between the personal, social adjustment, physical

fitness and attitude towards physical education among high school girls with varying

socioeconomic levels. She concluded that there was no significant difference between socio-

economic status groups with reference to physical fitness or attitude towards physical education.

There was significant positive correlation between physical fitness and attitudes towards physical

education for the entire population at .001 level, within the high and low socio-economic groups at

the .05 level and within the middle group at the .01 level. There was a significant correlation at .05

level but physical fitness and personal social adjustment for the population and within the low

socio-economic status groups; there was an inverse and significant correlation between social

adjustment and attitudes towards physical education at .01 level.

Sham (1987) undertook a case study to determine student attitudes towards interscholastic

sports participation and factors that affect their attitudes. Data was gathered from high school

yearbooks. Pennsylvania department of education, a survey questionnaire administered to 155 high

school student and individual interviews of selected students participants, students and individual

interviews of selected students participants, student non-participants and community members.

Result indicated: (1) level of sports participation remained approximately 25 percent over the period

of 165-85. (2) Several factors appear to affects the attitudes of students toward participation in

interscholastic sports. Parental influence was the most definite factor. Other factors noted were peer

influence and coach influence, perceived athletic ability sport as fun, priority of sports and the

relationship of sports to academic achievement. (3) Students especially participants reacted

favorably to the schools interscholastic sports programmed and believed that sports were

worthwhile because they thought such concepts as cooperation, competition and learning

responsibility. Sports were perceived as beneficial for physical fitness and adjustment. Students
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reacted negatively to the overemphasis on competition and winning pressure from coaches and

sports not being fun. (4) Coaches, faculty, parents and community members believed that sports

participation was beneficial to students.

The relationship of sport involvement with children’s Moral reasoning and aggression

tendencies.

 Abstract: The relationships between sport involvement variables (participation and interest)

and facets of children’s morality (reasoning maturity and aggression tendencies) were

investigated for 106 girls and boys in grades 4 through 7. Children responded to a sport

involvement questionnaire, participated in a moral interview, and completed two self-report

instruments designed to assess aggression tendencies in sport-specific and daily life contexts.

Analyses revealed that boy’s participation and interest in high contact sports and girls

participation in medium contact sports (the highest level of contact sport experience they

reported) were positively correlated with less mature moral reasoning and greater tendencies

to aggress. Regression analyses demonstrated that sport interest predicted reasoning maturity

and aggression tendencies better than sport participation. Results and implication are

discussed from a structural developmental perspective.

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and its content may not be copied or emailed to multiple sites or posted to a listserv without

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email articles for individual use. This abstract may be abridged. No warranty is given about

the accuracy of the copy. Users should refer to the original published version of the material

for the full abstract.

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A comparative study of adjustment and aggression of inter university football and handball

players.

Physical education trends developed recently to incorporate a greater variety of activities.

Introducing students to activities like bowling, walking/hiking, or Frisbee at an early age can

help students develop good activity habits that will carry over into adulthood. Some teachers

have even begun to incorporate stress-reduction techniques such as yoga and deep-breathing.

Teaching non-traditional sports to students may also provide the necessary motivation for

students to increase their activity, and can help students learn about different cultures. For

example, while teaching a unit about lacrosse (in, say, Arizona, USA), students can also learn a

little bit about the native American cultures of the northeast and eastern Canada, where lacrosse

originated. Teaching non-traditional (or non-native) sports provides a great opportunityto

integrate academic concepts from other subjects as well (social studies from the example above),

which may now be required of many P.E. teachers. There are four aspects of P.E. which is

physical, mental, social, and emotional. Psychology is the science of mind and behavior. Its

immediate goal is to understand behavior and mental processes by researching and establishing

both general principles and specific cases. For many practitioners, one goal of applied

psychology is to benefit society in this field, a professional practitioner or researcher is called a

psychologist, and can be classified as a social scientist, behavioral scientist, or cognitive

scientist. Psychologists attempt to understand the role of mental functions in individual and

social behavior, while also exploring the physiological and neurobiological processes that

underline certain functions and behaviors. Adjustment: in psychology, adjustment is studied

especially in abnormal psychology and also in social psychology. In our daily life there has been

a continuous struggle between the needs of the individual and the external forces, since time

immemorial. According to Darwin’s theory of evolution those species which adapted

successfully to the demands of living survived and multiplied while who did not died. Therefore

adaptation or changing of if one self or one’s surrounding according to the demands of external

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environment became the basic need for our survival. It is as true today with all of us as it was

with Darwin’s primitive species. In psychology, as well as other social and behavioral sciences,

aggression (also called combativeness) refers to behavior between members of the same species

that is intended to cause pain or harm. Predatory behavior between members of one species

towards another species is also described as “aggression”.

Chapter-III

Methodology

Sample of the study:

The study was formulated based on the simple random sampling. The samples were selected

from the 40 Football and 40 Handball players of Inter-University South Zone tournament.

GAMES SUBJECTS

Football 40

Handball 40

Selection of variables:

The research scholar reviewed the available scientific literature, books, journals, periodicals,

and magazine and research papers pertaining to the study. Taking into consideration of the

importance of variable and the feasibility criteria for these are variable was selected of the

investigator.

Tools used:

 The aggression questionnaire inventory developed by anandkumar and prem Shankar.

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AGGRESSION:

 The aggression questionnaire inventory of developed by anandkumar and pream

Shankar was be administered to crack subject obtain the aggression of football & handball

players the aggression questionnaire inventory looniest of 25 items in which 13 items are

keyed YES and rest of 12 are keyed NO.

 Aggression was given to all investigation, the computed questionnaire was scored as

follows.

 For items 1,4,5,6,9,12,14,16,18,21,22,24, and 25 answer “yes” he scored two point. In

the answer “no” get zero point.

 For items 2,3,7,8,10,11,13,15,17,19,20, and 23 answer “no” he scored two point. If he

answer “yes” zero point.

(The copy of questionnaire is given in appendix-I)

Data collection procedure:

Statistical analysis: ‘t’ test used

The procedure adopted for the selection of subjects, selection of variable collection of data,

statistical techniques to be employed for analyzing the data have been described.

The subjects for this study were selected from Inter-University Football and Handball competitions

40 subject of Football and 40 subjects of Handball players were selected.

The research scholar reviewed the available scientific literature pertaining from books,

journals and magazines.

Aggression was using with the help of questionnaire test the comparison between the

Football and Handball ‘t’ test was applied.

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Chapter – IV

Data Analysis and Results

Introduction

However valid, reliable and adequate the data may be, it does not serve any useful purpose

unless it is carefully processed, systematically classified and tabulated, scientifically analyzed,

intelligently interpreted and rationally concluded.

After the data been collected, it was processed and tabulated using Microsoft Excel-2013

software and SPSS V.21.0.1 Software. The data collected on aggression from Football and

Handball players Inter-University level. The aim of the study is to “A STUDY AMONG

AGGRESSION OF FOOTBALL AND HANDBALL PLAYERS OF INTER-UNIVERSITY

LEVEL”. Then the data were analyzed with reference to the objectives and hypotheses by using

unpaired ‘t’ test with respect to aggression. The statistical significance was set at 5% level of

significance (p<0.05) and the results obtained thereby have been interpreted.

Hypothesis:

There is a no significant difference between Inter-University level players (Football and

Handball) with respect to their aggression.

To achieve this hypothesis, the t-test was applied and the results are presented in the

following table.

Table 2: Results of t-test between Football and Handball with respect to Aggression scores.

Group n Mean SD t-value

FOOTBALL 40 23.6250 6.29891 .055

HANDBALL 40 20.8750 6.32532

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From the results of the above table, we clearly seen that, a significant difference was not observed

between Football and Handball with respect to Aggression scores (t=.055, p<0.05) at 0.05% level of

significance. Hence, the null hypothesis is accepted and alternative hypothesis is rejected. It means

that, the Football have significant higher Aggression scores (mean=23.6250) than Handball

(mean=20.8750). The mean and SD scores of Aggression is also presented in the following figure 1.

FIGURE 1: FOOTBALL AND HANDBALL

AGGRESSION LEVEL
MEAN SD

25
23.625

20.875
20

15

10

6.29891 6.32532

0 HANDBALL PLAYERS
FOOTBALL
1 PLAYERS 2
MEAN 23.625 20.875
SD 6.29891 6.32532

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Chapter-V

Summary, Discussion, Conclusion and Recommendation

SUMMARY

The purpose of the study was to find out the Aggression level of Inter-University Football

and Handball players.

In order the achieve the purpose of the study 80 selected men Football and Handball players only.

To assess the level of Aggression inventory question was used and the data were collected from

subjects.

Then the data was analyzed with reference to the objectives and hypotheses by using

independent t-test to find out the difference between Football and Handball by using SPSS V:

21.0.1 statistical software and the results obtained thereby have been interpreted.

DISCUSSION:

Football & Handball are similar games with one is having played with foot from one is

having played with hand. The rules are also similar. But the area of playing is different. Handball is

played in small area so lot of contact has been expected between played in large area so not of free

area is there to move. Although in this study significant difference not occurred between football &

Handball game players because these games are not popular in these sides accept few areas players

are not having enough establishment to tournaments. So aggression remains similar.

CONCLUSION

On the basis of the analysis the researchers is confident arriving at certain conclusions based of the

results of the study and are as follows.

1. The University level Football players have significant higher aggression as compare to Inter-

university level Handball players.

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RECOMMENDATION:

While conducting this study the Researcher felt certain related avenues of further

Researcher.

1. The similar study may be conducted on age group of Football and Handball players.

2. The similar study may be conducted on national level.

3. Similar study may be conducted on other game.

Reference

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education and recreation, 40, 1969.

2. Astreidjunge, jiridvorak, dieter rosch, tonigrafbaumann, jirichomiak and Iarspeterson,

“psychological and sport-specific characteristics of Football players”, the American journal

of sports medicine,(2000)

3. Barbara kruk, janchmura, krzysztofkrzeminski, andrzej w. ziemba, krystynanazar,

heikkipekkarinen, henna kaciuba-uscilko, “influence of caffeine, cold and exercise on

multiple choice reaction time”, journal psychopharmacology.2001.

4. Carl will goose, “evaluation in health and physical education”, (New York: McGraw Hill

Book Company,1961).

5. Sadhashivan Raja, “Comarative Study of Aggression and Anxiety Among Blidn and Normal

School Football players in Tamilandu Unpublished master of Philosophy Dissertation

Alagappa University,2002

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© 2023 IJRAR March 2023, Volume 10, Issue 1 www.ijrar.org (E-ISSN 2348-1269, P- ISSN 2349-5138)

Appendix-I

Aggression Questionnaire

YES NO

1. I believe in aggressive playing ( ) ( )

2. I never lose temper while playing ( ) ( )

3. I never lose temper even if spectator hoot me ( ) ( )

4. I become angry while I find myself loosing ( ) ( )

5. I am extremely irritated on unfair decisions ( ) ( )

6. I like excitement in game ( ) ( )

7. I play for fun ( ) ( )

8. I never feel excited even when opponent is aggressive ( ) ( )

9. I try to hurt the opponent to deprive him from winning ( ) ( )

10. I always accept all the decisions of the referee ( ) ( )

11. I never feel angry while playing ( ) ( )

12. I forget everything in anger ( ) ( )

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© 2023 IJRAR March 2023, Volume 10, Issue 1 www.ijrar.org (E-ISSN 2348-1269, P- ISSN 2349-5138)

13. I feel sad if the opponent is injured ( ) ( )

14. I do not hesitate to win the game through brawl ( ) ( )

15. Good performance of the opponent gladdens me ( ) ( )

16. I do not hesitate to inflict utmost harm to the opponent ( ) ( )

17. Winning or losing a game is not important to me ( ) ( )

18. I get pleasure in harassing the opponent ( ) ( )

19. I am not easily annoyed ( ) ( )

20. I feel a player must be penalized for inappropriate violence ( ) ( )

21. I am not worried to see my opponent hurt and screaming ( ) ( )

22. I find myself full of aggression during sports ( ) ( )

23. I dislike to win a game by unfair means ( ) ( )

24. I can go out of the way to win a game ( ) ( )

25. When an opponent does me a wrong I try to pay him back ( ) ( )

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